GRADE 12 School
Elena High School Grade
DAILY LESSON PLAN
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
* Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers’ Guide Passage
2. Learners’ Materials pages
3. Textbook Pages
4. Additional Materials from
Learning Resource Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting Examples/ instances
of the new lesson
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
Sta.
Grade 12
(SEHS) Level
Teacher Ms. Noemi E. Del Learning Philippine Contemporary
Rosario Area Arts
Teaching February 22, 2019 Quarter Third, S.Y. 2018-2019
Dates and 10:30-11:30 (G12 Biyo)
Time
The learner demonstrates the understanding of the significant roles of artist from the
region.
The learner creates avenues to advocate the arts from the different regions.
a. compares forms of arts from the different regions (CAR11/12CAP-0c –e)
b. define traditional folk art
c. identify categories of traditional folk art
d. explain examples for each categories of traditional folk art
e. share insights on each categories
CATEGORIES OF TRADITIONAL FOLK ARTS
1. http://ncca.gov.ph/about-culture-and- arts/culture-profile/gamaba/guidelines-
on- inviting-a-gamaba-awardee
2. http://ncca.gov.ph/about-culture-and- arts/culture-profile/categories of folk
arts
What are the incentives of Gawad Manlilikhang Bayan Awardee?
The teacher will present pictures then students will identify each pictures.
1. Bahay kubo
2. Vinta
3. Piňa
4. Mayon Volcano
Traditional Folk Art
Folk Art encompasses art produced from an indigenous culture or by peasants or other
laboring tradespeople. Folk art is characterized by a native style, in which traditional
rules of proportion and perspective are not employed.
The teacher will divide the class into five groups and each group will be given five (5)
pictures. Each group will be given five (5) minutes to discuss and describe the pictures
assigned to them. After the given time, they will be asked to make a presentation of
their description of the picture and how each picture affects the tradition of the
community they are in.
Presentation of each Group
Group I – Ivatan House
Group 2 – Vinta
Group 3 – Pina Fabric
 Group 4 – The Legend of Mayon Volcano
Group 5 – Parol

F. Developing Mastery Categories of Traditional Folk Arts

(Leads to formative
assessment # 3)
G. Finding practical applications of
concepts and skills in daily living
1. Folk Architecture
2. Maritime Transport
3. Weaving, Textile Making and Fabric Art
4. Carving
5. Performing Art
6. Literature
7. Graphic and Plastic Arts
8. Ornament
9. Pottery
What positive character does an Ivatan person show about their houses? How can we
apply this in our everyday life?

H. Making generalizations and Traditional Folk Art still has a great impact on our daily lives.
abstractions about the lesson

I. Evaluating Learning Rubrics for Group Presentation

J. Additional activities for Advanced reading of other examples for each categories of traditional folk arts.
application or remediation

VI. REMARKS

VII. REFLECTION

A. No. of learners who earned

80% in the evaluation

B. No. of learners who require

additional activities for
remediation

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?

F.
What difficulties did I
encounter which my
principal or supervisor can
help solve?
G. What innovation or localized
materials did I use or
discover?
Prepared by:

MS. NOEMI E. DEL ROSARIO

Noted by:

MS. MARIA AMOR R. SOLIS

SHS Assistant Principal

Approved by:

DR. JEFFREY C. TRINIDAD

Principal