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ARTS-III Q1 -MELC- Based-DLP

Intro sa Pag-aaral ng Wika (Foundation University (Philippines))

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SEMI-DETAILED LESSON PLAN IN ARTS

Daily Lesson Plan (DLP)

Learning
Area: Grade Quarter:
DLP No.: 1 Duration: 40 minutes
MAPEH Level: 3 1st
(ARTS)
Learning Distinguishes the size of persons in the
Competency/i drawing to indicate its distance from the Code: A3EL-Ia
es: viewer
Key Concepts
/
Objects that are nearer to the viewer are bigger, while objects that
Understandin
are far from the viewer are smaller.
gs to be
Developed:
I. Objectives:
Tell the difference of the sizes of persons in a picture in order to
Knowledge show awareness of distance
Draw a picture of person in different sizes in a composition to show
Skills
distance
Attitudes/ Give value on one’s ability and confidence in making an artwork
Values showing distance
II.
DRAWING OF DIFFERENT SIZES OF PEOPLE
Content/Topic
III. Learning
Resources/ K to 12 Curriculum Guide, LM pp. 124-125, TG pp. 131-133
Materials / picture with people of different sizes, laptop, projector
Equipment
IV. Procedures (indicate the steps you will undertake to teach the lesson and
indicate the no. of minutes each step will consume)
A. Prayer
B. Checking of Attendance
C. Checking of Assignment (optional)
D. Review:
A.
 The teacher will ask: What are the elements of art? Describe
Introductor
each element.
y Activity
(line, shapes, form, color, texture, and size)
(5
E. Motivation:
minutes)
 Show a picture with people of different sizes. Ask: What have
you observe in the picture?
 Let the children notice the sizes of the persons in the
drawing. (The teacher may ask follow-up questions)
The teacher will show another picture with people of different sizes.
 Ask: Are the sizes of objects differ? How?
B. Activity
 Say: In a drawing, the sizes of objects differ because of their
( 5 minutes
distance from the viewer. Objects look smaller when they are
)
far and larger when they nearer. This is how PERSPECTIVE is
shown in a drawing.

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The teacher will ask the following questions:

 What is perspective?
 What is it for?
C. Analysis
(5 minutes) Perspective is a way of portraying three-dimensions in a flat, two-
dimensional surface. This is to create the appearance and spatial
relationships of objects, buildings relative to each other as
determined by their distance from the viewer.
The teacher will ask:
 How will you show distance in your drawing?
GENERALIZATION

D.
In a drawing, objects that are near to the viewer are bigger,
Abstraction
while objects that are far from the viewer are smaller.
(5 minutes)

VALUES INTEGRATION
The teacher will ask:
 How will you show confidence in making an artwork?
E.
Let the pupils do art Activity #1 on page 125 of LM. Instruct them
Application
to be creative with their work.
(8minutes)
V. Assessment (indicate whether it is thru Observation and/ or
Talking/conferencing to learners and/or Analysis of Learners’ Products
and/or Tests) 10 minutes
Evaluate the artworks of the pupil using the rubrics below.
Not
Very Evident
Criteria Evident
Evident (3) (2)
(1)
1. Was able to draw the
different sizes of people in
the picture to show their
Analysis of distance without the help
Learner’s of others?
Products 2. Is creativity manifested
in the drawing?
3. Is confidence manifested
by drawing the different
sizes of people in the
picture to show distance?
4. Is the artwork finished
on time?
VI. Assignment (indicate whether it is for Reinforcement and /or Enrichment
and/or Enhancement of the day’s lesson and/or Preparation for a new lesson)
2 minutes
Enrichment Tell them to bring pictures of their community.
VII. Wrap- Everybody will perform an AMAZING clap for a job well done today!!!
Up/
Concluding
Activity (3

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Minutes)

Prepared by:
Name: LYNETT A.
School: Sotero A. Singco MES
JALUAG
Position/Designation:
Division: Negros Oriental
Teacher - I
Contact Number:
Email Address: lynett.jaluag@deped.gov
09358949023

SEMI-DETAILED LESSON PLAN IN ARTS

Daily Lesson Plan (DLP)

Learning
Area: Grade Quarter: Duration: 40
DLP No.: 2
MAPEH Level: 3 1st minutes
(ARTS)
Learning
Shows illusion of space in drawing
Competency/i Code: A3EL-Ib
objects and persons of different sizes
es:
Key
Concepts / The smaller the object, the farther its distance from the viewer.
Understandin On the other hand the bigger the object, the nearer its distance
gs to be from the viewer.
Developed:
I. Objectives:
Explain the concept of illusion of space
Knowledge
Skills Create an artwork that shows the illusion of space
Attitudes/ Appreciate the ability and skill of the artist in using lines to create
Values the illusion of space
II.
ILLUSION OF SPACE
Content/Topic
III. Learning
K to 12 Curriculum Guide, LM pp. 126-128, TG pp. 134-136
Resources/
2 pictures with people of different sizes, artwork of Manuel
Materials /
Baldemor (local artist) and Giovanni Antonio Canal (foreign artist)
Equipment
IV. Procedures (indicate the steps you will undertake to teach the lesson and
indicate the no. of minutes each step will consume)

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A. Prayer
B. Checking of Attendance
C. Checking of Assignment (optional)
D. Review:
 The teacher will ask the children to look at the picture they
A.
drew in the previous lesson.
Introductor
 Let them examine the picture: the sizes of objects, the
y Activity
distance, etc.
(5
 Ask: How do we know that an object is near or far from the
minutes)
viewer’s eye?
E. Motivation:
 Show 2 pictures with people of different sizes.
 Let the pupils give their own opinion or idea on the sizes
and distance of objects in picture A and B.
Say: The use of illusion of space is a technique or process used by
an artist to show distance and depth.
B. Activity
 Show some example of a picture of objects and or people
(5 minutes)
that shows illusion of space.
 Throw some questions about it.
The teacher will ask the following questions:
 What is illusion of space?
 Why artist use this kind of technique?
C. Analysis
(5 minutes) Show them also the artwork of Manuel Baldemor (local artist) and
Giovanni Antonio Canal better known as Canaletto (foreign artist)
who have good works that emphasize cityscape and Philippine
Community/daily life.
The teacher will ask:
 How can you show the illusion of space in your work?
GENERALIZATION
In a drawing, the smaller the object, the farther its distance
from the viewer. On the other hand the bigger the object, the
D.
nearer its distance from the viewer.
Abstraction
(5 minutes)
VALUES INTEGRATION:
The teacher will ask:
 How can you show appreciation for your own artwork and
the works of others?
 Let the pupils share their thoughts and ideas.
E.
Application Let the pupils do art Activity on page 128 of LM.
(8minutes)
V. Assessment (indicate whether it is thru Observation and/ or
Talking/conferencing to learners and/or Analysis of Learners’ Products
and/or Tests) 10 minutes

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Assess the artworks of the pupil using the rubrics below.

Very Not
Evident
Criteria Evident Evident
(2)
(3) (1)
1. Illusion of space is
shown in the artwork.
Analysis of
2. Persons and objects are
Learner’s
included in the drawing.
Products
3. Creativity is shown in
the artwork by making it
different from others.
4. The artwork is finished
according to the time
allotted.
VI. Assignment (indicate whether it is for Reinforcement and /or Enrichment
and/or Enhancement of the day’s lesson and/or Preparation for a new
lesson) 2 minutes
Preparation for Bring the following materials tomorrow: pencil, color pencil, and
new lesson bond paper
VII. Wrap-Up/
Concluding Everybody will perform COCA-COLA clap for a job well done
Activity (3 today!!!
Minutes)

Prepared by:
Name: LYNETT A.
School: Sotero A. Singco MES
JALUAG
Position/Designation:
Division: Negros Oriental
Teacher - I
Contact Number:
Email Address: lynett.jaluag@deped.gov
09358949023

SEMI-DETAILED LESSON PLAN IN ARTS

Daily Lesson Plan (DLP)

DLP No.: 3 Learning Grade Quarter: Duration: 40 minutes

Area: Level: 3 1st
MAPEH

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(ARTS)
Learning
Explains that artists create visual
Competency/i Code: A3PL-Ic
textures by using lines and colors
es:
Key
Concepts /
Visual texture is the texture of an object perceived without
Understandin
touching it. It can only be determined by looking at the object.
gs to be
Developed:
I. Objectives:
Tell the visual texture in a still life drawing with the use of cross
Knowledge hatch lines or dots
Draw a still life drawing that shows visual textures using line, dots,
Skills
and colors
Attitudes/ Show appreciation of one’s skill in using variety of lines, dots, and
Values colors in artwork
II.
VISUAL TEXTURE
Content/Topic
III. Learning
Resources/ K to 12 Curriculum Guide, LM pp. 129-131, TG pp. 137-139
Materials / Pencil, color pencils, bond paper
Equipment
IV. Procedures (indicate the steps you will undertake to teach the lesson and
indicate the no. of minutes each step will consume)
A. Prayer
B. Checking of Attendance
C. Checking of Assignment (optional)
A.
D. Review:
Introductor
 Present a drawing that show visual illusions.
y
 Ask: How illusion of space is shown in a drawing?
Activity
E. Motivation:
(5 minutes)
 Distribute sets of jigsaw puzzles to groups of pupils.
 Let each group assemble the puzzle.
 Ask: Does it show texture, lines, and colors? Identify them.
Say: Visual texture is defined as the texture of an object perceived
without touching it. Every object has its own visual texture and
B. Activity needs to be taken into consideration before creating a
(5 minutes) composition.
 Show two example of a picture or drawing of objects that
shows visual texture.
Based on the given pictures or drawings, the teacher will ask the
following questions:
 What have you observe in picture A?
C. Analysis
 What have you observe in picture B?
(5 minutes)

Discuss further the use of cross hatch lines and dots (pointillism) to
create visual texture in a still life drawing.
D. The teacher will ask:
Abstraction  What is visual texture?

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GENERALIZATION
Visual texture is the texture of an object perceived without
touching it. It can only be determined by looking at the object.
(5 minutes)
VALUES INTEGRATION:
The teacher will ask:
 How will you value your artwork and that others?
 Let the pupils share their thoughts and ideas.
E.
Application Let the pupils do Take the Challenge on page 131 of LM.
(8minutes)
V. Assessment (indicate whether it is thru Observation and/ or
Talking/conferencing to learners and/or Analysis of Learners’ Products
and/or Tests) 10 minutes
Idrowing ang bituon ( ) sulod sa lignin kon Oo ang imong tubag
ug bulan ( ) kon dili.

1. Gigamit ba nako ang cross hatch line ug mga tuldok

sa pagdibuho og still life?
Analysis of
2. Napakita ba nako ang pagkamamugnaon sa akong
Learner’s
alampat?
Products
3. Ako bang gigamit ang lainlain nga linya ug mga kolor sa
pagmugna og grano sa akong alampat?

4. Gipakita ba nako ang paghatag og bili sa akong alampat

ug trabaho sa uban?
VI. Assignment (indicate whether it is for Reinforcement and /or Enrichment
and/or Enhancement of the day’s lesson and/or Preparation for a new lesson)
2 minutes
Preparation for
Bring picture of a land formation.
new lesson
VII. Wrap-Up/
Concluding
Everybody will perform BRAVO clap for a job well done today!!!
Activity (3
Minutes)

Prepared by:
Name: LYNETT A.
School: Sotero A. Singco MES
JALUAG
Position/Designation:
Division: Negros Oriental
Teacher - I
Contact Number:
Email Address: lynett.jaluag@deped.gov
09358949023

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SEMI-DETAILED LESSON PLAN IN ARTS

Daily Lesson Plan (DLP)

Learning
Area: Grade Quarter: Duration: 40
DLP No.: 4
MAPEH Level: 3 1st minutes
(ARTS)
Learning Discusses what foreground, middle
Competency/i ground and background, are all about in Code: A3PL-Id
es: the context of a landscape.
Key
Concepts /
There is a feeling of balance when there is foreground, middle
Understandin
ground, and background in the composition.
gs to be
Developed:
I. Objectives:
Identify and describe the foreground, middle ground, and the
Knowledge background in a picture of a landscape
Skills Draw landscapes that shows balance
Attitudes/ Appreciate the beauty of landscapes in the province or region
Values through creative drawing
II.
LANDSCAPE DRAWING
Content/Topic
III. Learning
Resources/ K to 12 Curriculum Guide, LM pp. 132-135, TG pp. 140-141
Materials / Paper, pencil, crayon
Equipment
IV. Procedures (indicate the steps you will undertake to teach the lesson and
indicate the no. of minutes each step will consume)
A. A. Prayer
Introductor B. Checking of Attendance
y Activity C. Checking of Assignment (optional)
(5 D. Review:
minutes)  Ask: What is visual texture?

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E. Motivation:
 Ask the pupils to show the pictures of land formation they
brought to class. Let them say something about it.
 Introduce a guessing game of land formation and
landscapes by describing their characters.
(The teacher can use pictures of land formations and landscapes
found in their locality/province)
Say: There are famous landscapes and land formation in the
Philippines.
 Introduce some of these with the aid of pictures.
B. Activity
(Ex: Cagayan Valley, Mayon Volcano in Bicol, Chocolate Hills in
(5
Bohol, Mt. Apo in Davao and Plateau in Baguio)
minutes )
 Discuss the meaning and importance of foreground, middle
ground, and background in drawing a landscape and land
formations.
Based on the given picture of landscapes and land formations, the
teacher will ask the following questions:
C. Analysis  What objects in the picture appear nearest to the
(5 minutes) viewer?
 What objects in the picture appear farthest to the
viewer?
The teacher will ask:
 How is balance shown in the picture?

GENERALIZATION
D. There is a feeling of balance when there is foreground,
Abstraction middle ground, and background in the composition.
(5 minutes)
VALUES INTEGRATION:
The teacher will ask:
 How can you preserve the beauty of nature in your place?
 Let the pupils share their thoughts and ideas.
E.
Application Refer to Take the Challenge on LM, page 134
(8minutes)
V. Assessment (indicate whether it is thru Observation and/ or
Talking/conferencing to learners and/or Analysis of Learners’ Products
and/or Tests) 10 minutes
Analysis of Let the pupils do Art Activity “Landscape Drawing” on page 133
Learners’ of LM.
Products Assess the artworks of the pupil using the rubrics below.
Idrowng ang malipayon nga nawong ( ) kon uyon ka ug
masulob-on nga nawong ( ) kon dili ikaw mouyon. Buhata kini
sa notebook.
RUBRIC
1. Nadibuho ba nako ang atubangan, tunga-tunga,
ug luyo diha aron makita ang balance?
2. Ako ba nga nadibuho ang talan-awon o mga

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porma sa katuyuan nga Makita sa probinsya?

3. Mapasigarbohon ba ako sa pagpakita sa uban sa
akong gidibuho nga mga talan-awon?
4. Ako ba nga nahuman ang alampat sa gitakda nga
oras?
VI. Assignment (indicate whether it is for Reinforcement and /or Enrichment
and/or Enhancement of the day’s lesson and/or Preparation for a new
lesson) 2 minutes
Preparation for
Bring one real flower tomorrow
new lesson
VII. Wrap-Up/
Concluding Everybody will perform MOSQUITO clap for a job well done
Activity (3 today!!!
Minutes)

Prepared by:
Name: LYNETT A.
School: Sotero A. Singco MES
JALUAG
Position/Designation:
Division: Negros Oriental
Teacher - I
Contact Number:
Email Address: lynett.jaluag@deped.gov
09358949023

SEMI-DETAILED LESSON PLAN IN ARTS

Daily Lesson Plan (DLP)

Learning
Area: Grade Quarter:
DLP No.: 5 Duration: 40 minutes
MAPEH Level: 3 1st
(ARTS)
Learning
Describes the way of life of people in the
Competency/i Code: A3PL-Ie
cultural community
es:
Key
Concepts /
Works of the people in the locality depend on the kind of
Understandin
topography, climate, and culture of a place
gs to be
Developed:
I. Objectives:
Identify the different works of people in a province or region

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Knowledge
Create a pencil or pen drawing of a scene in daily life where people
Skills in the province/region show their occupation by the action they are
doing
Attitudes/ Give importance to one’s culture by sharing the way of life of
Values people in the community through their works
II.
PENCIL/PEN DRAWING
Content/Topic
III. Learning
Resources/ K to 12 Curriculum Guide, LM pp. 139-142, TG pp. 144-146
Materials / Pencil or pen, bond paper, manila paper
Equipment
IV. Procedures (indicate the steps you will undertake to teach the lesson and
indicate the no. of minutes each step will consume)
A. Prayer
B. Checking of Attendance
C. Checking of Assignment (optional)
D. Review:
 The teacher will ask the children: Why is sketching important
before you do the final drawing?
A.  Let the pupils recall what they did during their previous art
Introductor sessions.
y Activity  Ask the pupils to make or draw designs using lines and
(5 shapes on a paper, on air, on the black board, or anywhere
minutes) they want.
 Tell the pupils to identify the lines and shapes in the picture.
E. Motivation:
 Ask: What do you mean by the word occupation? What do
you want to be when you grow up? Why?
 Tell the pupils to act out or show a pantomime about what
they want to be when they grow up.
Say: There are many kinds of works or occupation in different
places of our country. Each region or province has its major source
of income. It depends on the topographical situation, climate, and
B. Activity
culture of a place. In some works of Ben Cabrera (local artist) and
(5 minutes )
Ron C. Guthrie (foreign artist), pointillism was used in creating
daily life scenes.
 Show some example of a picture using pointillism.
The teacher will show paintings of Fernando Amorsolo entitled,
“Planting Rice” and ask the following questions:
 What kind of work or occupation is shown in the picture?
C. Analysis  Are there also farmers in your place?
(5 minutes)  Aside from farming, what other works or occupations of
people are found in your province or region?
 How important are their works to the community?
 Describe the way of life of people living in your community.
D. The teacher will ask:
Abstraction  What are the works or occupation of the people in your
(5 minutes) province or region?

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GENERALIZATION
Works of the people in the locality depend on the kind of
topography, climate, and culture of a place.

VALUES INTEGRATION:
The teacher will ask:
 How can you give importance to people’s way of life or
culture in the community?
 Let the pupils share their thoughts and ideas.
E.
Application Let the pupils do Art Activity #2 on page 141 of LM.
(8minutes)
V. Assessment (indicate whether it is thru Observation and/ or
Talking/conferencing to learners and/or Analysis of Learners’ Products
and/or Tests) 10 minutes
Let the pupils do Art Activity #1 on page 140 of LM.
Assess the artworks of the pupil using the rubrics below.
Klaro Dili
Klaro
Timailhan Kaayo Klaro
(2)
(3) (1)
1. May kalabutan ako sa buluhaton
sagrupo pinaagi sa pagpakig-ambit sa
akong mga ideya.
Analysis of 2. Kanunay nga limpyo ang among
Learner’s lugar trabahoanan.
Products 3. Nakamugna kami og dibuho nga
gamit ang lapis sa nagkalainlain nga
trabaho o panginabuhian sa among
probinsya o rehiyon.
4. Among girespeto ang trabaho ug
mga ideya sa uban.
5. Among gipasigarbo ang among
trabaho o panginabuhian sa mga tawo
sa among probinsya o rehiyon.
VI. Assignment (indicate whether it is for Reinforcement and /or Enrichment
and/or Enhancement of the day’s lesson and/or Preparation for a new lesson)
2 minutes
Enhancement
Ask the help of your family members to list down works or
of the day’s
occupation of people in your region or province.
lesson
VII. Wrap-Up/
Concluding
Everybody will perform DARNA clap for a job well done today!!!
Activity (3
Minutes)

Prepared by:
Name: LYNETT A.
School: Sotero A. Singco MES
JALUAG

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Position/Designation:
Division: Negros Oriental
Teacher - I
Contact Number:
Email Address: lynett.jaluag@deped.gov
09358949023

SEMI-DETAILED LESSON PLAN IN ARTS

Daily Lesson Plan (DLP)

DLP No.: 6 Learning Grade Quarter: Duration: 40

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Area: MAPEH
Level: 3 1st minutes
(ARTS)
Learning Creates a geometric design by
Competency/i contrasting two kinds of lines in terms of Code: A3PR-If
es: type or size
Key Concepts
/
Understandin Different kinds of lines can create artistic and creative designs.
gs to be
Developed:
I. Objectives:
Name the different kinds of lines and their characteristics
Knowledge
Skills Create a geometric design with contrasting lines
Attitudes/Val Show appreciation of own design and of others through an art
ues exhibit
II.
Content/Topi CREATING A GIFT WRAP
c
III. Learning
K to 12 Curriculum Guide, LM pp. 121-123, TG pp. 128-130
Resources/
illustration of lines, picture or a drawing with geometric design,
Materials /
laptop, and projector
Equipment
IV. Procedures (indicate the steps you will undertake to teach the lesson and
indicate the no. of minutes each step will consume)
A. Prayer
A. B. Checking of Attendance
Introductor C. Checking of Assignment (optional)
y Activity D. Motivation:
(5  Show an illustration of lines. Ask: Can you describe the
minutes) lines? What about their characteristics?

The teacher will show picture or a drawing with geometric design

using projector.
B. Activity
Say: Look and examine the drawing. Does the picture show
( 5 minutes
different kinds of lines?
)
(Motivate the class to participate as they name and describe the
lines and their characteristics as seen in the drawing)
Say: In the drawing, you can see several linear designs.
The teacher will ask the following questions:
 What do we call the designs made out of different kinds of
lines?
C. Analysis  What are the different kinds of lines?
(5 minutes)
Linear designs are designs out of different kinds of lines that
form rectangles, triangles, and circles. The kinds of lines are
straight and curve, while the types of lines are thin and thick.

D. The teacher will ask:

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 What makes a design artistic and creative?

GENERALIZATION
Abstraction Different kinds of lines can create artistic and creative designs.
(5 minutes)
VALUES INTEGRATION
 How can you make your art design different and unique?
 How can you show appreciation of other’s artwork?
E. Let the pupils do Art Activity #1: Making a Design for a Gift a
Application Wrap on page 122 of LM. Instruct them to be creative with their
(8minutes) work.
V. Assessment (indicate whether it is thru Observation and/ or
Talking/conferencing to learners and/or Analysis of Learners’ Products
and/or Tests) 10 minutes
Let them do TAKE THE CHALLENGE on page 123 of LM.
Evaluate the artworks of the pupil using the rubrics below.
Very Not
Evident
Criteria Evident Evident
(2)
(3) (1)
1. The artwork is original and
Analysis of
creative.
Learner’s
2. The kinds of lines and their
Products
characteristics are shown in the
art work.
3. Geometric design is used in
the artwork.
4. The art work is finished on
time
VI. Assignment (indicate whether it is for Reinforcement and /or Enrichment
and/or Enhancement of the day’s lesson and/or Preparation for a new
lesson) 2 minutes
The teacher will ask the pupils to look for a picture of cloth with
Enrichment geometric designs from old magazines or newspapers. Let them
ask assistance of their parents or guardian in cutting the picture.
VII. Wrap-Up/
Concluding Everybody will perform the THUNDER clap for a job well done
Activity (3 today!!!
Minutes)

Prepared by:
Name: LYNETT A.
School: Sotero A. Singco MES
JALUAG
Position/Designation:
Division: Negros Oriental
Teacher - I
Contact Number:
Email Address: lynett.jaluag@deped.gov
09358949023

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SEMI-DETAILED LESSON PLAN IN ARTS

Daily Lesson Plan (DLP)

Learning
Area: Grade Quarter: Duration: 40
DLP No.: 7
MAPEH Level: 3 1st minutes
(ARTS)
Sketches on-the-spot outside or near the
Learning school to draw a plant, flowers or a tree
Competency/i showing the different textures and shape Code: A3PR-Ig
es: of each part, using only a pencil or black
crayon or ballpen
Key
Colors, textures and shapes are elements of art that can be seen
Concepts /
in natural and manmade objects. These elements, when used
Understandin
properly in drawing, can contribute and add beauty to the
gs to be
artwork.
Developed:
I. Objectives:
Identify the textures and shapes of natural and man-made objects
Knowledge
Draw on-the-spot sketches of objects seen outside the school like
Skills
plants, flowers, or trees and objects found inside the room
Attitudes/ Develop awareness on texture of objects found in the natural
Values environment through drawing
II.
TEXTURES AND SHAPES
Content/Topic
III. Learning
Resources/ K to 12 Curriculum Guide, LM pp. 136-138, TG pp. 142-143
Materials / Bond
Equipment
IV. Procedures (indicate the steps you will undertake to teach the lesson and
indicate the no. of minutes each step will consume)
A. A. Prayer

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B. Checking of Attendance
C. Checking of Assignment (optional)
D. Review:
 The teacher will ask: What kinds of lines can be used to
Introductor
create geometric designs?
y Activity
 Let the class share their ideas and thoughts.
(5
E. Motivation:
minutes)
 Let them show to class the different flowers they bring
today.
 Let the pupils take turns to examine and identify the texture
and shape of the flower.
 Bring the children outside to observe the flower, plants and
B. Activity
trees in the garden.
(5
 Allow them to touch and discover the different textures and
minutes )
shapes of the leaves, stems, and flowers of plants and trees.
Based on their experience outside the teacher will ask the
following questions:
C. Analysis  What are the different textures and shapes you
(5 minutes) observed in the plants?
 Let the pupils give/share their experiences about the
different textures and shapes of the plants.
The teacher will ask:
 What elements are to be emphasized in sketching natural
objects like plants, flowers or trees?
GENERALIZATION
Colors, textures and shapes are elements of art that can
D.
be seen in natural and manmade objects. These elements, when
Abstraction
used properly in drawing, can contribute and add beauty to the
(5 minutes)
artwork.
VALUES INTEGRATION:
The teacher will ask:
 How will you value the things around us?
 Let the pupils share their thoughts and ideas.
Let the pupils do Art Activity “Drawing of a Plant, a Flower or
a Tree” on page 136-137 of LM.

Buhata:
E.
1. Pangita og tanom, bulak o kahoy nga imong gusto nga
Application
idrowing.
(8minutes)
2. Ipakita ang grano gamit ang cross hatching lines.
3. Kolori aron monindot.
4. Ipaambit ang imong kasinatian sa klase.

V. Assessment (indicate whether it is thru Observation and/ or

Talking/conferencing to learners and/or Analysis of Learners’ Products
and/or Tests) 10 minutes
Analysis of Let them do Take the Challenge on LM, page 137.
Learner’s Direksyon: Paghimo og sketch drawing sa usa ka butang nga

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makita sa gawas sa classroom. Buhata kini sa scrapbook.

Assess the artworks of the pupil using the rubrics below.

Klaro Dili
Klaro
RUBRIC Kaayo Klaro
(2)
(3) (1)
Products 1. Akong gidibuho ang pananglitan sa
usa ka natural nga butang nga
makita sa gawas sa classroom.
2. Naghimo ako og usa ka sketch
drawing sa butang nga akong gusto
sa dili pa ako magbuhat sa kataposan
nga drowing.
3. Klaro ang mga grano ug porma sa
akong drowing.
4. Akong gipaambit ang akong gibati
ngadto sa akong mga kauban sa
klase pagkahuman sa akong alampat.
VI. Assignment (indicate whether it is for Reinforcement and /or Enrichment
and/or Enhancement of the day’s lesson and/or Preparation for a new
lesson) 2 minutes
Preparation for Bring the following materials tomorrow: pencil, manila paper, and
new lesson bond paper
VII. Wrap-Up/
Concluding Everybody will perform FIREWORKS clap for a job well done
Activity (3 today!!!
Minutes)

Prepared by:
Name: LYNETT A.
School: Sotero A. Singco MES
JALUAG
Position/Designation:
Division: Negros Oriental
Teacher - I
Contact Number:
Email Address: lynett.jaluag@deped.gov
09358949023
SEMI-DETAILED LESSON PLAN IN ARTS
Daily Lesson Plan (DLP)

Learning
Area: Grade Quarter: Duration: 40
DLP No.: 8
MAPEH Level: 3 1st minutes
(ARTS)
Learning Designs a view of the province/region Code: A3PR-Ii
Competency/i with houses and buildings indicating the

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foreground, middle ground and

es:
background by the size of the objects
Key
Concepts / Houses and buildings in the locality, province or region that
Understandin played an important role in the history of the place are considered
gs to be as historical houses and buildings.
Developed:
I. Objectives:
Describe the historical houses/buildings in one’s province/region
Knowledge
Make sketches of historical houses/buildings that show unique
Skills features such as windows made of capiz shell, decorative beams,
doors, etc.
Attitudes/ Give importance to the historical houses and buildings in one’s
Values province/region
II.
HISTORICAL HOUSES AND BUILDINGS
Content/Topic
III. Learning
Resources/ K to 12 Curriculum Guide, LM pp. 143-144, TG pp. 147-148
Materials / Crayon, pencil, bond paper
Equipment
IV. Procedures (indicate the steps you will undertake to teach the lesson and
indicate the no. of minutes each step will consume)
A. Prayer
B. Checking of Attendance
C. Checking of Assignment (optional)
D. Review:
A.
 The teacher will ask: What materials did you use in making
Introductor
a sketch of the occupations of people in your community?
y Activity
 Let them share their experiences.
(5
E. Motivation:
minutes)
 Show pictures of historical houses/buildings found in the
province/region.
 Ask: Where can these houses/building be found?
 Let the pupils give their own opinion or idea.
 Present pictures of historical houses and buildings famous in
B. Activity the country like the house of Rizal in Calamba, Laguna,
(5 Aguinaldo Mansion, Cultural Center of the Philippines, and
minutes ) Folk Arts Theater.
 Let the children say something about the picture.
 Show pictures of historical houses and buildings in the
region and province. The teacher will ask the following
C. Analysis questions:
(5 minutes)  Where can these houses/buildings be found?
 Are these structures important to our history? How?
 Discuss with them the historical importance of the structure.
D. The teacher will ask:
Abstraction  How does houses and buildings considered as historical?

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GENERALIZATION
Houses and buildings in the locality, province or region that
played an important role in the history of the place are
considered as historical houses and buildings.
(5 minutes)
VALUES INTEGRATION:
The teacher will ask:
 Is it important to preserve our historical houses and
buildings? Why?
 Let the pupils share their thoughts and ideas.
E.
Let the pupils do art Activity “Drawing of Houses or Buildings
Application
with Designs” on page 143 of LM.
(8minutes)
V. Assessment (indicate whether it is thru Observation and/ or
Talking/conferencing to learners and/or Analysis of Learners’ Products
and/or Tests) 10 minutes
Analysis of
Learner’s Let them do Take the Challenge, page 148 on LM.
Products
VI. Assignment (indicate whether it is for Reinforcement and /or Enrichment
and/or Enhancement of the day’s lesson and/or Preparation for a new
lesson) 2 minutes
Enhancement
of the day’s Study for tomorrow’s long test.
lesson
VII. Wrap-Up/
Concluding
Everybody will perform CAT applause for a job well done today!!!
Activity (3
Minutes)

Prepared by:
Name: LYNETT A.
School: Sotero A. Singco MES
JALUAG
Position/Designation:
Division: Negros Oriental
Teacher - I
Contact Number:
Email Address: lynett.jaluag@deped.gov
09358949023

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