SCHOOL SAPIAN NATIONAL HIGH SCHOOL GRADE LEVEL 7

TEACHER EDERLINA O. ODRUNIA LEARNING AREA ART

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TEACHING DATE AND WEEK 2 QUARTER 1 QUARTER
TIME OCTOBER 17-21, 2022

Daily Lesson Log

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MAPEH

MONDAY TUESDAY WEDNESDAY THURSDAY FRI

DAY
I. OBJECTIVES
A. Content standard • art elements and processes by synthesizing and applying prior knowledge and skills
• the salient features of the arts of Luzon (highlands and lowlands) by showing the relationship of the elements of art
and processes among culturally diverse communities in the country the Philippines as having a rich artistic and
cultural tradition from precolonial to present times
B. Performance standard The learners…
 create artworks showing the characteristic elements of the arts of Luzon (highlands and lowlands)  exhibit completed
artworks for appreciation and critiquing

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 C. Learning competencies/ The learners create crafts The learners derive The learners are able to The learners are able to Mount an
Objectives that can be assemble with elements from shows the relationship of the exhibit using completed Luzon
local materials, guided by traditions/history of a development of crafts in (highlands and lowlands)- inspired
local traditional techniques community for one’s specific areas of the country, arts
(e.g., habi, lilip, etc). artwork. according to functionality, and crafts in an organized manner
(A7PR-Ic-e-1) (A7PR-If-2) traditional specialized (A7PR-Ig-5)
expertise, and availability of
resources (e.g. pottery,
weaving, jewelry, baskets)
(A7PR-If-3)

The learners are able to show

the relationship of Luzon
(highlands and lowlands) arts
and crafts to Philippine
culture, traditions, and history
(Islamic influences, Spanish
heritage, and American
legacies in education,
business, modernization, and
entertainment, as well as in
indigenous practices, fiestas,
and religious and social
practices) (A7PR-Ih-4)

II. CONTENTS ARTS and CRAFTS of LUZON (HIGHLANDS and LOWLANDS)

Arts and Crafts of Luzon Arts and Crafts of Arts and Crafts of Luzon Arts and Crafts of Luzon
(Highlands and Luzon (Highlands and (Highlands and Lowlands) (Highlands and Lowlands)
Lowlands) Lowlands) • Attire, Fabrics, and • Attire, Fabrics, and
• Attire, Fabrics, and • Attire, Fabrics, Tapestries Tapestries
Tapestries and Tapestries  Crafts • Crafts and • Crafts and Accessories, and
• Crafts and and Accessories, and Body Ornamentation
Accessories, and Accessories, and Body • Architectures
Body Ornamentation Body Ornamentation • Sculptures
• Everyday objects Ornamentation • Architectures (gods/rituals)
• Everyday objects • Sculptures • Everyday objects
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 I. Elements of Art (gods/rituals)
• Line I. Elements of Art  • Everyday objects I. Process
• Shape and Form Line Drawing and Painting 
• Value • Shape and Form I. Elements of Art Sculpture and
• Color • Value • Line Assemblage
• Texture • Color • Shape and Form  Mounting an exhibit:
• Space • Value
• Texture • Color Concept
II. Principles of Art • Space • Texture Content / labels
• Rhythm, • Space Physical layout
Movement II. Principles of Art
• Balance • Rhythm, II. Principles of Art
• Emphasis Movement • Rhythm,
• Harmony, Unity, • Balance Movement
Variety • Emphasis  • Balance
• Proportion Harmony, • Emphasis
Unity, Variety • Harmony, Unity,
III. Process • Proportion Variety
Drawing and Painting • Proportion
Sculpture and
Assemblage

III. LEARNING RESOURCES

A. REFERENCES

1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages
4. Additional Materials from OHSP Arts Module Q1
Learning Resource MISOSA5-module4
(LR) portal OHSP Arts Module Q1- Lesson 2
B. OTHER LEARNING Copiaco, H.P.; Lugue, V. P.; Ramirez, V. E.; et. Al. (2013).
REFERENCES Our world of MAPEH. Vibal group, Inc.,
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 Gregorio Araneta Ave., Quezon City.

Muyot, F. R.; Garcia, M. D.; Baarde, MC. G.; et. Al. (2013)
MAPEH on the Go 7. Sunshine Interlinks Publishing House, Inc.,
3/F Maine City Tower, 236 Tomas Morato Ave., Brgy. South Triangle
Quezon City.

Limjoco, M.F.; Lapuz, D. M.; Jeniebre, J.L.; et. Al. (2013)

Journey towards MAPEH. KLEAFS Publishing.
Block 609, Lot 1 Phase 6, Metrogate, Meycauyan II
Loma de Gato, Marilao, Bulacan.

Copiaco, H.P.; Lugue, V. P.; Ramirez, V. E.; et. Al. (2013).

Ejoy life with Music and Arts. SD Publications, Inc.,
Gregorio Araneta Ave., Quezon City.

A. Reviewing Previous Lesson or The teacher will ask the Arrange the Metacards into What are the significance of What are the roles played
Presenting New students. correct order/sequence of the tradition and history to by different factors that
Lessons making a Habi. the derived elements of enhanced and influenced
What are the examples of community arts and crafts. 5 the arts and crafts of Luzon.
highlands and lowlands mins 5 mins
artworks influenced by
internal and external factor?
5 mins
5 mins

B. Establishing A Purpose For The I got it Right! Knock1 Knock! Who is there? The teacher will give a piece Picture Frame
sson of clay for each group. Ask
The teacher will ask the The teacher will ask two them to form objects out of
The teacher will give a
students to feel the object volunteers, 1 Girl and 1 Boy. it. One volunteer will discuss
theme or subject where
inside the box. Give each the output of the group. each group will present
student 5 seconds and let The two students will pick one through actions in a static
him/her guess the mystery word and they will be given 2 The teacher will ask the position.
object. minutes to think of a Knock! following questions:
Knock! Based on the situations
Example objects: Clay, • Were the group able given, what do you think is
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coconut leaf, magazine 1st word is Tradition to discuss the object the core substance of the
etc. 2nd word is History to be presented? activity?
3rd word is Elements • Did all the members
The teacher will briefly of the group agree
explain the role of the with the object
objects to the different arts presented?
and crafts of Luzon.

 What are the

different factors that
5 mins 5 mins contribute to the
success of the group 5 mins
output?
5 mins

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C. Presenting Examples / The teacher will present The teacher will present a video The teacher will present The teacher will show
Instances of the New different arts and crafts that exhibiting the unique arts and different arts and crafts from different pictures of
Lesson are assembled using crafts of Luzon in relation to highlands and lowlands of MiniExhibit conducted in the
available materials through history and tradition of their Luzon through a simple school.
traditional method. respective community. video presentation.
The teacher will ask the (Note: If there are no
Let the students analyze and (Note: The teacher can also following questions: available photos. Teachers
observe the materials used post arts and crafts instead.) can simply cut
in the different examples • What arts and crafts or print different
presented. were presented in exhibits.)
Ask the students the following
questions: the video? Ask the students the
Ask the students the
• What are the • Where are these following questions:
following questions: products coming
communities or places
from?
shown in the video? • What are the
• What are the • What particular art/craft • How significant are
characteristics of an
materials used in the highlighted in the video the objects to their
exhibit?
object? clip? community?
• What makes an
• What do you • What elements and • What are the
exhibit good or
think is the process principles can be derived factors that appealing?
or technique used to from the given art/craft? contribute to the
• How important are
create such work? development of their
• Do you think that the the themes or the
arts and crafts?
tradition and history of subject of the
the community • What do you exhibit?
somehow reflected in think is the
their arts and crafts? relevance of their
works to the

5 minutes 10 minutes culture and tradition 5 minutes

we have?

10 minutes

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D. Discussing New Concepts and The teacher will discuss the The teacher will discuss elements The teacher will discuss the The teacher will discuss the
Practicing New Skills different techniques and and principles derived from relationship of the procedure of the exhibit and
#1 traditional method in traditions/history of a community. development of crafts in the criteria for their task.
creating different arts and specific areas of the country,
crafts of Luzon. according to functionality, 5 minutes
traditional specialized
expertise, and availability of
15 minutes resources (e.g. pottery,
weaving, jewelry, baskets)
10 minutes
E. Discussing New Concepts and The teacher will discuss the
Practicing New Skills relationship of Luzon
#2 (highlands and lowlands)
arts and crafts to Philippine
culture, traditions, and
history (Islamic influences,
Spanish heritage, and
American legacies in
education, business,
modernization, and
entertainment, as well as in
indigenous practices, fiestas,
and religious and social
practices)
10 mins
F. Developing Mastery The students will create a Picture analysis (Group Write down the different The students will have 25
(Leads To Formative Habi or Lilip using available Activity) factors that contribute to the minutes to put up their
Assessment 3) local materials. development of the following exhibit.
art forms.

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 The teacher will present and The teacher will distribute • Carving The students will go around
demonstrate the process of reading materials for each group. • Pottery to take a look of others
the activity. work/exhibit.
• Metal Work and
Let the students read, 20 mins
Jewelry
The teacher will explain the understand and analyze the
• Weaving
criteria for the activity. artwork assigned in their group.
30 mins
5 mins
Ask the students to describe the
object presented.

What are the elements and

principles observed in the
assigned object?

Identify and discuss some factors

that contribute to the features of
the object.
(Tradition and History).
15 mins

G. Finding Practical Applications of The teacher will ask the The teacher will ask the following The teacher will distribute a The teacher will ask the
the following questions: questions: small piece of paper with a following questions:
Concepts And Skills In picture of Jar.
Daily Living  What particular • How important is  What particular
values you have tradition and history? The students will be given 5 characteristic of
learned from the • As a student, what minutes to yours was
activity? particular tradition do developed
 How can you you think must be carried design their own jar. Ask through the activity?
apply this in to your on by every individual? volunteers to say something
day-to-day activity? Why? about their work. • What is your
5 minutes  How important are participation/cont
the arts and crafts of The teacher will ask the ribution in order to
highlands and lowlands questions: put up your group
to the culture, tradition exhibit?
and history of our • What particular
country? character of yours do
you think is reflected • As a student, were
in your work?
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 The teacher will sum-up all the • Do you think that you able to
answers drawn from the students there are also factors appreciate the value
5 minutes that hinder you to and the message of
able to work out you the works you have
design? witnessed?
• If you have a chance
to enhance/ develop 5 minutes
an artwork of Luzon,
what would it be and
why?
5 minutes

H. Making Generalizations and The teacher will ask The teacher will ask a volunteer Big Group Sharing The teacher will post
Abstractions About the volunteers from the class to to connect the word from the elements and principles on
Lesson present his/her work. board to its corresponding origin. Ask each group to the board. Let the students
After which, the teacher will ask answer the following arrange words and identify
Let the students discuss the the student to discuss how questions: which is an element and a
materials, process and tradition/history of the principle.
technique he/she

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 used in order to organize community brought into piece of What are the different The teacher will ask the
his/her work. work derived from different factors that influenced the students the following
elements. art forms of Luzon? questions;
The teacher will summarize
the answers drawn out from 5 minutes How were the indigenous • How do these
the class. communities able to elements and
preserve the design of their principles work in
5 minutes folk arts? arts and crafts of
Luzon?
5 minutes • Give/Name
examples of arts and
crafts coming from
places in Luzon.
Discuss their
function and
significance to its
origin.
• What are the
relevance of the
tradition and history
to the development
of their crafts?

10 minutes

I. Evaluating Learning List Down the 5 steps on Identify the elements derived Table completion. Factors The teacher will give his/her
how to make a Habi artwork. from different artworks of Luzon. that influenced the arts and feedback to the exhibit
crafts of Luzon. presented by each group.
• The feel, real or The teacher will announce
implied; of an object See attachment the best group.
5 minutes
or its surface
• Shows an object in (Note: The teacher can also
give simple awards like Most
space, the mass or
Creative presentation, Most
positive space it
occupies.

• Area enclosed when both Organize presentation,

sides of a line meet. Best Artwork etc.)
• The lightness or
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 darkness of an object or 5 minutes
color. 5 minutes
• Proper distribution
between objects
5 minutes
J. Additional Activities for Name 5 local materials and Define the following elements. Identify the similarities and
Application and products made out of it. • Color  Lines differences of the highlands
Remediation and lowlands arts and crafts
• Shape
Example: using Venn Diagram.
• Value
Buri Leaves-Banig, Basket • Form
etc.

K. Assignment Research on other arts and crafts Bring different decorative

from Luzon influenced by materials for the final
different factors. (Islamic performance task tomorrow.
influences, Spanish heritage, and
American legacies in education, The teacher will also remind
business, modernization, and the students to bring their
entertainment, as well as in previous outputs/ best works
indigenous practices, fiestas, and for the exhibit.
religious and social practices)

V. REMARKS

VI.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.
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 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?

CHECKED BY:

ROLLY V. ISIDERIO
MAPEH Coordinator/ MT-I

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