School: TAPILON NATIONAL HIGH SCHOOL Grade Level: 9

Teacher: CHRIS-ANN A. NOVAL Learning Area: MAPEH (Arts)

AUGUST 12-16, 2024

9- VIRGO – 8:00-8:45
Teaching Dates and
9- TAURUS – 8:45-9:30 Quarter: 1 (4TH Week)
DAILY LESSON LOG Time:
9- CAPRICORN – 9:45-10:30
In MAPEH-9
9-ARIES – 10:30-11:15

MONDAY TUESDAY WEDNESDAY FRIDAY

THURSDAY
I. OBJECTIVES AGUST 26, 2024 AUGUST 27, 2024 AUGUST 28, 2024 AUGUST 29, 2024 AUGUST 30, 2024

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

B. Performance
Standards:
The learner consistently demonstrates…

● 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)

● Identifies representative artists from various art period (A9EL-Ia3)

C. Learning
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: WESTERN CLASSICAL ART TRADITIONS

II. CONTENT
Ancient Art Classical Art Classical Art Classical Art Rock My World

Prehistoric Art Egyptian Art Greek Art Roman Art

III. LEARNING
RESOURCES

A. References

1. Teacher’s pp. 180-181, pp 191- pp.181-184, p 192, pp pp.184-185, pp 192-

p 179, p 190, pp 196-197 -
Guide Pages 192, pp 197-198 198-199 193, p 199

2. Learner’s
pp 141-142, p 153, pp p 143 p 154, pp 161- pp 144-146, p 155, p pp 147-149, p 156, p
Materials pp. 166-168
159-160 162 163 164
Pages

3. Textbook Perez, V., V., Luna, L., N., and Tomas C., E., (2004). MAPEH III. Music, Art, Physical Education, and Health.Quezon City.
Pages St. Bernadette Publishing House Corporation

4. Additional
Materials from
Learning
Resource (LR)
portal

B. Other Learning
Resources

IV. PROCEDURES

A. Reviewing THE EVOLUTION OF LUCKY 7 STUDENT POP UP MINDS The teacher will ask the Group Activity!
previous ARTS GENERATED following questions
lesson or QUIZbee Teacher will ask the The teacher will
presenting the The teacher will present students 1. What is the method divide the class
the lesson using an The teacher will ask a of painting water-based into groups and
new lesson What are the words
animation about a cave question about the pigments on a freshly will asked the
drawing that comes to life, previous topic Pre- that spring to your applied plaster? Ans. learners to
(ELICIT)
and travels through historic Art, a student mind when you FRESCO prepare their art
famous art pieces who will answer the hear “ANCIENT materials:
throughout time. question correctly will EGYPTIAN 2. What is Pelike? Ans.
https://www.youtube.com/watch? be the first and the ARTWORKS” Wine container
● Flat rock
v=84gTmKwL8KQ Possible answers;
same student to ask
 The teacher will ask the questions to challenge Pyramid, symbols, 3. what are the three of any
students: What is the idea/ his or her classmates. Hieroglyphics, greek collumns? Ans. shape
story behind the video? Tomb, etc. 5mins DORIC, IONIC,
How did the story of the CORINTHIAN ● Rocks
cave drawing start and with sharp
The LUCKY 7 student 5mins
end? 5mins edges
Generated Quizbee will
continue until the
seventh student (5 mins)
answer the question
correctly

(questions to be asked
are based on their
assignment)

B. Establishing a Using a time line graph Hieroglyphs Students The teacher will play a The teacher will show a The teacher will
purpose for (see pp 140-141 LM will write their own video about GREEK picture of The show examples of
the lesson MAPEH Arts 9) from name using the ARTS Coliseum. Ask the a rock with
Ancient Art to Medieval Art hieroglyph alphabet. https://www.youtube.co students about the design. This will
(ENGAGE) Period and pictures as Remember that the m/watch?v=YKX- significance of the serve as
representation of Art forms Ancient Egyptians Rjb4rag Coliseum in the western springboard to the
let the students classify sometimes wrote in history. 5mins next activity.
the following images into different directions.
their respective periods. The teacher will ask
(see attached activity)
this question; What is
Ask the students the
Asked the students the the video all about?
following questions: 1.
following questions: How can Greek
How did you classify the
artworks be used to
different artworks into their 1. What is hyroglipics? derive the
respective periods? 2.
traditions/history of
What was your basis of 2. What could be the Classical Period?
classification? idea of Ancient 10mins
Egyptians about this
5mins way of writting? 10
mins
C. Presenting The teacher will locate the The teacher will show CONCEPT MAPPING STORY TELLING Rock My World
examples/ pictures to where it should a picture of a
instances of belong and present the pyramid of Egypt The teacher will story Procedure:
the new lesson topic for the day on PRE- and ask this tell about Rome using
the following pictures 1. Using the
HISTORIC ARTS question: sharp
(EXPLORE)
1. How do ∙ Head of Alexander edged
pyramids help rock,
NATURALISM ∙ The portonacio
us understand scratch
Sarchophagus the flat
about life in
Ancient Egypt? rock with
∙ The Colosseum
5mins your
5mins
desired
The teacher will
design.
collect ideas to the
students abou the 2. Put
word NATURALISM varnish
After collecting ideas using a
present the lesson by mixture of
stating; “Greek style white glue
was a taste of diluted in
Western Realism or water to
NATURALISM” 5mins preserve
your
design on
the rock.

3. Design
should
reflect the
characteri
stics of
pre-
historic
artwork.
 (30 mins)

D. Discussing The teacher will discuss The teacher will The teacher will Using a video clip the Continuation of
new concepts the following prehistoric present the following discuss the following: teacher will discuss the the Activity
and practicing art: through pictures: Greek painting Roman Art.
new skills #1
∙ Painting ∙ Egyptian painting ∙ Fresco 15 minutes

∙ Sculpture ∙ Hieroglyphics ∙ Encaustic

∙ architecture ∙ Pyramid of Giza ∙ Vase painting Greek

architecture 15
20 minutes minutes

E. Developing Gallery Walk: Teacher will ask the The teacher will The teacher will ask the Continuation of
mastery (leads students to relate differentiate Greek students: What is the the Activity
to formative Students will explore Egyptian art work to orders of the GREEK greatest contribution of
assessment) multiple texts or images some Philippine ARCHITECTURE by Roman Arts to the
that are placed outside the artworks. 5mins drawing images on modern world?
(EXPLAIN) room. The teacher will the board using the
also discuss the lesson following descriptions
(Prehistoric paintings,
sculpture and architecture) DORIC- simplest
and facilitate the learning
process. 10mins IONIC- scroll

CORINTHIAN-
encantus leaves
5mins

F. Making ACTIVITY TIME: Fill in the box with the Let’s play DRAW IT? The teacher will group Continuation of
generalizations characteristics and GOT IT? the students into 3 and the Activity
and Analyzing Primary function that would will be asked to
abstractness Source best describe the compare and contrast
to the lesson painting, sculpture and paintings of different
The teacher will group the The class will be
architecture of Ancient periods, sculptures and
students into 5 and divided into two (ex.
(ELABORATE) Egypt. architectures using the
provide different pictures GIRLS vs. BOYS)
following indicators:
of pre-historic arts. Each group will chose
Members of the group will a member to pick an ∙ Name of the painting
answer the following Egyptian art work and (sculpture or
ART CHAR FUNC
questions individually. draw it on the board architecture)
ACTE TION
Their leader will collect RISTI their remaining group
best answers and chose a CS members will guess ∙ Period and era when
representative to discuss. the word by analyzing it was created
PAINTI
each element
1. Describe the picture
NG ∙ Material used
presented. The group
SCUL will decide for their
2. What do you think is the ∙ Use of elements of
PTUR
best answer. If they arts
message of the artifact? E
got it wrong, the other
3. Is this artifact ARCHI
group may answer it. ∙ Distinctive
TECT
significant? Why? Or why It will be done characteristics
URE
not? 20min simultaneously. Until
15mins
the best group got 3
correct answer. If it
10 MIN.
ties at 3 points, the
teacher will draw tie
breaking picture

PELIKE

MYRON

LEKANIS

DORIC

LEBES

GAMIKOS

IONIC

CORINTHIAN

PARTHENON
 10mins

G. Evaluating The teacher will collect the Identify the following: Identify 5 elements or Answer this question: Group
learning students’ individual papers characteristic of arts How does the sculpture Presentation
in the activity Analyzing 1. The most that make GREEK of Rome, “The guided with
(EVALUATION) Primary source. The substantial ancient ART visually unique. Portonacio rubrics.
teacher will score their structure of the Sarcophagus differ from
answers using this rubric. world 5 mins Myron of Greece

Focus and details 5pts 2. Egyptian tomb in (see rubric on

the form of flat page 167-168)
Word choice 3pts roofed rectangular
structure Criteria:
Grammar 2pts
3. A system of writing ● Compositi
using picture on and
symbols used in Design
ancient Egypt

4. A large vault used ● Process

for burying dead
● Materials
5. Smallest pyramid
in the pyramid of Used
Giza
● Overall
look of the
artwork

(10 mins)

H. Additional Do attached worksheet Do attached worksheet In a short bond paper Remind students to
activities for Draw a house using bring art materials (flat
application CAVE ART IS... Ancient Civilization the 3 Greek columns rock, rocks with sharp
and identify the columns edges, etc.)
remediation and write the
difference of the
 (EXTEND) following.

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: __________

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

F. What difficulties did I

encounter which 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?