Annex1B to DepEd Order No. 42, s.

2016

Daily Lesson SCHOOL Looc National High School GRADE LEVEL 9 MAPEH
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MAPEH TEACHER Dixson Gumapac LEARNING AREA ARTS

TEACHING DATE AND QUARTER 1st 1st week

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES
 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...

 performs / participates competently in a presentation of a creative impression (verbal/nonverbal) of a

B. Performance Standard
particular artistic period
 recognizes the difference and uniqueness of the art styles of the different periods (techniques, process,
elements, and principles of art)
The learner…

 analyzes art elements and principles in the production of work following the style of a western and classical
art
(A9EL-Ib-1)
C. Learning Competencies/  identifies distinct characteristics of arts during the different art periods (A9EL-Ia-2)
Objectives  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
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Annex1B to DepEd Order No. 42, s. 2016
I. Ancient Art II. Classical Art
1. Prehistoric Art 2. Egyptian Art 3. Greek Art 4. Roman Art
III. LEARNING RESOURCES
A. References
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
1. Teacher’s Guide pages 199

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
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
3. Textbook pages 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
https://www.youtube.com/wat
ch?v=84gTmKwL8KQ https://www.youtube.com/watch?v=YKX-Rjb4rag

https://www.youtube.com/wat http://www.historyforkids.net/roman-art.html
B. Other Learning ch?v=oZOsR0TzbJ8
Resources
http://www.thesmartteacher.c
om/exchange/resource/872/Ca
ve_Art_is...Rock_Art_Is

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Annex1B to DepEd Order No. 42, s. 2016
IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting The
New Lesson
B. Establishing A Purpose
For The 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/w
atch?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
Using a time line graph
(see pp 140-141 LM MAPEH
Arts 9) from Ancient Art to
Medieval Art Period and
pictures as representation of
Art forms let the students
classify the following images
into their respective periods.
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)
Hieroglyphs
Students will write their
own name using the
hieroglyph alphabet.
Remember that the
Ancient Egyptians
sometimes wrote in
different directions.
The teacher will ask
POP UP MINDS the following questions
Teacher will asked the
students 1. What is the
method of painting
What are the words that water based
spring to your mind when pigments on a
you hear “ANCIENT freshly applied
EGYPTIAN ARTWORKS”
plaster?
Ans. FRESCO
Possible answers;
2. What is Pelike?
Pyramid, symbols, Ans. Wine
Hieroglyphics, Tomb, etc. container
3. what are the three
5mins
greek collumns?
Ans. DORIC,
IONIC,
CORINTHIAN
5mins
The teacher will play a video The teacher will show a
about GREEK ARTS picture of The Coliseum.
https://www.youtube.com/w Ask the students about
atch?v=YKX-Rjb4rag the significance of the
Coliseum in the western
history.
5mins
3
Annex1B to DepEd Order No. 42, s. 2016
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
The teacher will locate the
pictures to where it should
belong and present the topic
for the day on PRE HISTORIC
ARTS
C. PresentIng Examples/
Instances of The New
Lesson
The teacher will ask this
(see attached activity) question;
Asked the students the What is the video all about?
following questions:
How can Greek artworks be
1. What is hyroglipics? used to derive the
2. What could be the traditions/history of
idea of Ancient Classical Period?
Egyptians about this
way of writting? 10mins
10 mins
The teacher will show a CONCEPT MAPPING STORY TELLING
picture of a pyramid The teacher will story tell
about Rome using the
following pictures
NATURALISM  Head of Alexander
 The portonacio
Sarchophagus
 The Colosseum
The teacher will collect
And ask this question: How ideas to the students abou
do pyramids help us the word NATURALISM
understand about life in
Ancient Egypt? After collecting ideas 5mins
present the lesson by
5mins stating;
“Greek style was a taste
of Western Realism or
NATURALISM”
5mins
4
Annex1B to DepEd Order No. 42, s. 2016

The teacher will discuss The teacher will present the The teacher will discuss the Using a video clip the
the following prehistoric following through pictures: following: teacher will discuss the
art: Roman Art
 Egyptian painting Greek painting
 Painting
 Hieroglyphics  Fresco https://www.youtube.co
D. Discussing New Concepts  Sculpture  Pyramid of Giza  Encaustic
And Practicing New Skills  architecture m/watch?v=RM2D7iJHW
 Vase painting
#1 XQ
20 minutes Greek architecture

15 minutes
15 minutes

The teacher will

Gallery walk differentiate Greek orders of
Students will explore the GREEK ARCHITECTURE
multiple texts or images
by drawing images on
that are placed outside the
the board using the
room. The teacher will also
following descriptions
E. Discussing New Concepts discuss the lesson (Pre-
And Practicing New Skills historic paintings, sculpture DORIC- simplest
#2 and architecture) and
facilitate the learning IONIC- scroll
process.
CORINTHIAN- encantus
leaves
10mins
5mins

ACTIVITY TIME: Fill in the box with the Let’s play The teacher will group
F. Developing Mastery Analyzing Primary Source characteristics and function DRAW IT? GOT IT? the students into 3 and
(Leads To Formative that would best describe the will be asked to compare
Assessment 3) The teacher will group the painting, sculpture and and contrast paintings of
students into 5 and provide architecture of Ancient Egypt different periods,
5
Annex1B to DepEd Order No. 42, s. 2016
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
10mins
The class will be divided sculptures and
Ancient Egypt into two (ex. GIRLS vs. architectures using the
PAINTINGS BOYS) following indicators:
Characteristic Function Each group will chose a
s member to pick an Egyptian  Name of the
art work and draw it on the paintin(sculpture
board their remaining group or architecture)
SCULPTURES members will guess the
 Period and era
Characteristics Function word by analyzing each
element presented. The when it was
group will decide for their created
ARCHITECTURE best answer. If they got it  Material used
Characteristics Function wrong, the other group may  Use of elements
answer it. It will be done of arts
simultaneously. Until the  Distinctive
best group got 3 correct
characteristics
answer. If it ties at 3 points,
the teacher will draw tie
15mins
breaking picture

DRAW YOUR ANSWER
The students will answer this
question by drawing his or her
idea on the board.
G. Finding Practical What are the implications of
Applications Of Concepts Ancient art in the modern
And Skills In Daily Living society?
(or emoticons about the
emotion that can be derived
from the art works)
5mins
PELIKE MYRON
LEKANIS DORIC
LEBES GAMIKOS IONIC
CORINTHIAN
PARTHENON
10mins
Teacher will ask the students to The teacher will ask the The teacher will ask the
relate Egyptian art work to students to name at least 3 students:
some Philippine artworks. establishments here in the
5mins Philippines with a touch of What is the greatest
Greek architecture. contribution of Roman
Arts to the modern world?
5mins
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Annex1B to DepEd Order No. 42, s. 2016
H. Making Generalizations
And Abstractions About
The Lesson
I. Evaluating Learning
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
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
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
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
The teacher will ask the The students will recite
following question functions of Roman
paintings, sculpture and
architecture.
 What are the use or
function of Greek
artworks ?
 How does Greek
architecture differ
from the Ancient
Artworks
5 mins
Answer this question:
Identify 5 elements or
characteristic of arts that How does the sculpture
make GREEK ART visually of Rome, “The
unique. Portonacio Sarcophagu”s
differ from Myron of
Greece
5 mins
7
Annex1B to DepEd Order No. 42, s. 2016
 Smallest pyramid in
the pyramid of Giza

Do attached worksheet Do attached worksheet In a short bond paper Draw Student will write an
CAVE ART IS... Ancient Civilization a house using the 3 Greek essay about the
J. Additional Activities For
columns identify the evolution of arts from
Application or
columns and write the Ancient period to
Remediation
difference of the following. classical period
Question and answer.
Create 3 questions about the
K. Assignment
topic and provide answer.

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
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Annex1B to DepEd Order No. 42, s. 2016
To Share With Other
Teachers?