Content

Knowledge and
Pedagogy
 Objective 1
Applied knowledge of
content within and
across curriculum
teaching areas.
 MOV 1
1. Classroom observation tool (COT) rating
sheet and/or inter-observer agreement form
about knowledge of content within and across
curriculum teaching areas.

2. Lesson plans/modified DLLs developed

highlighting integration of content knowledge
within and across subject areas.

3. Instructional material highlighting mastery

of content and its integration in other subject
areas

4. Performance tasks/test material(s)

highlighting integration of content knowledge
within and across subject areas

5. Others (Please specify and provide

annotations)
 I. OBJECTIVES
a. Content standard The learner…
1. how theatrical elements (sound, music, gesture, movement, and costume)
affect the creation and communication of meaning in Philippine Festivals and
Theatrical Forms as influenced by history and culture.
2. Theater and performance as a synthesis of arts and a significant
expression of the celebration of life in various Philippine communities.
b. Performance standard The learner…
1. create appropriate festival attire with accessories based on authentic
festival costumes.
2. create/improvise appropriate sound, music, gesture, movements, and
costume for a chosen
theatrical composition
3. take part in a chosen festival or in a performance
in a theatrical play
c. Learning competencies/objectives The learners:
1. Identify the festivals forms celebrated all over the country
throughout the year.
2. Give significant of celebrating religious festivals.
3. Appreciate the meaning and symbol of arts in festival
costumes.
d. Code A7EL-IVa-1
I. CONTENT
a. Subject Area Festival Theatrical Forms Religious:
Aklan – Ati-atihan
Cebu – Sinulog
Moriones Festival
Fertility Dance Festival
II. LEARNING RESOURCES

a. Learning Materials Chalk, Laptop, Manila Paper

b. references

1. teacher’s guide pages

2. learner materials
III. PROCEDURES

A. Preliminaries
• Prayer
• Meeting
ACTIVITY • Checking of Attendance
B. Review
C. Motivation
Tell Somethings About the Pictures
 ANALYSIS Video Clip Presentation
a. The teacher will ask the students about the content of the video.
 What it is all about?
 What are those festivals?

ABSTRACTION The students will be given a group task to discuss about the following
festivals.
Group 1
Sinulog Festival

Group 2
Moriones Festival

Group 3
Fertility Dance Festival

Group 4
Ati-atihan Festival

APPLICATION The students will cite examples of other religious festivals that are being
celebrated in their town.
ASSESSMENT The teacher will give a short quiz about the topic being discuss.

Festivals Where When it Why do this Who is the

does it was festival Saint
celebrated? celebrated? being being
celebrated? patronized
for the
celebration
1.
2.
3.
4.

ASSIGNMENT Choose one religious festival draw and search about its costume tell what is the
significant or what does those costume symbolizes in the celebration of this
religious festival.
IV. REMARKS
V. REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. of Learners Who Require
Additional For Remediation
Who Scored Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners Who
Have Caught Up With The
Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or Localized
Materials Did I Use / Discover
Which I Wish To Share With
Other Teachers?
Prepared by: Reviewed by:
Erika E. Leonardo John Edward B. Sanjuan
MAPEH Teacher TIC/ Teacher II
 MOV 2
1. Classroom observation tool (COT) rating
sheet and/or inter-observer agreement form
about teaching strategies that enhance learner
achievement in literacy and numeracy skills.

2. Lesson plans/modified DLLs used in teaching

highlighting learner-centered strategies that
promote literacy and/or numeracy skills.

3. Instructional material highlighting learner-

centered strategies that promote literacy and/or
numeracy skills.

4. Performance tasks/test material(s) used in

demonstration teaching

5. Results of assessment used in teaching.

6. Others (Please specify and provide

annotation)
 II. OBJECTIVES
e. Content standard The learner demonstrates understanding on how theatrical elements
(sound, music, gesture, movement, and costume) affect the creation and
communication of meaning in Asian Festivals and Theatrical Forms as
influenced by history and culture
The learner demonstrates understanding on theater and performance as a
synthesis of arts and a significant expression of the celebration of life in
various Asian communities
f. Performance standard The learner will create appropriate festival attire with accessories based on
authentic festival costumes
The learner will create/improvise appropriate sound, music, gesture,
movements, and costume for a chosen theatrical composition
The learner will take part in a chosen festival or in a performance in a
theatrical play
g. Learning The learner research on the history of the festival and theatrical forms and
competencies/objective its evolution, and describe how the community participates and contributes
s to the event.
h. Code (A8EL-IVb-2)
VI. CONTENT
b. Subject Area Kabuki and Noh of Japan
(Elements and Principles of Art as Applied to Asian Theater and
Festivals)
VII. LEARNING
RESOURCES
c. Learning Materials Chalk, Laptop, Manila Paper
d. references
3. teacher’s guide pages
4. learner materials
VIII. PROCEDURES
A. Preliminaries
• Prayer
• Meeting
ACTIVITY • Checking of Attendance
B. Review
The teacher will post pictures regarding Chinese Peking Opera and
Wayang Kulit. Ask the students to identify the elements and principles of
arts manifested in each picture.

C. Motivation
Video clip about the cultural art theater of Japan
https://www.youtube.com/watch?
v=nJwQKOqnQzY&feature=emb_rel_pause

ANALYSIS Group Activity:

Group the students into five. Based on their assignment let them list down
the history,the elements and principles of arts

The students will watch Japan’s Noh https://www.youtube.co m/watch?

v=C2Oi3C4G1 WI and Japan’s Kabukihttps://www.youtube.com/watch?
v=67bgSFJiKc.

ABSTRACTION Teacher will discuss history, characters, staging and costumes elements
and principles of arts as manifested in Noh and Kabuki?
Students will compare and contrast Kabuki from Noh using the
Theater Themes Stage Performers table belo
Kabuki
Noh

Ask the students:

• How the community participates and contributes to the event?
• What are the importance of theatre or festivals in community or
 APPLICATION country?
ASSESSMENT The teacher will give a short quiz about the topic being discuss.
1. A form of classical theater in Japan known for its
elaborate costumes and dynamic acting.
2. Kabuki comes from the verb kabuku, kabuki means
what?
The word kabuki combines the Japanese words ka bu and ki what
does this three-word means
3. Ka
4. Bu
5. Ki
6. A form of theater involving music, dance and
drama, originating in the 14th century in Japan.
7. Noh as we know it today was popularized and
formalized by a man named _________.
8. What are the common themes of noh theater?
9. The comic pieces performed at intervals between
the main Noh performance.
10. All noh perforrmers are ________.

ASSIGNMENT
IX. REMARKS
X. REFLECTION
A. No. of Learners
Who Earned
80% In The
Evaluation
B. No. of Learners
Who Require
Additional For
Remediation Who
Scored Below 80%
C. Did The Remedial
Lessons Work? No.
Of Learners Who
Have Caught Up
With The Lesson.
D. No. Of Learners
Who Continue
To Require
Remediation
E. Which Of My
Strategies
Worked Well?
Why Did These
Work?
F. What Difficulties
Did I Encounter
Which My
Principal Or
Supervisor
Helped Me
Solved?
G. What Innovation Or
Localized Materials
Did I Use / Discover
Which I Wish To
Share With Other
 Objective 3
Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
 MOV 3
1. Classroom observation tool (COT) rating sheet
and/or inter-observer agreement form about
teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking
skills.

2. Lesson plans/modified DLLs used in teaching

highlighting different teaching strategies that
develop critical and creative thinking and/or
other HOTS

3. Instructional materials highlighting different

teaching strategies that develop critical and
creative thinking and/or other HOTS

4. Performance tasks/ test material(s) used in

demonstration teaching

5. Results of assessment used in teaching

6. Others (Please specify and provide

annotations)
III. OBJECTIVES
i. Content standard The learner…
1. how theatrical elements (sound, music, gesture, movement, and costume)
affect the creation and communication of meaning in a theater play/performance
incorporated with media
j. Performance standard The learner…
1. create appropriate costumes, props, set accessories, costumes,
improvised lighting and other décor for Philippine plays
2. create/improvise appropriate sound, music, gesture, and movements for
a chosen theatrical
k. Learning competencies/objectives The learners:
Analyzes examples of plays based on theatrical forms, and elements of art as
applied to performance.
l. Code A10EL-IVa-2
CONTENT
c. Subject Area Roles in Stage Production
LEARNING RESOURCES
e. Learning Materials Chalk, Laptop, Manila Paper
f. references
5. teacher’s guide pages
6. learner materials
PROCEDURES
A. Preliminaries
• Prayer
• Meeting
ACTIVITY • Checking of Attendance
B. Review
• The teacher will ask the students about the previous topic that they
have discussed.
C. Motivation

1. What do you see in the Picture?

2. Are you familiar with that?
3. Do you experience watching a live show?
4. What have you notice about the it for example the
characters, settings and staff of the show?

ANALYSIS . The teacher will play a video of making Stage Production

https://www.youtube.com/watch?v=H7Zjf6DGhyM
ABSTRACTION The teacher will discuss about the Roles in Stage Production (powerpoint
presentation) and the Steps in making production
APPLICATION The teacher will group the students and ask the students to make a simple stage
production and apply the steps in making a film production as well as the roles in
stage production
ASSESSMENT The teacher will assess the students output based on their activity.
 ASSIGNMENT
REMARKS
REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. of Learners Who Require
Additional For Remediation
Who Scored Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners Who
Have Caught Up With The
Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or Localized
Materials Did I Use / Discover
Which I Wish To Share With
Other Teachers?

Prepared by: Reviewed by:

Erika E. Leonardo John Edward B. Sanjuan
MAPEH Teacher TIC/ Teacher II
Noted by:

Gerardo M. Andal
OIC/ Principal II
 Learning
Environment and
Diversity of
Learners