GRADES 1 TO 12 School CAPAS HIGH SCHOOL Grade Level

SEMI-DETAILED Teacher DONNAFE M. AGANON Learning Area

LESSON PLAN Teaching Dates and Time July 3-7, 2017 Quarter

Session 1 Session 2 Session 3

I. OBJECTIVES
A. Content Standards
The learner s have an understandng of poetry as a genre and how to analyze its elements and
techniques
B. Performance Standards The learner s shall be able to produce a short, wellcrafted poem.
Determine specific forms and Determine specific forms and Determine specific forms and
conventions of poetry conventions of poetry conventions of poetry
HUMSS_CW/MP11/12c-f7 HUMSS_CW/MP11/12c-f7 HUMSS_CW/MP11/12c-f7
1.Determine the 1. Determine the 1. Define free verse.
elements of tanaga/dalit/diona elements of haiku and sonnet 2. Show appreciation in
2. Show 2. Show writing poem.
appreciation and understanding in appreciation and understanding in 3. Write a free
C. Learning Competencies/Objectives writing Tagalog poems writing English poems. verse poem.
Write the LC code for each 3. Produce a well- 3.Produce a well-
crafted sample of crafted sample of haiku/sonnet
tanaga/diona/dalit

Elements for specific forms Elements for specific forms b.2. Free verse
b.1. Conventional forms b.1. Conventional forms -the line and line break
(exemplar: short Tagalog poems like (exemplar: haiku; sonnet) -enjambments
II. CONTENT tanaga and diona; dalit - rhyme and meter, metaphor -metaphor
- rhyme and meter, metaphor

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
www.literaryworks.net www.literaryworks.net www.literaryworks.net
B. Other Learning Resources

IV. PROCEDURES
 Teacher ask the learners the Teacher ask the learners the Teacher ask the learners the
following questions: following questions: following questions:
1. What is 1. What is 1. What is
poetry? 2. dalit? tanaga? diona? haiku? sonnet?
A. Reviewing previous lesson or presenting What are the divisions of poetry? 2. How do they differ 2. How do they differ from one
the new lesson from one another? another?
3. What are the subject matters 3. What elements 3. What elements should be
of poetry? should be considered in writing considered in writing haiku?
tanaga/dalit/diona? sonnet?

Teacher posts a sample of tagalog Teacher posts a sample of poem and Teacher calls a volunteer to read a
poem and lets the learners to give lets the learners to give their free verse poem and asks he
their interpretations about the poem. interpretations about the poem. learners what the poem is all
Tumayo ka Legless rude snowy about.
nang tuwid, Ang kamay plough share
ay sa dibdib. vanishes wetly sadly,
B. Establishing a purpose for the lesson Awitin ating himig snowing eel
Nang totoo sa tinig. -Versoza,R
Jr.

C. Presenting examples/instances of the new
lesson
Teacher presents three examples
(for each tagalog poem) and lets
the learners to determine the
differences of the three samples.
Teacher
presents the lesson and the
learning goals for today.
Teacher presents two examples Teacher presents examples of free
(for each poem) and lets the verse poem. Teacher lets the
learners to determine the studentso identify the elements
differences of the two samples. used in the presented poems.
Teacher
presents the lesson and the
learning goals for today.

D. Discussing new concepts and practicing
new skills #1
Teacher explains the elements of
tanaga, diona and dalit. Teacher
gives examples of each poem and
allows the learners to identify the
meter and rhyming of the
samples.
Teacher explains the elements of Teacher explains writing free verse
haiku and sonnet. poem, line and line
Teacher gives examples of each breaks,enjambments and
poem and allows the learners to metaphor.
identify the meter and rhyming of
the samples. Teacher emphasizes
also the use of figurative language
such: metaphor

E. Discussing new concepts and practicing

new skills #2

F. Developing mastery
(Leads to Formative Assessment 3)
Teacher lets the learners to write
and produce a well-crafted tagalog
poems (tanaga, dali and diona)
and approves them to use the
different elements in writing these
tagalog poems.
Teacher lets the learners to write Teacher lets the learners to write
and produce a well-crafted english and produce a well-crafted free
poems (haiku and sonnet) and verse poem.
approves them to use the different
elements in writing these english
poems.

G. Finding Practical Applications of concepts meter and rhyming in writing
and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating Learning
Teacher asks the learners the
following questions:
1. Why poets write?
2. What is the purpose of
poem?
Teacher collects answers from the
learners on the following
questions:
a. What have you learned from
the lesson?
b. What did you realize after the
discussion?
c. How will you apply your new
learning in your career?
Teacher
provides a proper ending by
emphasizing the differences of
tanaga, dalit and diona.
Teacher evaluates the well-crafted Teacher evaluates the well-crafted Teacher evaluates the well-crafted
tagalog poem with the use of
rubric. (See attached rubric)
Teacher asks the learners the
following questions:
1. What is the purpose of poet
in writing ?
2. What is the purpose
of meter and rhyming in writing
poem?
Teacher collects answers from the
learners on the following
questions:
a. What have you learned from
the lesson?
b. What did you realize after the
discussion?
c. How will you apply your new
learning in your career?
Teacher provides a
proper ending by emphasizing the
differences of sonnet and haiku.
english poem with the use of free verse poem with the use of
rubric. (See attached rubric) rubric. (See attached rubric)
Teacher asks the learners the
following questions:
1. What is the purpose of poet
in writing ?
2. What are the features
of free verse?
Teacher collects answers from the
learners on the following
questions:
a. What have you learned from
the lesson?
b. What did you realize after the
discussion?
c. How will you apply your new
learning in your career?
Teacher provides a
proper ending by emphasizing the
use of free verse in writing poem.
 Homework:
A.Follow-up- Read about tanaga,
dalit and diona purposes.
B.Advance- What is haiku?
Sonnet?
J. Additional activities for application or
remediation
Homework:
A.Follow-up- Read about haiku
and sonnet purposes.
B.Advance- What is free verse
writing?
Pointers to review:
Creative Writing
1.1. Imaginative writing vs.
technical / academic / other forms of
writing 1.2. Sensory experience
1.3. Language a. Imagery
b. Figures of speech c. Diction
1.4. Sample works of well-
known local and foreign writers
Reading and Writing Poetry*
6.1. Elements of the genre a. Essential
elements
a.1. Theme
a.2. Tone
b. Elements for specific forms
b.1. Conventional
forms (exemplar: short Tagalog poems
like tanaga and diona; haiku; sonnet)
-rhyme and meter -metaphor
b.2. Free verse -the line and
line break -enjambments -metaphor

V. REMARKS

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? No. of

learners who have caught up with the lesson

VI. REFLECTION

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 used/discover which I wish to share
with other teachers?

RUBRIC: WELL-CRAFTED TAGALOG/ENGLISH POEM

Criteria 10 8 5

Writing is organized with a An attempt is made at

Writing is mostly organized
clearly established focus. organization and focus. There
with a general focus. There are
A. 1. Content There are very few errors and are some errors, most of which
some errors, most of which do
errors do not interfere with do not interfere with
not interfere with readability.
readability. readability

Connection to the text is Connection to the text is basic, Connection to the text is basic
2. Creativity accurate, ample, and insightful. literal, and accurate. and mostly accurate

Prepared by: Checked by: Reviewed by:

Donnafe M. Aganon Ronnie G. Castro Aurora S. Francia
Subject Teacher Subject Group Head MTI/SHS Focal Person
12
Creative Writing
FIRST

Session 4

First Monthly Exam

1. Diagnose the learners’

knowledge about the subject
2. Show honesty in taking exam;
and
3. Answer a 50-item examination.

First Monthly Exam

 3

Writing shows little

organization and little or no
focus. There are some errors,
most of which do not interfere
with readability

Connection to the text

suggested or implied.

Noted by:
Epifania B. Dungca, Ed. D.
Principal IV
 GRADES 1 TO 12 School CAPAS HIGH SCHOOL Grade Level
SEMI-DETAILED Teacher DONNAFE M. AGANON Learning Area
LESSON PLAN Teaching Dates and Time July 10-14, 2017 Quarter

Session 1 Session 2 Session 3

I. OBJECTIVES
A. Content Standards
The learner understands the delineation between creative and the nonfictional elements of
creative nonfictional text.

B. Performance Standards
The learner clearly and coherently uses multiple elements conventionally identified with a
genre for a written output.
Do a close reading of creative Do a close reading of creative Do a close reading of creative
nonfictional texts. nonfictional texts. nonfictional texts.
HUMSS_CNF11/12-Ie-f-8 HUMSS_CNF11/12-Ie-f-8 HUMSS_CNF11/12-Ie-f-8
1. Define plot. 1. Define 1. Define point
2. Show characters and characterization of view.
appreciation in reading 2. 2. Show appreciation in
nonfictional text. Show appreciation in reading reading nonfictional text.
C. Learning Competencies/Objectives 3. Read nonfictional text. 3. Read
Write the LC code for each
nonfictional text . 3. Read nonfictional text .
4. nonfictional text . 4.
Determine the parts of the plot 4. Determine the kinds of point of
in the text. Determine the kinds of view.
character

II. CONTENT
Characters and
Plot Point of View
Characterization
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal

B. Other Learning Resources www.literaryworks.net www.literaryworks.net www.literaryworks.net

Navarro.H. C.2001.Interactive Navarro.H. C.2001.Interactive Navarro.H. C.2001.Interactive
Learning through English. Learning through English. Learning through English.
IV. PROCEDURES
 Teacher asks the learners the
following questions:
1. What is fiction?
2.How does it differ
from nonfiction?
3. What is poetry?
4. What
A. Reviewing previous lesson or presenting are the divisions of poetry?
the new lesson Subject matter of poetry?
5.
What is drama? What element
present in drama but not poetry?
Teacher asks the learners the
following questions:
1. What is plot?
2. What are the typesof
conflict?
3. What are the devices used
in plot?
4. What are the parts of
plot?
Teacher asks the learners the
following questions:
1. What is character?
characterization?
2. What
are the kinds of character?
Methods of characterization?

B. Establishing a purpose for the lesson
Teacher lets the students/learners Teacher lets the learner to Teacher asks volunteers to read an
to name the movies (based on the describe the pictures of different excerpt from different nonfictional
picture/tagline) and just give a characters. textsand allows the learners to
brief background of it. idenify the point of view used.
1.
2012
2. God's not Dead
3. Dekada '70

Teacher presents the lesson of the Teacher presents the lesson of the Teacher presents the lesson of the
day and the learning goals. day and the learning goals. day and the learning goals.

Teacher gives the learners a short Teacher gives the learners a short Teacher gives the learners a short
reading activity and lets the reading activity and lets the reading activity and lets the
C. Presenting examples/instances of the new learners to determine the plot of learners to determine the learners to determine the point
lesson the nonfictional text. characters of the nonfictional text. ofview of the nonfictional text.

Teacher permits the learners how

the characters are revealed in the
text.

D. Discussing new concepts and practicing
new skills #1
Teacher explains the ways of Teacher explains the kinds of Teacher explains the use of point
unfolding a plot in a story. characters and lets the learners of view. Teacher elucidates the
Teacher elucidates the types of togive examples of it or based on kinds of point of viewand how it is
conflict in the plot, kinds of plot the nonfictional text read. used in nonficitional texts.
and devices in plot.
Teacher asks the following
questions in discussion:
1. What is plot?
2.What are the parts of plot?
3. What is the function of
plot in nonfictional text?

E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating Learning
Teacher asks the learners the
following questions:
1. What are the types of
conflict?
2. What are the kinds of plot?
3. What are the devices
in plot?
Teacher gathers answers from the
learners on the following
questions:
1. What are the purposes of plot
in nonfictional text?
2. What skills will be
developed in reading nonfictional
text?
Teacher collects answers from the
learners on the following
questions:
a. What have you learned from
the lesson?
b. What did you realize after the
discussion?
c. How will you apply your new
learning in your career?
Short Quiz: Enumerate the
follwowing:
1. Types of Conflict
2. Kinds of plot
3. Devices in plot
Teacher elucidates the methods of
characterization.
Teacher posts different characters
and allows the learners to
determine the what kinds of
characters it is.
Teacher gathers answers from the
learners on the following
questions:
1. What is the purpose of
characterization and characters in
nonfictional text?
2. What
skills will be developed in reading
nonfictional text?
Teacher collects answers from the
learners on the following
questions:
a. What have you learned from
the lesson?
b. What did you realize after the
discussion?
c. How will you apply your new
learning in your career?
Teacher takes note on the class
participation of the students or
learners.
Teacher gathers answers from the
learners on the following
questions:
1. What is the purpose of
determining the point of view of
the text?
2. What are the
kinds of point of view?
Teacher collects answers from the
learners on the following
questions:
a. What have you learned from
the lesson?
b. What did you realize after the
discussion?
c. How will you apply your new
learning in your career?
Teacher takes note on the class
participation of the students or
learners.
 Homework: Homework: Pointers to Review
A.Follow-up- Ways how to identify A.Follow-up- What are the other Introduction to Literary
the plot. B.Advance- purposes or functions of character Genres 1. Understanding
What is character? Types of and characterization? Conventions of Traditional Genres
character? What is B.Advance- What is point of view? a. Fiction b. Poetry c. Drama d.
characterization? What are the kinds of point of Other forms
view? 2. Identifying Elements of
the different Genres
3. Using Elements as
J. Additional activities for application or Techniques to develop Themes
remediation
Using Elements of Creative
Nonfiction
a. Plot
b. Characters
c.
Characterization
d. Point of View

V. REMARKS

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? No. of

learners who have caught up with the lesson

VI. REFLECTION

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 used/discover which I wish to share
with other teachers?

Prepared by: Checked by: Reviewed by:

Donnafe M. Aganon Ronnie G. Castro Aurora S. Francia
Subject Teacher Subject Group Head MTI/SHS Focal Person
12
Creative NonFiction
FIRST

Session 4

1. Diagnose the learners’

knowledge about the subject
2. Show honesty in taking exam;
and
3. Answer a 50-item examination.

First Monthly Exam

Noted by:
Epifania B. Dungca, Ed. D.
Principal IV
 GRADES 1 TO 12 School CAPAS HIGH SCHOOL Grade Level
SEMI-DETAILED Teacher VITA FE T. MARCELINO Learning Area
LESSON PLAN Teaching Dates and Time July 10-14, 2017 Quarter

Session 1 Session 2 Session 3

I. OBJECTIVES
A. Content Standards The learner acquires knowledge of appropriate reading strategies for a better understanding of academic texts

B. Performance Standards The learner produces a detailed abstract of information gathered from the various academic texts read
Explains a text using one’s own Explains a text using one’s own Outlines reading texts in various
words. CS_EN11/12A-EAPP-Ia-c-7 words. CS_EN11/12A-EAPP-Ia-c-7 disciplines. CS_EN11/12A-EAPP-Ia-c-
1. Explain what critical reading is. 1. 8 ; summarizes the content of an
Explain the author's purpose academic text CS_EN11/12A-EAPP-
2. Show appreciation in through annotating. Ia-c-9
reading academic text. 2. Define annotation 10
3. Determine the items 3. Determine the 1. Annotate, outline, summarize
to consider before, during and after importance of annotation and citing and question the writer's claim in a
reading. resources. text.
C. Learning Competencies/Objectives 2. Show appreciation in reading
Write the LC code for each academic text.

II. CONTENT Annotate, Outline, Summarize

Critical Reading Strategies Annotating, Citing Resources and Evaluate

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages
English for Academic and Professional English for Academic and Professional English for Academic and Professional
2. Learner's Materials pages Purposes (DepEd) Purposes (DepEd) Purposes (DepEd)

3. Textbook pages

4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
Teacher aks the following questions: Teacher asks the following questions: Teacher asks the learners the
1.
What is an abstract?
2. What are the parts of
A. Reviewing previous lesson or presenting an abstract?
the new lesson
Teacher permits the learners to
imagine reading a magazine with
these statements:
1. Girls most likely do well in
academics during high school years
but boys get ahead of them in
college.
2. Female teenagers are more
concerned with their physical
apperance than male teenagers?
Teacher asks the
learners: 1. Do you
B. Establishing a purpose for the lesson believe and agree with the
statements after reading them?
Would you like to question the
veracity?
3. How would you react
after reading the statements?
Teacher presents the lesson of the
day and the learning goals.
Teacher
gives the learners a short reading
C. Presenting examples/instances of the new activity and lets the learners to read
lesson critically.
Teachers explains critical reading,
what are the things to consider
D. Discussing new concepts and practicing before, during and after reading.
new skills #1
following questions:
1. What is critical reading? 1. What is annotation?
2. What should a reader 2. Why we need to cite
must do before, during and after resouces?
reading? 3. Why we need to be critical in
reading?
Teacher gives the learner a text and Teacher provides reading materials
lets them give comments on it. (academic text), lets the learners or
students to do annotation, outline,
Teacher permits the learners to summarize and evaluate the text.
use their reading materials brought
in class and lets them to pick a short
article and do the comments and
determine the references.
2.
Teacher presents the lesson of the Teacher presents the lesson of the
day and the learning goals. day and the learning goals.
Teacher
gives the learners an example of
annotated text and lets them to
descirbe it. Teacher gives exmaples
of citied resources used in some
researches.
Teacher explains the things to Teacher invites the learners to
consider in annotation and why it is process the activity done.
important.
 Teacher talks over about the
importance of citing resources.
E. Discussing new concepts and practicing Teacher explains plagiarism
new skills #2

F. Developing mastery
(Leads to Formative Assessment 3)
Teacher asks the learners or students
the following questions: 1. Why
does a reader shall read critically?
2.
What are the things to consider in
reading? Berore, during and after
reading?
3. Why do we need to scrutinize
things we read?
Teacher asks the learners the
following questions:
1. Why we annotate the text we
read?
2. What are the rules in
annotating? citing references?
Teacher asks the learners the
following questions:
1. Why we need to annotate,
outline, summarize and evaluate the
text we read?
2. What are the
rules in annotating?outlining?
summarizing? evaluating?

Teacher permits the students to share Teacher asks the learners what is the Teacher asks the learners what is the
their ideas about sharing fake news signifance of annotating in reading signifance of annotating,
in facebook. text. Teacher asks the learners aout summarizing, outlining, and
Teacher asks the learners if they did the author's purpose through evaluating.
this and after learning strategies in annotation.
G. Finding Practical Applications of concepts critical reading, what they had Teacher invites the learners to
and skills in daily living realized? share when to use annotation and
citing references or resources.

H. Making generalizations and abstractions
about the lesson
Teacher collects answers from the
learners on the following questions:
a. What have you learned from the
lesson?
b. What did you realize after the
discussion?
c. How will you apply your new
learning in your career?
Teacher provides a proper
ending by defining critical reading.
Teacher collects answers from the
learners on the following questions:
a. What have you learned from the
lesson?
b. What did you realize after the
discussion?
c. How will you apply your new
learning in your career?
Teacher provides a proper
ending by emphasizing the
importance of annotating and citing
resources.
Teacher collects answers from the
learners on the following questions:
a. What have you learned from the
lesson?
b. What did you realize after the
discussion?
c. How will you apply your new
learning in your career?
Teacher provides a proper
ending by emphasizing the
importance of annotating,
summarizing, paraphrasing and
evaluating.
 Teacher takes note on the class
participation of the students or
learners. Teacher invites learners to
think critically and read critically.
I. Evaluating Learning
Teacher takes note on the class
participation of the students or
learners.
Teacher lets the students to do
an annotation and proper citing
references.
Teacher takes note on the class
participation of the students or
learners.
Teacher lets the students to
annotate, outline, summarize and
evaluate a text.

Homework: Homework: Pointers to Review:

A.Follow-up- Reflect: Why A.Follow-up- Reflect: What Reading and Writing Academic Texts
critical reading must do by students? disciplines must annotating shall be
J. Additional activities for application or B.Advance- Bring: used? B.Advance-
remediation Articles or Newspapers Bring: Reading materials

V. REMARKS

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? No. of

learners who have caught up with the lesson

VI. REFLECTION

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

used/discover which I wish to share with other
teachers?
Prepared by: Checked by: Reviewed by:

VITA FE T. MARCELINO Jinnelle C. Lacanlale Aurora S. Francia

Subject Teacher Subject Group Head MTI/SHS Focal Person
 12
English For Academic and Professional Purposes
FIRST

Session 4

anding of academic texts

s academic texts read

1. Diagnose the learners’ knowledge

about the subject
2. Show honesty in taking exam; and
3. Answer a 50-item examination.

First Monthly Exam

Noted by:

Epifania B. Dungca, Ed. D.

Principal IV
 GRADES 1 TO 12 School CAPAS HIGH SCHOOL Grade Level
SEMI-DETAILED Learning Area
Vita Fe T. Marcelino
LESSON PLAN Teaching Dates and Time July 10-14, 2017 Quarter

Session 1 Session 2 Session 3

I. OBJECTIVES

A. Content Standards The learner demonstrates an understanding and appreciation of traditional and/or local art forms and his/her role in their sustainabi

B. Performance Standards The learner synthesizes art found in his/her community: understands his/her position/role as artist in the community

Constructs an identity of his/her community based on its culture

and arts AD_DFI12-IIIf-3 1. 1. Diagnose the learners’ knowledge
Recall the culture, traditions and arts of Filipinos about the subject
C. Learning Competencies/Objectives 2. Show appreciation to the different arts of the Philippines. 2. Show honesty in taking exam; and
Write the LC code for each
3. Write an essay. 3. Answer a 50-item examination.

II. CONTENT The Communal Character of Philippine Traditional Cultures As Reflected

In the Arts First Monthly Exam

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
Defining the Filipino through the Arts by Felipe Defining the Filipino through the Arts by Felipe
B. Other Learning Resources M. De Leon Jr. M. De Leon Jr.

IV. PROCEDURES
Teacher asks the learners the Teacher asks the learners the
following questions: following questions:
1. What are the 1. What are the attributes of integral
A. Reviewing previous lesson or cultures of Luzon? Visayas? art?
presenting the new lesson Mindanao? 2. Why do we need to inculcate arts
2. What are the traditions that in our everyday life?
make them known?
 Teacher shows different form of arts Teacher posts different ethnic groups
(pictures) and lets the learners to and lets the students to idenify the
B. Establishing a purpose for the lesson describe each. tribes or where they can be found.

Teacher presents the lesson of the
day and the learning goals.
Teacher gives examples of arts
being forgotten and how it affects
C. Presenting examples/instances of the the Filipino Community. Teacher
new lesson shows pictures of known artists and
their works.
Teacher presents the lesson of the
day and the learning goals.
Teacher gives examples of arts
being forgotten and how it affects
the Filipino Community.

Teacher explains the following: Teacher presents the lesson of the

D. Discussing new concepts and
practicing new skills #1
day and the learning goals.
A. attributes of integral Teacher gives examples of arts
art 1. Integration of being forgotten and how it affects
the arts with other values and the Filipino Community.
functions 2.
Unity of the arts
3. Art is itegrated with everday
life and not regarded as separate
activity.
4. Equality of
opportunity for participation in the
artistic and creative process.
5. Flexibility of
material, technical, and formal
requirements.
6. Use of available
resources for artistic creation.
7. Emphasis
on the creative process.

8. Simultaneity of conception and

realization.

E. Discussing new concepts and

practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
Teacher asks the learners what is the
importance of the art in a
community. Teacher elucidates how
should an artist give importance to
arts.
Teacher asks the learners what is the
importance of the art in a
community. Teacher elucidates how
should an artist give importance to
arts.

Teacher asks the learners to answer Teacher asks the learners to answer
the question below: the question below:
G. Finding Practical Applications of 1. What are the art forms in 1. As an artist, what can I
concepts and skills in daily living my community? contribute to my
community/country?

H. Making generalizations and
abstractions about the lesson
Teacher collects answers from the
learners on the following questions:
a. What have you learned from the
lesson?
b. What did you realize after the
discussion?
c. How will you apply your new
learning in your career?
Teacher provides a proper
ending by emphasizing the
importance of art in a community.
Teacher collects answers from the
learners on the following questions:
a. What have you learned from the
lesson?
b. What did you realize after the
discussion?
c. How will you apply your new
learning in your career?
Teacher provides a proper
ending by emphasizing the
importance of art in a community.

Teacher takes note the class Teacher takes note the class
participation. participation.
I. Evaluating Learning Teacher evaluates the answers of Teacher evaluates the answers of
the students/learners. the students/learners.

Homework: Follow-up: What are Pointers to Review:

J. Additional activities for application or
remediation
the arts which are not being Culture, Traditions, Arts
practiced today?
Advance- Reading: The decline of
integral art in urban settings.

V. REMARKS

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? No.
of learners who have caught up with the
lesson
VI. REFLECTION

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 used/discover which I
wish to share with other teachers?
Prepared by: Checked by: Reviewed by:

Vita Fe T. Marcelino Roger B.Tejada Aurora S. Francia

Subject Teacher Subject Group Head MTI/SHS Focal Person
 12
Developing Identity of Filipino In The
Arts

FIRST

Session 4

and his/her role in their sustainability

e as artist in the community

1. Diagnose the learners’ knowledge

about the subject
2. Show honesty in taking exam; and
3. Answer a 50-item examination.

First Monthly Exam

Noted by:

Epifania B. Dungca, Ed. D.

Principal IV