School: KAKAWATE NATIONAL HIGH SCHOOL Grade Level: 7

GRADES 7
Teacher: JANECIL A. BONZA Learning Area: MAPEH (ARTS)
DAILY LESSON LOG
Teaching Dates and Time: JANUARY 16, 2024 Quarter: 2

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may
be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner should be able to identify the art elements and processes by synthesizing and applying prior knowledge and skills.
B. Performance Standards: The learner should be able to create artworks showing the characteristic elements of the arts of South, West, and Central Asia.
C. Learning Describe the attire, fabrics, Describe the attire, fabrics, Describe the attire, fabrics, Describe the attire, fabrics, tapestries, crafts,
Competencies/Objectives: tapestries, crafts, accessories tapestries, crafts, accessories tapestries, crafts, accessories and accessories and body ornamentation of Mindanao
Write the LC Code for each and body ornamentation of and body ornamentation of body ornamentation of Mindanao
Mindanao Mindanao State the characteristics of attire, fabrics, tapestries,
State the characteristics of attire, crafts, accessories and body ornamentation of the
State the characteristics of State the characteristics of fabrics, tapestries, crafts, featured places
attire, fabrics, tapestries, attire, fabrics, tapestries, crafts, accessories and body ornamentation
crafts, accessories and body accessories and body of the featured places Appreciate the beauty and uniqueness of the sample
ornamentation of the featured ornamentation of the featured arts and crafts by indicating their characteristics.
places places Appreciate the beauty and
uniqueness of the sample arts and
Appreciate the beauty and Appreciate the beauty and crafts by indicating their
uniqueness of the sample arts uniqueness of the sample arts characteristics.
and crafts by indicating their and crafts by indicating their
characteristics. characteristics.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

The Unique Identity of the The Unique Identity of the South The Unique Identity of the South (Arts and Crafts of
II. CONTENT The Unique Identity of the South
South (Arts and Crafts of (Arts and Crafts of Mindanao) Mindanao)
(Arts and Crafts of Mindanao)
Mindanao)
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
RESOURCES materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages Pg. 1-29 Pg. 1-29 Pg. 1-29 Pg. 1-29
3. Textbook Pages

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources

SESSION 1 SESSION 2 SESSION 3 SESSION 4

IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned
in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson Mindanao, referred to as the Mindanao, referred to as the Mindanao, referred to as the Land of Mindanao, referred to as the Land of Promise, is known
or Presenting the New Land of Promise, is known as Land of Promise, is known as Promise, is known as the second as the second largest and southernmost island in the
Lesson the second largest and the second largest and largest and southernmost island in Philippine archipelago. Mindanao is a Muslim outpost
southernmost island in the southernmost island in the the Philippine archipelago. Mindanao in the predominantly Roman Catholic Philippines.
Philippine archipelago. Philippine archipelago. is a Muslim outpost in the Although Muslims are no longer a majority, Islamic is
Mindanao is a Muslim outpost Mindanao is a Muslim outpost in predominantly Roman Catholic evident. The island of Mindanao also has the largest
in the predominantly Roman the predominantly Roman Philippines. Although Muslims are no concentration of ethnolinguistic groups and diverse
Catholic Philippines. Although Catholic Philippines. Although longer a majority, Islamic is evident. islands.
Muslims are no longer a Muslims are no longer a The island of Mindanao also has the
majority, Islamic is evident. majority, Islamic is evident. The largest concentration of
The island of Mindanao also island of Mindanao also has the ethnolinguistic groups and diverse
has the largest concentration largest concentration of islands.
of ethnolinguistic groups and ethnolinguistic groups and
diverse islands. diverse islands.
1. Establishing a Purpose for The artistry of the people in The artistry of the people in the The artistry of the people in the The artistry of the people in the islands of Mindanao
the Lesson the islands of Mindanao has islands of Mindanao has been islands of Mindanao has been an has been an asset in increasing opportunities for
been an asset in increasing an asset in increasing asset in increasing opportunities for livelihood as well as its tourism. Mindanao products
opportunities for livelihood as opportunities for livelihood as livelihood as well as its tourism. reflect how the people put effort in using their artistry
well as its tourism. Mindanao well as its tourism. Mindanao Mindanao products reflect how the and talent to develop authentic crafts that are popular
products reflect how the products reflect how the people people put effort in using their artistry in the Philippines.
people put effort in using their put effort in using their artistry and talent to develop authentic crafts
artistry and talent to develop and talent to develop authentic that are popular in the Philippines.
authentic crafts that are crafts that are popular in the
popular in the Philippines. Philippines.
2. Presenting ATTIRE, TEXTILES, AND One of the ethno-linguistic Bagobos’ Traditional Clothing and The Bagobos are one of the ethnolinguistic groups in
Examples/Instances of the TAPESTRIES groups that inhabits Mindanao is its characteristics Mindanao that contributes to the area’s culture and
Lesson the B’laan. They usually reside tradition. This group’s name comes from the word
in specific place in Mindanao “bago” which means “new”. and “obo”, which means
like South and North Cotabato “growth”. Bagobos are known for their ceremonial cloth
and Davao del Sur. The B’laan’s called Inabal. This is a special textile woven from deep
name comes from a brown abaca fibers. Like the B’laan, ikat process is
combination of two words “bila”, used by Bagobos to obtain intricate designs for their
which means “house”, and “an”, textiles. Bagobo women are the only ones who are only
which means “people”. This allowed to weave this fabric. Inabal clothing is valued
ethno-linguistic group is known by both men and women.
for its embroidery, brass
ornaments, and beadwork which
are used in their traditional
clothing.

3. Discussing New Concepts Women on the other hand, are The distinct ceremonial attire of T’boli’s Traditional Clothing and Another popular ethnolinguistic group is the T’boli.
and Practicing New Skills #1 covered with inabal skirts and Bagobo, made of ikat textiles, is its Characteristics They come from South Cotabato, particularly Lake
blouses. Their clothes are likely to be referred to as Sebu. Like any other ethnoliguistic groups, T’bolis are
designed with stripes, plaids, kostyom (costume) or dress. famous for their complicated beadwork, wonderful
and other organic motifs such They use kostyom (costume) woven fabrics, and beautiful brass ornaments. T’bolis
as plants, stars, lightning and when speaking to a person are also known in using t’nalak similar to the Bagobos.
even human figures. Bagobo outside their tribe. However, However, unlike Bagobos, T’bolis are more well-known
women also wear rows of bells among themselves they use in the use of t’nalak. They also find this textile sacred
around their waist and ankles their language’s term for and important. Occasions like traditional wedding
 that produce tinkling sounds garment or clothing, which is rituals usually involve the exchange of t’nalak textile.
every time they move or walk ompak'n Bagobo. Wearing
called Kolungkolung. The these clothes expresses various
sound made by the meanings, describing different
Kolungkolung is relatively modes of being a Bagobo. This
“standard” to the bagobo taste original textile helps the
which means that they use Bagobos to be more attached
Kolungkolung to give pleasing with their culture and tradition
sound as they perform their but also to connect to the
traditional dance. modernity that plays out in the
city where they live.

SESSION 1 SESSION 2 SESSION 3 SESSION 4

IV.PROCEDURE These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment
S activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
4. Discussing New The t’nalak of T’bolis are made by T’boli weavers believe that they The t’nalak occupies a special Maranao’s Traditional Clothing and its Characteristics
Concepts and women of royal blood, and are visited by their ancestors significance in the lives of the T’boli
Practicing New thousands of patterns with and gods in their dreams to tribe. Basically used for blankets and
Skills #2 reference folklore and stories are teach them weaving designs clothing, the t’nalak is also deemed
known to the T’boli women by and patterns. In 1998, Lang helpful in pregnancy and delivery as a
memory. Fu Dalu, a spiritual Dulay, the famous T’boli dream pre-natal covering.T’bolis learned how
guardian, is said to guide t’nalak weaver, was able to receive the to weave the t’nalak at a very young
weaving, a process that follows National Living Treasures- age. The production of this piece of
several rituals and rules. Gawad Manlilikha ng Bayan cloth takes time and uses a
(GAMABA) Award by the painstaking process that requires
National Commission for patience, creativity, good memory, and
Culture and the Arts. The a range of skills.
GAMABA is an award that aims
to give honor and pride to
different traditional artist who
contributed to preserve the
works, skills and crafts of their
group. This also promotes the The famous malong of Maranao is somehow similar to the
preservation of the Filipino sarong of Malaysia, Brunei, and Indonesia. However, the
culture through arts. A dream malong we have in Mindanao is much bigger and longer
weaver like Lang Dulay, has than sarong, and it is stitched together at both ends so that
proven that T’bolis are great it has a tubular shape. Meanwhile, the sarong is not
keepers of culture and tradition. stitched at both ends and it is usually square in shape with
varied patterns like checkers.
5. Developing The other types of Malong are the b) Malong a landap- it is c) Malong a ampik- it is characterized The malong’s different uses have become a significant part
Mastery following: characterized by “langkit”, or by a pattern with geometrical shapes of the Maranaos’ living from birth to death. One is wrapped
(Leads to decorative strips of profuse colored with black and white, and in this fabric as a newborn baby, and as the baby grows
Formative a) Malong a andon- it is geometric designs, which are combination of contrasting primary into adulthood, it becomes a part of daily life as a piece of
Assessment 3) considered the most expensive hand sewn on the malong. This colors clothing and as a material used for different purposes.
and rarest or oldest of the three type is considered the most Upon one’s death, the individual is wrapped once again
types. Andon refers to the popular. with a malong. These various uses are shown in the
“patola” motif, or a double ikat traditional dance called Kapa Malong Malaong or Sambisa
woven sari, usually made from malong, which demonstrates the various ways to fold and
silk. use a malong.
6. Finding Practical
Applications of
Concepts and
Skills in Daily
Living

SESSION 1 SESSION 2 SESSION 3 SESSION 4

V. PROCEDURE These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment
S activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
7. Making Mindanao, referred to as the Mindanao, referred to as the Mindanao, referred to as the Land of Mindanao, referred to as the Land of Promise, is known as
Generalizations Land of Promise, is known as the Land of Promise, is known as Promise, is known as the second the second largest and southernmost island in the
and Abstractions second largest and southernmost the second largest and largest and southernmost island in the Philippine archipelago. Mindanao is a Muslim outpost in the
about the Lesson island in the Philippine southernmost island in the Philippine archipelago. Mindanao is a predominantly Roman Catholic Philippines. Although
archipelago. Mindanao is a Philippine archipelago. Muslim outpost in the predominantly Muslims are no longer a majority, Islamic is evident. The
Muslim outpost in the Mindanao is a Muslim outpost in Roman Catholic Philippines. Although island of Mindanao also has the largest concentration of
predominantly Roman Catholic the predominantly Roman Muslims are no longer a majority, ethnolinguistic groups and diverse islands. There are many
Philippines. Although Muslims are Catholic Philippines. Although Islamic is evident. The island of mosques, and distinctive brassware, including various
no longer a majority, Islamic is Muslims are no longer a Mindanao also has the largest crafts made by different ethnic minorities. It is already in the
evident. The island of Mindanao majority, Islamic is evident. The concentration of ethnolinguistic groups culture of Mindanao to produce crafts which may or can be
also has the largest concentration island of Mindanao also has the and diverse islands. There are many useful in different activities in the daily life of the people
of ethnolinguistic groups and largest concentration of mosques, and distinctive brassware, Their talent in making various crafts has made the island
diverse islands. There are many ethnolinguistic groups and including various crafts made by one of the best craft makers in the whole country. The
mosques, and distinctive diverse islands. There are many different ethnic minorities. It is already unique artistic talent of the various ethnic groups in
brassware, including various mosques, and distinctive in the culture of Mindanao to produce Mindanao has also created a great impact on our history
crafts made by different ethnic brassware, including various crafts which may or can be useful in and culture.
minorities. It is already in the crafts made by different ethnic different activities in the daily life of the
culture of Mindanao to produce minorities. It is already in the people Their talent in making various
crafts which may or can be useful culture of Mindanao to produce crafts has made the island one of the
in different activities in the daily crafts which may or can be best craft makers in the whole country.
life of the people Their talent in useful in different activities in The unique artistic talent of the various
making various crafts has made the daily life of the people Their ethnic groups in Mindanao has also
the island one of the best craft talent in making various crafts created a great impact on our history
makers in the whole country. The has made the island one of the and culture.
unique artistic talent of the best craft makers in the whole
various ethnic groups in country. The unique artistic
Mindanao has also created a talent of the various ethnic
great impact on our history and groups in Mindanao has also
culture. created a great impact on our
history and culture.
8. Evaluating Compare and Contrast 1. In your own opinion, what 2. Based on the table you have 3. If you were to wear a traditional clothing from the five
Learning makes the arts and crafts of answered in activity 2.1 and the featured ethnolinguistic groups, which would you wear?
Mindanao unique from others? diagram in Activity 2.2, how similar are Why? Explain your answer.
the clothing of the five featured
ethnolinguistic groups?
 9. Additional Assessment: Multiple Choice Assessment: Multiple Choice Assessment: Multiple Choice (11- Assessment: Multiple Choice (16-20)
Activities for (1-5) (6-10) 15)
Application or
Remediation

VI.REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VII. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% in the _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils
evaluation mastery mastery mastery got 80% mastery

B. No. of learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
activities for remediation activities for remediation additional activities for additional activities for remediation additional activities for remediation require additional
remediation activities for remediation

Prepared by: Checked by:

JANECIL A. BONZA
Teacher I