Annex1B to DepEd Order No. 42, s.

2016

Daily Lesson Log SCHOOL Looc National High School GRADE LEVEL 9 MAPEH
in

MAPEH TEACHER Dixson Gumapac LEARNING AREA ARTS

TEACHING DATE AND week 2 QUARTER 2nd

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES
The learner will be able to learn...

 art elements and processes by synthesizing and applying prior knowledge and skills
A. Content Standard
 the arts as integral to the development of organizations, spiritual belief, historical events, scientific discoveries,
natural disasters/ occurrences, and other external phenomena

The learners...
 perform / participate competently in a presentation of a creative impression (verbal/nonverbal) of a particular
artistic period
B. Performance Standard
 recognize the difference and uniqueness of the art styles of the different periods (techniques, process,
elements, and principles of art)

Learners.... The learners... The learners mount

 compare the characteristics of artworks produced in exhibit using completed
the different art periods (A9PL-IIh-4)  evaluate works of artworks with Neoclassic
art in terms of and Romantic periods
artistic concepts and characteristics
C. Learning Competencies/  create artworks guided by techniques and styles of (A9PR-III-g -7)
the Neoclassic and Romantic periods (e.g., linear ideas using criteria
Objectives
style and painterly style) (A9PR-IIIc-e-1) from the Neoclassic
and Romantic
 describe the influence of iconic artists belonging to periods
the Neoclassic and Romantic periods (A9PR-IIIc- (A9PR-IIIf-4)
e-2)
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Annex1B to DepEd Order No. 42, s. 2016
 show the influences of
 apply different media techniques and processes to Neoclassic and
communicate ideas, experiences, and stories Romantic periods on
showing the characteristics of the Neoclassic and Philippine art forms
Romantic periods. (A9PR-IIIc-e-3) (A9PR-IIIf-4)

II. CONTENTS
III. LEARNING RESOURCES
A. References
pp. 231-239 pp. 247-249 pp. 231-249
1. Teacher’s Guide pages
pp 195-201 pp 206-207 pp 195-207
2. Learner’s Mateials pages

Perez, A., M., Santos., A., E., P., and Santarin., J., V., et. al. (2006). ACTIVE MAPEH III. Activity-Based and
Intergrative Worktext in Music, Arts, Physical Education and Health for High School Students. Manila. Magallanes
Publishing House

Perez, V., V., Luna, L., N., and Tomas C., E., et. al. (2004). MAPEH-CAT IV. Music, Art, Physical Education, and
Health-Citizenship Advancement Training. Quezon City. St. Bernadette Publishing House Corporation
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

Santiago G., B., Defensor, M., D., and Vergara, L., A., et. al. (2004). MAPEH III. A Worktext in Music, Arts, Physical
Education and Health. Manila. St. Agustine Publications, Inc.

3. Additional Materials from

Learning Resources (LR)
portal
https://youtu.be/KrSaQNY8QT
Other Learning Resources g

IV. PROCEDURES

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Annex1B to DepEd Order No. 42, s. 2016
WORD LIGHTNING CLASSTIME VENN DIAGRAM TOUR GUIDE RECALL
COMMERCIAL
The teacher will ask the Compare and contrast The class tour guide will
students to give words A group of students will Renaissance and baroque recall facts about
which are related to perform their 1-3-minute arts BAROQUE PERIOD
A. Reviewing Previous
Baroque period, and it 'commercial' that reviews 5 min
Lesson or Presenting The
should be in alphabetical key instructional content
New Lesson
order. about the difference
(Ex. A= Arts, B= Barocco between Renaissance and
C= Caravagio ) Baroque Period
5 min
5 min 5 min
PICTURE GUESS VIRTUAL TOUR FASTEN YOUR SEAT
VIDEO PRESENTION a tour BELT!
Guess the secret word or to the Philippines
phrase using only your expectacular churches The class tour guide will
remind the students about
group mate’s drawing https://youtu.be/KrSaQNY8QT
the following guidelines
g
inside the exhibit room
Separate everyone into Let the student complete
• Bags, cameras, video,
teams of 4. Have one the attached worksheet. mobile phones w/ camera
volunteer from each team (see attachment) are allowed in the museum.
come up to be the first • eating and drinking inside
round of drawers. The the galleries are not allowed
B. Establishing A Purpose For drawers are not allowed to • Tour coordinators are
The Lesson talk or motion during the responsible for the behavior
game, or draw symbols, of the group. Students
should stay with their group
numbers, or letters.
until the end of the tour.
• Anybody caught violating
The first team that raises the abovementioned rules is
their hand and guesses the subject to appropriate
object correctly wins one disciplinary actions. The
point for their team. Museum reserves the right
(see attachments) to cut the tour short and
ask the entire group to
15 min leave the premises
10 min
5mins

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Annex1B to DepEd Order No. 42, s. 2016
The teacher will present the
lesson by asking this
The teacher will present the question:
lesson by explaining the
importance of color What are the characteristics
harmony in achieving of the viewed Philippine
C. PresentIng Examples/
proper contrast and values churches that has similar
Instances of The New
Lesson of colors. characteristic with
Renaissance and Baroque
Period?

5 min

The teacher will discuss the The teacher will discuss the The teacher will discuss
influences of iconic artist. artforms in the Philippines the Rubrics or criteria for
 Da vinci with western influences. the exhibition.
 Donatello Using the presented video
D. Discussing New Concepts
 Caravaggio and pictures (See attachment. ART
And Practicing New Skills
 Velasquez EXHIBIT RUBRICS)
#1
15 min
5 min

The teacher will present the EXHIBIT TIME

rubrics for the Baroque Art
outputs Students will tour to their
E. Discussing New Concepts
(see attachment) prepared exhibition.
And Practicing New Skills
#2
5 min 30 min

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Annex1B to DepEd Order No. 42, s. 2016

COMPARE
GROUP ACTIVITY
Student will explain the
Students will be group into relations and influences
4 individually members of of the Baroque art
the group will do their task. traditions to Philippine art
Students will answer the form
Group 1 will paint their
output in an illustration following questions.
 Compare the two 10 min
board. Students will paint
any object in accordance architecture using
with the principle of art of the elements of art
Baroque Style.  In what period you
F. Developing Mastery can classify the two
Group 2 will design a
(Leads To Formative structure? Why?
Renaissance inspired house
Assessment 3)
in an illustration board
15 min
Group 3 will design a
Baroque church using
magazine strips

Group 4 will paint portrait of

their own picture

35 min

The students will explain The students will express Students will share ideas
the importance of applying their insight about the how to identify the
G. Finding Practical
different media techniques influence of Baroque arts in influence of any
Applications Of Concepts
and processes to Religion artworks.
And Skills In Daily Living
communicate ideas,
experiences, and stories in 5 min 5 min
their artworks.
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Annex1B to DepEd Order No. 42, s. 2016
5mins

STICKY NOTE WALL

Students will write in a Students will name some Students will write their
sticky note pad the lessons Philippine artworks and experiences about the
H. Making Generalizations churches with influence of tour in a sheet of paper
And Abstractions About they learn about
Baroque period. and pass it to the
The Lesson Renaissance and Baroque
teacher.
Arts 5 min
5 min
5 min

The teacher will evaluate

the EXHIBIT using the
Evaluate students output using attached Rubrics Rubrics or criteria for the
exhibition.
I. Evaluating Learning 5 min
(see attachment. ART
EXHIBIT RUBRICS)

5 min
Research 3 Renaissance Collect picture of different Collect pictures and
Artworks, and 3 Baroque Philippine churches and information about the
J. Additional Activities For artworks make an album out of it activity and make a
Application or Name the following works,
documentation.
Remediation corresponding name of
artist, and identify the era
when they were created.
1 group will be assigned to Chosen tour guide for
do a Classtime tommorows activity will
commercial they will Students will Continue prepare and present an
create a 1-3-minute doing the group activity entertainment travelouge
K. Assignment
'commercial' that reviews that will help the class
key instructional content
about the difference

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Annex1B to DepEd Order No. 42, s. 2016
between Renaissance and experience a museum as if
Baroque period they were on fieldtrip

Bring: illustration board,

paint, pencil

V. REMARKS
VI. REFLECTION
A. No. of Learners Who Earned
80% In The Evaluation.
B. No. of Learners Who Require
Additional Activities For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work?
D. No. of Learners Who Continue
To Require Remediation
E. Which of My Teaching
Strategies Worked Well? Why
Did These 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?