MAPEH DLL School Year: 2023-2024

School: DASMARIÑAS EAST INTEGRATED HIGH SCHOOL Grade Level: 9

Teacher: MARICEL T. AQUINO Learning Area: MAPEH (ARTS)

August 19-23.2024
07:20-08:00 AM | 9 CABALLERO
Dates and Time: Quarter: FIRST (Week 1)
DAILY LESSON LOG 09:05-9:45 AM | 9 BALETE
In MAPEH-9 Note: Asynchronous Class every Thursday

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The learner demonstrates understanding on….
A. Content  art elements and processes by synthesizing and applying prior knowledge and skills
Standards:  the arts as integral to the development of organizations, spiritual belief, historical events,
scientific discoveries, natural disasters/ occurrences and other external phenomenon
The learner consistently demonstrates…
B. Performance
Standards:
 perform/ participate competently in a presentation of a creative impression (verbal/nonverbal) from the various art movements
recognize the difference and uniqueness of the art styles of the various art movements (techniques, process, elements, and principles of art)
The learners…
 Analyzes art elements and principles in the production of work following the style of a western and classical art (A9EL-Ib1)
 Identifies distinct characteristics of arts during the different art periods (A9EL-Ia2)
C. Learning
 Identifies representative artists from various art period (A9EL-Ia3)
Competencies
(MELCs)  reflects on and derives the mood, idea, or message from selected artworks (A9PL-Ih1)
 determines the use or function of artworks by evaluating their utilization and combination of art elements and principles (A9PL-Ih-2)
 uses artworks to derive the traditions/history of an art period (A9PL-Ih-3)
 compares the characteristics of artworks produced in the different art periods (A9PL-Ih-4)
QUARTER 1
II. CONTENT Ancient Art Classical Art Classical Art Classical Art
Prehistoric Art Egyptian Art Greek Art
Roman Art
III. LEARNING RESOURCES

A. References

1. Teacher’s Guide
p 179, p 190, pp 196-197 pp. 180-181, pp 191-192, pp 197-198 pp.181-184, p 192, pp 198-199
p.184-185, pp 192-193,
Pages
p 199
2. Learner’s
pp 141-142, p 153, pp 159-160 p 143 p 154, pp 161-162 pp 144-146, p 155, p 163
pp 147-149, p 156, p
Materials Pages
164
3. Textbook Pages
Perez, V., V., Luna, L., N., and Tomas C., E., (2004). MAPEH III. Music, Art, Physical Education, and Health.Quezon City. St. Bernadette Publishing House Corporation

4. Additional
Materials from
Learning
MAPEH DLL School Year: 2023-2024

Resource (LR)
portal

B. Other Learning https://www.youtube.com/watch? https://www.youtube.com/watch?v=YKX-

Resources v=84gTmKwL8KQ Rjb4rag

IV. PROCEDURES
A. Reviewing the THE EVOLUTION OF ARTS LUCKY 7 STUDENT GENERATED QUIZbee POP UP MINDS The teacher will ask the following questions
previous lesson or 1.What is the method of painting water-
presenting the
The teacher will present the lesson using an The teacher will ask a question about the Teacher will ask the students What are the
new lesson animation about a cave drawing that previous topic Pre-historic Art, a student based pigments on a freshly applied
words that spring to your mind when you hear
(ELICIT) comes to life, and travels through famous who will answer the question correctly will be plaster? Ans.
art pieces throughout time. the first and the same student to ask “ANCIENT EGYPTIAN ARTWORKS” FRESCO
https://www.youtube.com/watch? questions to challenge his or her classmates. Possible answers; Pyramid, symbols, 2.What is Pelike? Ans. Wine container
v=84gTmKwL8KQ Hieroglyphics, Tomb, etc. 3.what are the three greek collumns?
The LUCKY 7 student Generated Quizbee
The teacher will ask the students: What is Ans.DORIC, IONIC, CORINTHIAN
will continue until the seventh student
the idea/ story behind the video? How did the
answer the question correctly (questions to
story of the cave drawing start and end?
be asked are based on their assignment)
B. Establishing a Using a time line graph (see pp 140- 141 LM Hieroglyphs Students will write their own The teacher will play a video about The teacher will show a picture of The
purpose for the MAPEH Arts 9) from Ancient Art to Medieval name using the hieroglyph alphabet. GREEK ARTS Coliseum. Ask the students about the
lesson
(ENGAGE) Art Period and pictures as representation Remember that the Ancient Egyptians https://www.youtube.com/watch? significance of the Coliseum in the western
of Art forms let the students classify the sometimes wrote in different directions. v=YKX- Rjb4rag history.
following images into their respective periods. (see attached activity) The teacher will ask this question; What is the
Ask the students the following questions: Asked the students the following questions: video all about? How can Greek artworks be
1. How did you classify the different 1. What is hyroglipics? used to derive the traditions/history of
artworks into their respective periods? 2. What could be the idea of Ancient Egyptians Classical Period?
What was your basis of classification? about this way of writting?
C. Presenting The teacher will locate the pictures to where The teacher will show a picture of a CONCEPT MAPPING STORY TELLING
examples/
it should belong and present the topic for pyramid of Egypt and ask this question: The teacher will story tell about Rome
instances of the
new lesson the day on PRE- HISTORIC ARTS 1.How do pyramids help us understand about using the following pictures:
(EXPLORE) life in Ancient Egypt?
NATURALISM Head of Alexander
The Portonacio Sarchophagus
The teacher will collect ideas to the The Colosseum
students abou the word NATURALISM
After collecting ideas present the lesson
by stating; “Greek style was a taste of
Western Realism or NATURALISM”
MAPEH DLL School Year: 2023-2024

D. Discussing new The teacher will discuss the following The teacher will present the following through The teacher will discuss the following: Using a video clip the teacher will discuss
concepts and prehistoric art: Greek Painting the Roman Art
practicing new pictures:
skills #1 Painting Egyptian Painting Fresco Encaustic https://www.youtube.co m/watch?
Sculpture Vase painting Greek architecture v=RM2D7iJHW XQ
Achitecture Hieroglyphics Pyramid of Giza

E. Discussing new Gallery Walk: The teacher will differentiate Greek orders
concepts and of the GREEK ARCHITECTURE by drawing
practicing new
Students will explore multiple texts or images
skills #2 that are placed outside the room. The images on the board using the following
teacher will also discuss the lesson descriptions
(Prehistoric paintings, sculpture and DORIC- simplest
architecture) and facilitate the learning IONIC- scroll
process. CORINTHIAN- encantus leaves
F. Developing ACTIVITY TIME: Fill in the box with the characteristics and Let’s play DRAW IT? GOT IT? The teacher will group the students into
mastery (leads to function that would best describe the painting, 3 and will be asked to compare and contrast
formative Analyzing Primary Source
assessment) The teacher will group the students into 5 sculpture and architecture of Ancient Egypt. The class will be divided into two (ex. paintings of different periods, sculptures
(EXPLAIN) and provide different pictures of pre- GIRLS vs. BOYS) Each group will and architectures using the following
historic arts. Members of the group will chose a member to pick an Egyptian art indicators:
answer the following questions work and draw it on the board their Name of the painting
individually. Their leader will collect best remaining group members will guess the (sculpture or architecture)
answers and chose a representative to word by analyzing each element Period and era when it was created
discuss. presented. The group will decide for their Material used
1. Describe the picture best answer. If they got it wrong, the Use of elements of arts
2. What do you think is the message other group may answer it. It will be done Distinctive characteristics
of the artifact? simultaneously. Until the best group got 3
3.Is this artifact significant? Why? Or why correct answer. If it ties at 3 points, the
not? teacher will draw tie breaking picture

PELIKE
MYRON
LEKANIS
DORIC
LEBES
GAMIKOS
IONIC
CORINTHIAN
PARTHENON
G.Finding practical DRAW YOUR ANSWER Teacher will ask the students to relate Egyptian The teacher will ask the students to name at The teacher will ask the students:
application of The students will answer this question by art work to some Philippine artworks. least 3 establishments here in the What is the greatest contribution of Roman
concepts and skills Philippines with a touch of Greek
drawing his or her idea on the board. What Arts to the modern world?
in daily living
are the implications of Ancient art in the architecture.
modern society? (or emoticons about the
emotion that can be derived from the art
works)
MAPEH DLL School Year: 2023-2024

H. Making The teacher will ask the following questions: FREEDOM WALL The teacher will ask the following question The students will recite functions of Roman
generalizations and 1.What is the use or function of paintings, sculpture and architecture.
- What are the characteristics and Students will be grouped into 3. PAINTING,
abstractness to the
lesson (ELABORATE) elements of arts that make the following SCULPTURE and ARCHIRECTURE Members Greek artworks?
archaeological discoveries effective of the group will be asked to write word or 2.How does Greek architecture differ from
artwork? phrase in a cartolina/manila paper to be posted the Ancient Artworks
-What are the noticeable influences of on the board. These are words that they can
Ancient art to the modern world? still remember, they can relate to, or words and
phrase to describe Egyptian Artworks.
I. Evaluating The teacher will collect the students’ Identify the following: Identify 5 elements or characteristic of Answer this question: How does the
learning individual papers in the activity Analyzing arts that make GREEK ART visually sculpture of Rome, “The Portonacio
1. The most substantial ancient
(EVALUATION) Primary source. The teacher will score unique. Sarcophagus” differ from “Myron of
structure of the world
their answers using this rubric. Greece’.
2. Egyptian tomb in the form of flat
Focus and details 5pts roofed rectangular structure
Word choice 3pts 3. A system of writing using picture
Grammar 2pts symbols used in ancient Egypt
4. A large vault used for burying dead
smallest pyramid in the pyramid of Giza
J.Additional activities In a short bond pape,r draw a house using Student will write an essay about the
for application and the 3 Greek columns identify the columns and evolution of arts from Ancient period to
remediation
(EXTEND)
write the difference of the following. classical period,

V. REMARKS

VI.REFLECTION

A. Number of learners who

earned 80% in the
evaluation: _________

B. Number of learners who

scored below 80% who needs
additional activities for
remediation: _________

C. Did the remedial lesson

work? No. of learners who
have caught up with the
lesson: __________

D. Number of learners who

continue to require
remediation: __________
MAPEH DLL School Year: 2023-2024

E. Which of my teaching
strategy/ies worked well?
Why did this work?

F. What difficulties did I

encounter that my principal
or supervisor can help me
solve?

G. What innovation or localized

materials did I use/discover
which I wish to share with
other teachers?

Prepared by: Checked by:

MARICEL T. AQUINO JOSEFINO P. REYES

Teacher I, MAPEH Principal IV

Inspected by:

ELIZA B. LAYUGAN

Head Teacher III