1. DAILY LESSON LOG
In MAPEH
School: Indahag National High School Grade Level: IX
Name of Teacher Mercy Sweet S. Suarin Learning Area: MAPEH - ARTS
Teaching Dates and Time: JULY 21-25, 2O25 Quarter: First
MONDAY TUESDAY WEDNESDAY THURSDAY
I. OBJECTIVES
A. Content Standard
Art elements and processes by synthesizing and applying prior knowledge and skills
the arts as integral to the development of organizations, spiritual belief, historical events, scientific
discoveries, natural disasters/ occurrences, and other external phenomena
B. Performance Standard
The learners...
performs / participates competently in a presentation of a creative impression (verbal/nonverbal) of a
particular artistic period
recognizes the difference and uniqueness of the art styles of the different periods (techniques, process,
elements, and principles of art)
C. Learning Competencies/
Objectives
The learner…
analyzes art elements and principles in the production of work following the style of a western and
classical art
(A9EL-Ib-1)
identifies distinct characteristics of arts during the different art periods (A9EL-Ia-2)
identifies representative artists from various art periods (A9EL-Ia-3)
reflects on and derives the mood, idea, or message from selected artworks (A9PL-Ih-1)
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)
II. CONTENTS
I. Ancient Art II. Classical Art
1
2. 1. Prehistoric Art 2. Egyptian Art 3. Greek Art 4. Roman Art
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
p 179, p 190, pp 196-197 pp. 180-181, pp 191-192, pp 197-198 pp.181-184, p 192, pp 198-199 pp.184-185, pp 192-193, p
199
2. Learner’s Mateials pages
pp 141-142 , p 153, pp 159-160 p 143 p 154, pp 161-162 pp 144-146 , p 155, p 163 pp 147-149, p 156, p 164
3. Textbook 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
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.
4. Additional Materials from
Learning Resources (LR)
portal
B. Other Learning
Resources
https://www.youtube.com/
watch?v=84gTmKwL8KQ
https://www.youtube.com/
watch?v=oZOsR0TzbJ8
http://
www.thesmartteacher.com/
exchange/resource/872/
Cave_Art_is...Rock_Art_Is
https://www.youtube.com/watch?v=YKX-Rjb4rag
http://www.historyforkids.net/roman-art.html
2
3. IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting
The New Lesson
THE EVOLUTION OF ARTS
The teacher will present
the lesson using an
animation about a cave
drawing that comes to life,
and travels through
famous art pieces
throughout time.
https://
www.youtube.com/watch?
v=84gTmKwL8KQ
The teacher will ask the
students:
What is the idea/ story
behind the video?
How did the story of the
cave drawing start and
end?
5mins
LUCKY 7
STUDENT GENERATED
QUIZbee
The teacher will ask a
question about the
previous topic Pre-historic
Art, a student who will
answer the question
correctly will be the first
and the same student to
ask questions to challenge
his or her classmates. The
LUCKY 7 student
Generated Quizbee will
continue until the seventh
student answer the
question correctly
(questions to be asked are
based on their assignment)
POP UP MINDS
Teacher will asked the
students
What are the words that
spring to your mind when
you hear “ANCIENT
EGYPTIAN ARTWORKS”
Possible answers;
Pyramid, symbols,
Hieroglyphics, Tomb, etc.
5mins
The teacher will ask
the following
questions
1. What is the
method of
painting water
based pigments
on a freshly
applied plaster?
Ans. FRESCO
2. What is Pelike?
Ans. Wine
container
3. what are the
three greek
collumns?
Ans. DORIC,
IONIC,
CORINTHIAN
5mins
B. Establishing A Purpose
For The Lesson Using a time line graph
(see pp 140-141 LM
MAPEH Arts 9) from
Ancient Art to Medieval Art
Hieroglyphs
Students will write their
own name using the
The teacher will play a video
about GREEK ARTS
https://www.youtube.com/
watch?v=YKX-Rjb4rag
The teacher will show a
picture of The
Coliseum.
3
4. Period and pictures as
representation of Art
forms let the students
classify the following
images into their
respective periods.
Ask the students the
following questions:
1. How did you classify
the different
artworks into their
respective periods?
2. What was your basis
of classification?
5mins
hieroglyph alphabet.
Remember that the
Ancient Egyptians
sometimes wrote in
different directions.
(see attached activity)
Asked the students the
following questions:
1. What is hyroglipics?
2. What could be the
idea of Ancient
Egyptians about this
way of writting?
10 mins
The teacher will ask this
question;
What is the video all about?
How can Greek artworks
be used to derive the
traditions/history of
Classical Period?
10mins
Ask the students about
the significance of the
Coliseum in the
western history.
5mins
C. PresentIng Examples/
Instances of The New
Lesson
The teacher will locate the
pictures to where it should
belong and present the topic
for the day on PRE HISTORIC
ARTS
The teacher will show a
picture of a pyramid
And ask this question: How
do pyramids help us
understand about life in
Ancient Egypt?
CONCEPT MAPPING
NATURALISM
The teacher will collect
ideas to the students
abou the word
NATURALISM
STORY TELLING
The teacher will story tell
about Rome using the
following pictures
Head of Alexander
The portonacio
Sarchophagus
The Colosseum
5mins
4
5. 5mins
After collecting ideas
present the lesson by
stating;
“Greek style was a taste
of Western Realism or
NATURALISM”
5mins
D. Discussing New
Concepts And
Practicing New Skills #1
The teacher will discuss
the following prehistoric
art:
Painting
Sculpture
architecture
The teacher will present
the following through
pictures:
Egyptian painting
Hieroglyphics
Pyramid of Giza
20 minutes
The teacher will discuss
the following:
Greek painting
Fresco
Encaustic
Vase painting
Greek architecture
15 minutes
Using a video clip the
teacher will discuss the
Roman Art
https://
www.youtube.com/
watch?
v=RM2D7iJHWXQ
15 minutes
E. Discussing New
Concepts And
Practicing New Skills #2
Gallery walk
Students will explore
multiple texts or images
that are placed outside the
room. The teacher will also
discuss the lesson (Pre-
historic paintings, sculpture
and architecture) and
facilitate the learning
process.
The teacher will
differentiate Greek orders
of the GREEK
ARCHITECTURE by
drawing images on the
board using the following
descriptions
DORIC- simplest
5
6. 10mins
IONIC- scroll
CORINTHIAN- encantus
leaves
5mins
F. Developing Mastery
(Leads To Formative
Assessment 3)
ACTIVITY TIME:
Analyzing Primary Source
The teacher will group the
students into 5 and
provide different pictures
of pre historic arts.
Members of the group will
answer the following
questions individually.
Their leader will collect
best answers and chose a
representative to discuss.
1. Describe the picture
2. What do you think is
the message of the
artifact ?
3. Is this artifact
significant? Why? Or
why not?
20min
Fill in the box with the
characteristics and
function that would best
describe the painting,
sculpture and architecture
of Ancient Egypt
Ancient Egypt
PAINTINGS
Characteristi
cs
Function
SCULPTURES
Characteristic
s
Function
ARCHITECTURE
Characteristic
s
Function
10mins
Let’s play
DRAW IT? GOT IT?
The class will be divided
into two (ex. GIRLS vs.
BOYS)
Each group will chose a
member to pick an
Egyptian art work and
draw it on the board their
remaining group
members will guess the
word by analyzing each
element presented. The
group will decide for their
best answer. If they got it
wrong, the other group
may answer it. It will be
done simultaneously.
Until the best group got 3
correct answer. If it ties at
3 points, the teacher will
draw tie breaking picture
PELIKE MYRON
LEKANIS DORIC
LEBES GAMIKOS IONIC
CORINTHIAN
The teacher will group
the students into 3 and
will be asked to
compare and contrast
paintings of different
periods, sculptures and
architectures using the
following indicators:
Name of the
paintin(sculptur
e or
architecture)
Period and era
when it was
created
Material used
Use of elements
of arts
Distinctive
characteristics
15mins
6
7. PARTHENON
10mins
G. Finding Practical
Applications Of
Concepts And Skills In
Daily Living
DRAW YOUR ANSWER
The students will answer this
question by drawing his or her
idea on the board.
What are the implications of
Ancient art in the modern
society?
(or emoticons about the
emotion that can be derived
from the art works)
5mins
Teacher will ask the students to
relate Egyptian art work to
some Philippine artworks.
5mins
The teacher will ask the
students to name at least 3
establishments here in the
Philippines with a touch of
Greek architecture.
5mins
The teacher will ask the
students:
What is the greatest
contribution of Roman
Arts to the modern world?
H. Making Generalizations
And Abstractions About
The Lesson
The teacher will ask the
following questions:
What are the
characteristics and
elements of arts that
make the following
archaeological
discoveries effective
artwork?
What are the
noticeable influences
of Ancient art to the
modern world?
5mins
FREEDOM WALL
Students will be grouped
into 3. PAINTING,
SCULPTURE and
ARCHIRECTURE
Members of the group will
be asked to write word or
phrase in a
cartolina/manila paper to
be posted on the board .
These are words that they
can still remember, they
can relate to, or words and
phrase to describe
Egyptian Artworks.
10 mins
The teacher will ask the
following question
What are the use
or function of
Greek artworks ?
How does Greek
architecture differ
from the Ancient
Artworks
5 mins
The students will recite
functions of Roman
paintings, sculpture
and architecture.
7
8. I. Evaluating Learning
The teacher will collect
the students’ individual
papers in the activity
Analyzing Primary
source.
The teacher will score
their answers using this
rubrics
Focus and details 5pts
Word choice 3pts
Grammar 2pts
Identify the following:
The most
substantial ancient
structure of the
world
Egyptian tomb in
the form of flat
roofed rectangular
structure
A system of writing
using picture
symbols used in
ancient Egypt
A large vault used
for burying dead
Smallest pyramid in
the pyramid of Giza
Identify 5 elements or
characteristic of arts that
make GREEK ART visually
unique.
5 mins
Answer this question:
How does the
sculpture of Rome,
“The Portonacio
Sarcophagu”s differ
from Myron of Greece
J. Additional Activities For
Application or
Remediation
Do attached worksheet
CAVE ART IS...
Do attached worksheet
Ancient Civilization
In a short bond paper
Draw a house using the 3
Greek columns identify
the columns and write the
difference of the
following.
Student will write an
essay about the
evolution of arts from
Ancient period to
classical period
K. Assignment
Question and answer.
Create 3 questions about
the topic and provide
answer.
V. REMARKS
VI. REFLECTION
A. No. of Learners Who
8
9. 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?
PREPARED BY: CHECKED BY: REVIEWED BY:
Mercy Sweet S. Suarin Louella Lagumen Raul A. Fuentes
Teacher I MAPEH Coordinator
APPROVED BY: Adel R. Cambangay Jr.
School Head
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