K TO 12 BUDGET OF WORK FOR MULTIGRADE TEACHING

ARTS GRADES I, II, AND III

TIME ALLOTMENT: 40 minutes/session
FIRST QUARTER

Competencies Suggested Learning Activities Suggested Assessment Strategies

Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
First Quarter
Week 1
1. Tells that ART is 1. Identifies and 1. Distinguishes Show pictures created by different Show pictures 1. Show pictures 1.Show pictures 1. Draw the
all around and is appreciates the the size of people with different created by 2. Use a different size
created by different styles persons in sizes of different checklist of
different people of Filipino drawing , to persons in people about. persons and
A1EL-Ia artists indicate its cultural 2.Use checklist a. Styles indicate its
when theycreate distance from communities that tells that used by the distance from
portraits and still the viewer 1.Define art 1.Identify the 1. Group the Art is all Filipino the
life (different A3EL-1a 2.Present kinds of lines learners around and is artists when viewer
lines and artworks and colors 2. Give samples created by they create Use rubric
colors) 3. Discuss and 2.Unlock: of print or different portraits and assessment
A2EL-Ia identify who Portraits and drawing of people still life?
made the still life persons - Use rubric
artworks 3. Discuss the assessment b. Lines
3. Use checklist
4.Give other different lines to answer the and shapes
examples of and colors activity used in the
artworks seen 4.Identify the portraits and
around the different styles still life
classroom and of Filipino created by
in the home artists when the
5.Generalize they create Filipino
that portraits and artists
art is all around still life
6.Answer : LM
Aralin 1 p.2–4

Week 2
2. Distinguishes 2. Points out the 2. Shows the 1.Show different I-Review the 1. Present 1.Use a checklist 1.Use a graphic 1. Draw objects
and identifiesthe contrast illusion of kinds of different colors pictures of identifying and organizer and persons
different kinds of between space in drawings: 2. Present the objects and distinguishing identifying the in different
drawings: shapes and drawing the a. Portraits lesson. Use persons the different sizes that
2.1 Portraits colorsof objects and b. Family Aralin 2. Talk about the different kind of shapes and show space
2.2 Family different fruits persons in portraits 4,MAPEH illusion of drawings colors of illusion.
Portraits or plantsand different sizes c. School ground p.178- space flowers and Use rubric
2.3 School flowers in d. On-the- 179 3. Group pupils fruits assessment
Ground one’s workand spot drawings 2. Discuss the 4. Draw objects 2. Answer
2.4 On-the-spot in the work of e. Drawings different and persons Gawain 3,
2.5 Drawings of others of shapes MAPEH2 p.180
home/school A2EL-Ib home/school 3.Compare the
Present the
surroundings surroundings colors and
outcome
2. Present the shapes of
fruits and
flowers in

Competencies Suggested Learning Activities Suggested Assessment Strategies

Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
A1EL-Ib-1 lesson. Use ones artwork
LM p.6 and in the
3. Discuss work of others
the different
kinds of
drawings
4. Draw
their home
Week 3
3. Observes 3. Composes the 3. Appreciates 1.Show pictures 1.Show pictures 1. Shows picture 1.Do Aralin 3 1.Use graphic 1. Give a
and sees the differentfruits or that artist of a person of fruits or 2. Distribute sets from LM p.9 organizer to checklist
details in a plants to create visual 2. Present the plants of jigsaw 2.Use a present the expressing
person’s showoverlapping texture by lesson. Use 2. Unlock: puzzles to checklist that overlapping of ones
face/body, in of shapes using a LM – Aralin 2 contrast , groups of will identify shapes and appreciation
a view, to andthe contrast variety of p.7 overlap pupils. Let the contrast of to artist visual
beable to of colors lines and 4. Discuss and 3. Present each group details in a colors texture using
show its andshapes in colors Describe the the lesson. assemble the person’s 2. Use a a variety of
shape and his details in a Use Aralin 5, puzzle face/body checklist to lines
texture coloreddrawing person’s face MAPEH p. 181- 3. Discuss the evaluate the and colors
A1EL-Ib-2 A2EL-Ic /body as to 182 visual texture work
shape and 2. Identify 4. Make an art Group sharing
texture the act activity
overlapping
5. Let the pupils
of shapes
show their
and the
work
contrast of
colors and
shapes in Let them oral
drawing recitation for
3. Do value
Gawain 2- integration
3,MAPEH2 p.
182
Week 4
4. identifies 4. draws from an 4.Tells that in Show a drawing of a still life 1. Show pictures Use pictures 1.Draw still life 1. Draw a
different lines actual still landscape, arrangement of land arrangement landscape
,shapes, life arrangement the nearest 1.Review the 1.Unlock: still formation. Use checklist to in the that shows
texture used A2EL-Id object drawn different lines life 2. Let them say identify the classroom Foreground,
by is the and shapes arrangement something different lines, 2. Answer middle
artists in foreground; 2. Define 2. Present about it. shapes and Gawain 3. ground and
drawing the objects texture the lesson.Use 3. Introduce a texture used MAPEH2 background.
A1EL-Ic behind the 3. Identify Aralin guessing p.185
foreground the different 6,MAPEH2 game of land Rubric
are the middle lines, shapes, p.183 formation and assessment
ground, while and textures 3. Do landscape by
the objects used by an Gawain 2, describing
farthest away artist in MAPEH p.184. their
are the drawing Give characteristics.
background, instructions on 4. Present the
and by doing what to do famous
this
landscape and
formation of
 there is a the Philippines
balance 5. Discuss the
A3PL-ld

Competencies Suggested Learning Activities Suggested Assessment Strategies

Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
balance
through the
presence of
foreground,
middle ground
and background
6.Make art
activity by
group
7.Show how to
draw
landscape
8.Ask question
for value
integration
Week 5
5. Uses different 5. Portraits of 5. Describe the 1. Show a drawing using different • Present 1.Draw using 1.Draw a portrait 1. Draw and
drawing tools or persons way of life of medium like pencil, crayons, or pictures of different tools of a person describe the
materials - tocapture people in the charcoal cultural or materials 2.Use Venn way of life of
pencil, crayons, their likeness cultural community 2. Use rubric to diagram to people in the
piece of andcharacter community • Compare the assess the describe the cultural
charcoal, a stick A2EL-Ie A3PL-le way of life and drawing likeness and community.
on different practices of character of
papers,sinamay, your the portrait Individual/group
leaves, tree community to 3. Answer: sharing
bark, and other the Gawain 3
local materials picture ,MAPEH2 p.197
to create his • Let the
drawing learners share
A1EL-Id to their
classmate
• Group the
learners
1.Present 1.Show an 1. Open the
different tools example of still envelope and
for drawing life drawing answer the
2. Discuss the 2. Describe questions
use of the the color, 2. Report the
different tools shapes and output
3.Draw using lines used
different 3.Present the
drawing tools lesson. Use
or materials : Aralin 9,
pencil, MAPEH2p.194-
crayons ,piece 195
of charcoal, a 3. Discuss
stick o the likeness
different and character
papers, of a
sinamay, portrait
leaves, tree 4.Do Gawain 2,
bark, and MAPEH2 p.195-
other local 196
materials
Week 6
6. Creates a 6. Draws a 6. Create a Draw oneself, one’s family , two or 1. Answer the 1.Draw a 1. Draw portrait 1. Create a
drawing portrait of more persons oneself, of design
 Competencies Suggested Learning Activities Suggested Assessment Strategies
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
to express two or more geometric puzzle one’s family, two or more contrasting
one’s ideas persons design by 2. Unlock the home and persons kinds
about oneself, - his friends, contrasting two words school 2.Use checklist of lines, types
one’s his family, kinds of lines in 2. Do. Activity on to find out the or shapes
family,home showing terms of type 1.Draw one’s 1. Draw two or LM differences in 2. Use rubric
and school thedifferences or size idea about more persons p.11 the shape of
A1PR-Ie-1 in the shape of A3PR-lf oneself , one’s showing 3.Use rubric to their facial
their facial family, home, differences in assess the features
features school shape of facial drawing
(shape of eyes, 2. Answer: Aralin features
nose, lips, 4, LM p.10
head,and
texture of
the hair
A2EL-If
Week 7
7. Shares stories 7. Shows motion 1.Show a drawing of people in or 7. Sketches on-the-1. Ask the lines 1.Write a story
about 1.Draw pictures with 1. Create a action drawing related to their action in the spot outside or used
to create the drawing action or drawing of 2. Tell a story related to the the cultural
drawing drawing of human near the drawing school geometric Week communities
A1PR-Ie-2 bodies to draw a plant, designs 1.Show a 1. Show way of dressing
A2EL-Ih-1 flowers or a tree drawing an action 2. Show different and accessories showing the
real flowers 2.Share a story drawing different texture 3. Let them and shape of examine and
each part, using related to the 2. Identify identify the
only a pencil or drawing the motion or texture and black crayon or shape
ballpen. 4. Tell presented action showed the
A3PR-lg in the drawing reminders in
proper behavior outside the classroom
5. Bring the children outside to observe
6. Ask the different texture an

Week 8
8. Draws 8. Creates an 8.Creates a Show a drawn picture story about Sing a Song “ 1.Draw animals 1.Present a story 1. Use rubrics
different imaginary pencil or pen animals Magtanim ay Di showing 2. Draw an
animals(pets) landscape or drawing of Biro.” different imaginary
showing world from a scene in daily Ask the practices shapes and landscape or
different dream or a life, where use by cultural texture world from the
shapes and story people in the group to 2. Use rubric to story
textures A2EL-Ih-2 province/region improve their assess the 3. Use
A1PR-If show their lives. drawing rubric
occupation by 1.Use a drawing 1.Present a 1.Unlock the
the action they of animals drawing and words
are the story 2.Present
pictures

Competencies Suggested Learning Activities Suggested Assessment Strategies

Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
doing 2. Identify behind the with different
A3PR-lh the shapes and drawing kinds of work
textures of 2. Discuss or occupation
animals in the the story 3.Show the
drawing 3. Ask the painting of
3. Instruct pupils to draw Fernando
to draw an imaginary Amorsolo with
different landscape or 5 question to
animals world from a be
showing dream or a answer
different story 4.Group the
shapes and pupils in two
textures and distribute
4.Do Aralin 5 – the activity
LM p.12 cards for
discussion and
artwork with
action
presentation
5.Ask for the
importance of
people’s way
of life
Week 9
9. Creates a 9. Shares 9.Sketches and 1. Unlock : 1. Show a 1. Ask the 1.Draw a 1.Use a drawing 1. Use crayon
viewfinder stories colors and a.View-finder drawing important of particular view 2.Write resist
tohelp related to view of the b.Foreground 2. Shares lines and using a view story/stories technique in
him/her the output province/ c.Background stories related shapes in finder related to the ethnic
select region with 2. Present to the represent or 2. Do the Activity drawing designs or
aparticular view houses and the lesson.Use drawing draw objects ,LMp,21 3. Use rubric pattern
to buildings LM p.27 2. Tell the 3.Use rubric selected
draw indicating the 3. Discuss application of
A1PR-Ig foreground the importance foreground,
middle ground of viewfinder in middle ground
and drawing a and
background by particular view background
the size of the 3. Identify 3. Draw historical
objects the viewfinder house or
A3PR-li in a particular building
view 4. Color it and
4. Do Aralin place it on the
1516,LMp.28 blackboard
5. Ask, how can
they
appreciate
their work
Week 10
10. Draws 10.Draws and ENHANCEMENT Review on the kinds of shapes, 1.Draw different 1.Use a drawing
different kinds shares stories OF LEAST lines and color kinds of plants and write story
ofplants related to the LEARNED showing about the
showing a output SKILLS variety of drawing
variety shapes, lines 2. Use rubric
ofshapes, lines and color
and color 2. Use rubric
A1PR-Ih

K TO 12 BUDGET OF WORK FOR MULTIGRADE TEACHING

ARTS GRADES I AND II TIME ALLOTMENT: 40 minutes/session

SECOND QUARTER

Competencies Suggested Learning Activities Suggested Assessment Strategies

Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
Second Quarter
Week 1
1. identifies 1. describes the 1. sees that • show pictures of nature checklist use reflective
colors, both A1EL-IIa there is • describe the pictures in terms of its art checklist in journal entry
in natural lines, shapes harmony in elements describing
and man- and textures nature as seen the lines,
made seen in skin in the color of identify • show • ask the shapes and
objects, seen coverings of landscapes at natural pictures of learners to texture of
in the animals in the different times colors found animals. draw a given animal
surrounding community of inside the • ask the scene from
A1EL-IIa using visual art the day classroom learners to nature.
words and Ex: or describe • let them
actions 1.1 landscapes environment the lines, color the
A2EL-IIa of play pick shapes and drawing with
Felix Hidalgo, and match textures of their desire
Fernando -learners will the animal colors.
Amorsolo, pick a picture. • compare the
Jonahmar partner and drawing with
Salvosa match some the real
1.2 Still’s life of colors found colors.
Araceli Dans, in both on
Jorge Pineda, them.
Agustin Goy
A3EL-IIa

Week 2
2. expresses 2. describes the 2. appreciates • show pictures of different animals catch and catch and reflective
that colors A1EL-IIb that nature is so • ask the students to name the animals and match the match journal entry
have names, unique rich for no two describe colors
can be shapes, animals have introduce • ask the • the learners
grouped as colors, the same the names learners to will give
primary, texture and shape, skin of colors name 1 reaction of
secondary design of the covering and using animal and the
and skin color pictures let them description
tertiary coverings of A3EL-IIb introduce describe it of different
A1EL-IIb different the color • let them animals
fishes and sea wheel chart give unique • let them
creatures or of give character of realize that
wild forest different animals in there are no
animals from samples terms of its two animals
images pictures with
A2EL-IIb that are the
different same
colors
 Competencies Suggested Learning Activities Suggested Assessment Strategies
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
shapes,
color,
texture and
design of
its skin.

Week 3
3. experiments 3. points out 3. perceives how Demonstrate • ask the • review in the portfolio record checklist
on painting the A1EL-IIc harmony is a simple learners concept of assessment observation
using different contrasts in created in an painting to bring primary and
painting tools the colors, artwork because session let different secondary
and paints shapes, of the learners pictures color.
A1EL-IIc textures complementary to of • discuss
between two colors and experience animals complementary
or more shapes to as color
animals A3PL-IIc paint on their materials • do activity LM
A2EL-IIc own using for pp 164
available their activity
materials. • ask them to
point out
some
contrasts in
the color
shape and
texture in
the
pictures.
Week 4
play the game read the name color inside the color. portfolio • checklist
4. paints a 4. draws, with 4. paints a still show • show • present a still assessment • portfolio • portfolio
design based the use of life by pictures of pictures of life drawing assessment assessment
on the pencil or observing the jeepneys animals. • ask the • individual
Philippine crayon, the different with design • identify learners to sharing
jeepney or sea or forest shapes, color or fiesta some describe the
fiesta décor animals in and texture décor. unique still life.
and shapes their habitat of fruits, ask the character • discuss still life
using primary showing their drawing them learners of sea and painting
colors unique overlapping to paint their forest
arranged in shapes and and choosing own design • do activity LM
animals pp. 176
balanced features the right colors of jeepney
• ask the
pattern A2EL-IId for each fruit or fiesta
learners to
A1PL-IId-1 A3PR-IId décor using
draw sea or
available
forest
coloring
animals
materials.
showing
guide the
their unique
learners in
shapes and
doing the
features.
activity

Competencies Suggested Learning Activities Suggested Assessment Strategies

Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
Week 5
5. relates personal 5. paints the 5. creates new share some • ask the discuss the sharing and • portfolio • checklist
observations on illustration of tints and experiences learners to concepts of giving assessment • portfolio
jeepney designs animals to shades of related to draw an tint and observation • use rating assessment
and fiesta show variety of colors by fiesta ask animal shade scale
decorations colors and mixing two or the learners • let them apply perform art
A1PL-IId-2 textures in more colors to relate colors to activity LM
their skin A3PR-IIe some their activity 1 pp.
A2EL-IIe personal drawing 179
observations • post on the do activity 2
on jeepney wall LM pp. 180
designs and of the class
fiesta
decorations.

Week 6
6. draws a design 6. creates 6. paints a ask the • introduce do activity 1 use rubrics use rubrics in use rubrics in
out of repeated designs by landscape at a learners to the LM pp. 172 in rating the rating the rating the
abstract and using two or particular time draw design principle of ask the learners learners learners
geometric more kinds of of the day and out of rhythm learners to output output output
shapes like in a lines, colors selects colors repeated • ask the share
parol and and shapes by that abstract and learners to something
paints it in repeating or complement geometric create about their
primary and contrasting each other to shapes let designs by artwork
secondary them, to show create a mood them use using two
colors rhythm A3PR-IIf primary and or more
A1PL-IIe A2PL-IIf secondary kinds if
color in their lines,
drawing colors and
guide the shapes.
students in • repeat the
doing the designs to
activity show rhythm
Week 7
7. uses his 7. uses control 7. observes the let the •
let the show use rubrics use rubrics in • LM pp. 188-
creativity to of the painting characteristics learners learners pictures of in rating the rating the 189
create paints tools and of a wild explore art. explore art wild animals. learners learners • use rubrics
from nature and materials to animal by ask the• ask them to share output output in
found materials, paint the making several learners to show story rating the
and brushes different lines, pencil sketches paint their technique in about learners
from twigs, shapes and and painting it desired creating wild output
cloth and other colors in his later, adding motif using different animals.
materials work or in a texture of its materials lines, ask to sketch
A1PL-IIf group work skin covering from nature shapes and paint wild
A2PR-IIg-1 A3PR-IIg and animals
colors. showing its
• art activity characteristic.
could be
done in
group
Competencies Suggested Learning Activities Suggested Assessment Strategies
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
Week 8
8. creates a 8. draws the 8. appreciates show • product name some portfolio use rubrics in journal entry
design inspired outline of a the Filipino pictures of performance Filipino artist assessment rating the
by Philippine tricycle or artists painted designs ask Art final and give use rubrics learners
flowers or jeepney on a landscapes in the learners performance sample in rating the output
objects found in big paper, and their own to create a • make a artworks. learners
school paints the particular style design using creative art ask the output
A1PR-IIg design with and can Philippine design on a learners to
lines and identify what flowers or big paper describe the
shapes that makes each some jeepney artworks
show artist unique objects showing
repetition, in his use of found in repetition,
contrast and colors to school. contrast and
rhythm create rhythm
A2PR-IIg-2 harmony
A3PR-IIh

Week 9
9. paints a product conduct a conduct a portfolio • portfolio • portfolio
home/school performance mini- miniexhibit of assessment/ assessment/ assessment/
landscape or paint a exhibit of their work compilation compilation compilation
design choosing home/school their work of activities of of
specific colors to landscape or rubrics for activities activities
create a certain design using the conduct • rubrics for • rubrics for
feeling or mood colors that of the mini the conduct the conduct
A1PR-IIh-1 show exhibit of the mini of the mini
feeling or exhibit exhibit
10. appreciates emotion
and talks conduct a
about the miniexhibit of
landscape their work
he painted
and the
landscapes
of others
A1PR-IIh-2
 K TO 12 BUDGET OF WORK FOR MULTIGRADE TEACHING
ARTS GRADES I AND II TIME ALLOTMENT: 40 minutes/session
THIRD
QUARTER

Competencies Suggested Learning Activities Suggested Assessment Strategies

Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
Third Quarter
Week 1
1. distinguishes 1. identify 1. tells that a • show different pictures ( drawing, painting, and checklist checklist checklist
between a natural and print made printing; natural and man-made objects;
print and a man-made from objects realistic and abstract)
drawing or objects with found in • let them describe the pictures
painting repeated or
 A1EL-IIIa alternated nature can be use pictures • use pictures • discuss
shapes and realistic or in of natural realistic and
colors and abstract distinguishing and man- abstract
materials that A3EL-IIIa a print, a made prints.
can be used in drawing or objects that • use pictures
print making painting can be used of print
A2EL-IIIa in made from
printmaking. objects are
• ask the realistic or
learners to abstract
give more • let them
examples of identify
natural and realistic
man-made and
objects use abstract
for printing. prints from
nature.
Week 2
2. identifies the 2. creates a 2. appreciates • show pictures • show • show printed paper and • portfolio journal entry
shape and consistent the importance of objects found pictures art pencil test assessment
texture of pattern by and variety of in nature and of artworks using • use rubrics
prints made making two or materials used man-made showing different for
from objects three prints for printing objects repeated or materials. assessment
found in nature that are A3PL-IIIb • let the identify alternated • ask the
and manmade repeated or the shape shape or learners to
objects alternated in and texture of color. describe the
A1EL-IIIb shape or color prints. • demonstrate artworks
A2PL-IIIb how to do presented.
the artwork.
• guide the
learners in
creating the
activity

Competencies Suggested Learning Activities Suggested Assessment Strategies

Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
Week 3
3. identifies 3. create a print 3. observes that ask the • demonstrate • ask the sharing • portfolio sharing of
artistically on paper or a print design learners to how to learners to comments assessment observation
designed cloth showing may use create print create a observe the and • rubrics for
prints in his repeated motif repetition of designs. print art. artwork observation the output
artworks and using shapes or ask to give • ask the done by on artistic
in the artworks manmade lines and comments learners to grade 2 design
of others objects with flat emphasis on and create a pupil.
A1EL-IIIc surface contrast of observation print on give
A2PL-IIIc shapes and to the work paper or comments
lines A3PL- of his/her cloth • present
IIIc partner showing another
ask to give repeated pictures to
comments motif using be observed
on the work manmade by the
of grade 2 object learners.
pupils • let them
observe the
use of
repetition
and
emphasis of
shapes and
lines
Week 4
4. creates a print 4. experiments 4. realizes that a • introduce the materials for the activity. portfolio • portfolio journal entry
by applying with natural print design • discuss the procedures in doing the activity assessment assessment
dyes on his objects (leaves, can be create print • show use rubrics • use rubrics
experiment
finger or palm twig, bark of duplicated art using different in assessing in assessing
creating
or any part of trees, etc.) by many times by any part of learners learners
prints print designs
the dabbing dyes hand or by the body. output output
using • ask the
body and or paints on the machine and
natural learner to
pressing it to surface and can be shared
objects. describe the
the paper, presses this on with others
cloth, wall, etc. paper or cloth, A3PL-IIId design
to create sinamay and
impression any other
A1EL-IIId material to
create a prints
A2PR-IIId

Week 5
 Competencies Suggested Learning Activities Suggested Assessment Strategies
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
5. creates a 5. experiments with 5. explain the ask the • demonstrate ask the portfolio • portfolio journal entry
print by natural objects meaning of the learners to how to learners to assessment assessment
rubbing pencil (banana stalks, design created create create prints create a use rubrics • use rubrics
or crayon on gabi stalks, etc.) A3PR-IIIe prints by using design in in assessing
paper placed by dabbing dyes rubbing natural share to the assessing learners
on top of a or paints on the pencil or objects. class the learners output
textured surface and crayon on • let the meaning of output
objects from presses this on top of a learners the design
nature and paper or cloth, textured experiment made
found objects sinamay and any objects. on making
A1PL-IIIe other material to guide the prints
create prints learners in • post the
A2PR-IIIe doing the outputs
activity on the wall
Week 6
6. repeats a 6. carves a shape 6. designs an let the • demonstrate discuss portfolio • portfolio use rubrics
design by the or letter on an attractive logo learners how to and show assessment assessment found in
use of stencil eraser or kamote with slogan create shape or examples use rubrics • use rubrics LM. 218
(recycled which can be about the design by letters on of slogan in in assessing
paper, plastic, painted and environment to the use of kamote and logo. assessing learners
cardboard, printed several be used for stencil which can do activity learners output
leaves, and times printing ask them be printed. LM pp. output
other A2PR-IIIf A3PR-IIIf to repeat • let the 217
materials) and the prints learners
prints on to create make their
paper, cloth, new art own
sinamay, bark, design shape or
or a wall letter
A1PR-IIIf
• make print
art
out of their
carve
shapes or
letters.
Week 7
7. shares 7. create a print on 7. creates let the learners create and sharing portfolio
and cuts experiences in paper or cloth a give share cut use rubrics in
stencil from experimenting using cut-out their instructions in stencil assessment
paper or plastic different art experiences in from paper assessing the
designs sheets to be used materials doing the or plastic
use rubrics in stencil
A2PR-IIIg for multiple prints making different guide the
assessing
A1PR-IIIg on cloth or hard paper activity. learners in
learners
A3PR-IIIg making
art. discuss the output
stencil.
motivate criteria for
their learners to output
share by giving
rewards
Week 8
Competencies Suggested Learning Activities Suggested Assessment Strategies
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
8. creates prints for 8. creates a make a briefing about the • ask the observation checklist use rubrics
a card and makes print for a conduct of the mini exhibit as learners to in
several copies or shirt, bag or a their final performance in Arts make assessing
editions of the print poster using class stencil. the output
so that cards can be stencils with • using the
exchanged with abstract stencil
other persons designs that create print
A2PR-IIIh-1 conveys a for a shirt,
message and bag or a
can be poster.
replicated
• use abstract
A3PR-IIIh
design that
conveys
message
Week 9
9. share your 9. writes a preparation for the conduct • ask the observation checklist sharing
card with your slogan about of mini exhibit learners to
love ones the write slogan
A2PR-IIIh-2 environment about the
that correlates environment
messages to by group.
be printed on • share to the
Tshirts, class their
posters, insight about
banners or their
bags slogan/card
A3PR-IIIg
Week 10
8. school/district 10. school/district 10. conduct a mini gallery/exhibit of artworks use rubrics on assessing the product
exhibit and exhibit and school/district done by the students in celebration of the performance of the learners on the
culminating culminating exhibit and National Arts month. outcome of the exhibit.
activity in activity in culminating
celebration of celebration of the activity in
the National National Arts celebration of
Arts Month (February) the National
Month A2PR-IIIh-3 Arts
(February) Month (February
A1PR-IIIh A3PR-IIIh

K TO 12 BUDGET OF WORK FOR MULTIGRADE TEACHING

ARTS GRADES I AND II TIME ALLOTMENT: 40 minutes/session

FOURTH QUARTER

Competencies Suggested Learning Activities Suggested Assessment Strategies

 Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
Fourth Quarter
Week 1
1. distinguishes 1. identifies the 1. identifies • show 2-dimensional and 3-dimensional objects checklist paper and checklist
between artistry of different • present pictures of different crafts and puppets pencil test
2dimensional different local styles of • ask the learners to describe the materials
and 3- craftsmen in puppets made presented
dimensional creating: in the discuss • discuss • present a
artwork and 1.1 taka of Philippines features of 2 some simple
states the different (form Teatro dimensional artistry of puppet
difference animals and Mulat and Anino and different show to the
A1EL-IVa figures in Theater Group) 3dimentional local learners
Paete, Laguna A3EL-IVa art. craftsmen • discuss the
1.2 sarangola, ask the by showing art of
or kites learners to examples. puppetry
1.3 banca, give • “show and
native boats • show
examples of name” different
from Cavite, 2dimensional
and coastal styles of
and puppet
towns A2EL- 3dimensional
IVa-1 made
artwork. let in the
the Philippines.
learners
compare
artworks
Week 2
2. identifies 2. gives value 2. appreciates present • tell story • discuss paper and sharing sharing
the different and variations of pictures about different pencil test insights insights
materials that importance to puppets in of craftsman kinds of
can be used the terms of 3dimensional • emphasize puppets.
in creating a craftsmanship material, objects let the • ask the
3dimensional of the local structure, the learners importance learners to
object: artists shapes, identify the of arts describe
2.1 clay or A2EL-IVa-2 colors and different made by each kind of
wood intricacy of materials used local artists. puppet
(human or textural details in creating a • make a list • demonstrate
animal A3PL-IVb 3dimensional how to
of products
figure) object by perform
made
2.2 bamboo showing the different
by local
(furniture, puppets
artist and
bahay
 give its • let the
function learner

Competencies Suggested Learning Activities Suggested Assessment Strategies

Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
kubo) pictures. let manipulate
2.3 softwood them share the puppets
(trumpo) to the class
2.4 paper, about their
cardboard, experiences
(masks)
2.5 found
material
(parol,
sarangola)
A1EL-IVb

Week 3
3. selects 3D 3. sites 3. creates a present 3D • read a poem ask the sharing sharing • use rubrics
objects that examples of 3- puppet objects ask • identify 3D students to observation observation in assessing
are well dimensional designs that the learners objects in create a the activity
proportioned, crafts found in would give a to select 3D the puppet • LM p. 225
balanced and the locality specific and object ask poem design.
show giving unique the learners • ask the Do activity 1
emphasis in emphasis on character to describe learners to LM p. 223
design their shapes, A3PR-IVc the principle site let them
A1PL-IVc textures, of proportion some create their
proportion and and examples own unique
balance emphasis of 3D crafts puppet
A2EL-IVb found in design
their
locality.
• let the
learners
describe
their
samples
Week 4
4. appreciates 4. constructs a 4. applies show artworks • ask the ask the sharing • actual test • use rubrics
the creativity of native kite designs of made from learners to learners to insights • use rubrics in assessing
local and from bamboo varied shapes recycled construct a create a for the output the activity
indigenous sticks, papel and colors on materials. native kite. stick puppet • LM p. 232
craftsmen and de japon glue, puppets to give • demonstrate demonstrate
women who string, and fly show the examples of how to how to do
created artistic the kite to unique useful things make stick puppet
and useful tests its character of out of kite ask the
things out of design the puppet recycled • guide the learners to
recycled (proportion A3PR-IVd materials learners in apply
materials like and balance) doing the designs
the parol, A2EL-IVc activity of varied
maskara, local shapes and
• focus on
toys, masks colors to
principle of
A1PL-IVd show a
balance and
proportion unique
character

Competencies Suggested Learning Activities Suggested Assessment Strategies

Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
 do activity 1
LM pp. 230-
231

Week 5
5. creates a useful 5. learns the steps differentiated activities 5. use rubrics in use rubrics
useinrubrics in
constructs a assessing assessing assessing
ask the • demonstrate construct a
3D object: a in making a paper simple learners output learners output
students to the simple
puppet pencil holder, mache with focus learners output
create procedures puppet
based on a bowl, container, on
useful 3D in making based on a
proportion and character in a
object. paper legend,
using recycled balance legend,
demonstrate mache. myth or
myth or
how to • let the story using
materials like A2PR-IVd story using
create students recyclable
plastic bottles recyclable
useful 3D create simple materials
A1PR-IVe materials and
objects paper mache
bamboo sticks or
guide the art following
twigs
student in the steps
A3PR-IVe
doing the with focus on
activity principle of
balance and
proportion.

Week 6
6. constructs a 6. shows the 6. manipulates a • differentiated activities use rubrics
mask out of beginning skill puppet to act • demonstration in assessing
 cardboard, in the method out a character ask the create 3- • group the learners use rubrics use rubrics
glue, found of creating in a story students to dimensional students output in assessing in assessing
materials, 3dimensional together with construct a free • let the learners learners
bilao, paper free standing the puppets mask using standing students to output performance
plate, string, figures out of A3PR-IVf found figures out think of a story
seeds and different materials of recycled • use puppets
other found materials clay, materials to
materials for a wood, found act out
celebration like materials, characters in
the Maskara recycled their story.
Festival of objects,
• present to
Bacolod wire, metal,
the
A1PR-IVf-1 bamboo
Competencies Suggested Learning Activities Suggested Assessment Strategies
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
A2PR-IVe class

Week 7
7. utilizes masks 7. creates an 7. performs as • differentiated use rubrics use rubrics use rubrics
in simple role imaginary puppeteer activities/performance in assessing in assessing in assessing
play or skit robot or together with • discuss procedures of the learners learners learners
A1PR-IVf-2 creature using others, in a activities performance output performance
different sizes puppet show
of boxes, coils, to tell a story give student create an perform
wires, bottle using the a scenario imaginary puppet
caps and other puppet he/she perform a robot or show using
found material created simple role creature the created
A2PR-IVf A3PR-IVg play using found puppets of
using their materials. the learners
created
mask
Week 8
8. creates 8. molds an 8. designs and • differentiated activities use rubrics use rubrics use rubrics
mobiles out of animal shape creates mask • discuss procedures of the in assessing in assessing in assessing
recyclable on wire or or headdress activities learners
materials such bamboo with the use of output
 as cardboards, armature or recycled or create mold a mini design and learners learners
papers, framework, natural objects mobiles out animal create mask output output
baskets, showing the inspired by of recyclable shape on or headdress
leaves, strings animal in action best festivals materials wire with the use
and other A2PR-IVg A3PR-IVh of recycled
found materials
materials
A1PR-IVg

Week 9
9. creates 9. creates a clay 9. creates a • differentiated activities use rubrics use rubrics use rubrics
human figures human figure mask or • demonstration in assessing in assessing in assessing
out of clay, that is balanced headdress that create create create mask learners learners learners
flour-salt and can stand is imaginary in human or headdress output output output
human figure
mixture, or on its design using figures out of made that is
paper-mache own found and clay or paper imaginary in
using different A2PR-IVh recycled from clay
mache. design.
techniques material, that can
A1PR-IVh inspired by stand on its
local own.
Festivals
A3PR-IVi

Week 10
conduct a mini exhibit of learners use rubrics on assessing the product
output performance of the learners on the outcome
of the exhibit.