School: DANGCAGAN NATIONAL HIGH SCHOOL-ANNEX Teacher: ROXANNE MARIE G. SIERAS GRADES 1 to 12 DAILY LESSON LOG Grade Level: 7 Learning Area: MAPEH/ARTS NOVEMBER 19-22 Quarter: 3rd QUARTER Teaching Dates and Time: (4 MEETINGS/1hour per week) SESSION 1 SESSION 2 SESSION 3 SESSION 4 I. OBJECTIVES A. Content Standards: THE LEARNER DEMONSTRATE UNDERSTANDING OF ART ELEMENTS AND PROCESSESS THROUGH SYNTHESIS AND APPLICATION OF PRIOR KNOWLEDGE AND SKILLS B. Performance Standards: C. Learning Competencies/Objectiv es: Write the LC Code for each II. CONTENT THE LEARNER CREATES ARTWORKS SHOWING THE CHARACTERISTICS ELEMENTS OF THE ARTS OF MINDANAO AT THE END OF THIS MODULE, STUDENT ARE EXPECTED TO: 1.IDENTIFY THE DIFFERENT CHARACTERISTICS OF ART AND CRAFTS IN SPECIFIC AREAS IN MINDANAO ARTS AND CRAFTS OF MINDANAO (ATTIRE, TEXTILES AND TAPESTRIES) 2.ANALYZE THE ELEMENTS AND PRINCIPLES OF ART IN THE PRODUCTION OF ART AND CRAFTS INSPIRED BY THE DIFFERENT CREATIVE EXPRESSIONS IN MINDANAO CRAFTS, ACCESSORIES AND BODY ORNAMENTS ARCHITECTURE AND SCUPLTURE 3. CREATE PRODUCTS THAT CAN BE ASSEMBLED WITH LOCAL MATERIALS, GUIDED BY TRADITIONAL TECHNIQUES FUNCTIONAL ART 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 216-221 222-227 228-234 235-241 Page 1 of 3 GRADES 1 to 12 DAILY LESSON LOG IV. PROCEDURES A. Reviewing Previous Lesson or Presenting the New Lesson B. Establishing a Purpose for the Lesson C. Presenting Examples/Instances of the Lesson D. Discussing New Concepts and Practicing New Skills GRADES 1 to 12 DAILY LESSON LOG School: Teacher: Teaching Dates and Time: SESSION 1 DANGCAGAN NATIONAL HIGH SCHOOL-ANNEX ROXANNE MARIE G. SIERAS NOVEMBER 19-22 (4 MEETINGS/1hour per week) SESSION 2 SESSION 3 Grade Level: 7 Learning Area: MAPEH/ARTS Quarter: 3rd QUARTER SESSION 4 HAVE THE STUDENT BRING SOME PICTURES OF PAINTING BY FAMOUS FILIPINO PAINTERS. LET THE STUDENT READ PP.193-196 OF THE TEXTBOOK.BRING THRIE ATTENTION TO THE VISUAL ITIK-ITK.SOME OF THE STUDENT MAY KNOWHOW TO PERFORM THE DANCE. LET THEM DEMONSTRATE THE DANCE. THE TEACHER MAY DISCUSS THE ELEMENT OF THE DANCE.HAVE THE STUDENT TELL THE STORY OF THE BIRD TIKLING AND THE ORIGIN OF THE DANCE. DISPLAY THE PICTURES ON THE BULLETIN BOARD .DISCUSS WITH THE STUDENT THE COSTUME AND THE MATERIAL USED IN THE DANCE. TELL THE CLASS TO OBSERVE THE FOLLOWING DANCE ELEMENTS WHILE VIEWING THE DANCE. ALLOW SOME MEMBERS OF THE CLASS TO IMITATE THE MOVEMENTS AND STEP OF THE DANCE. ENCOURAGE THE STUDENTS TO LEARN HOW TO DANCE THE TINIKLING.TELL THEM TO WRITE ANECDOTES AND EXPERIENCES IN TRYING TO LEARN THE DANCE LIKE HOW THEIR FEET GOT CAUGHT BETWEEN THE CLAPPING BAMBOO POLES. HAVE THE STUDENT PERFORM THE MOVEMENT OF THE BIRD TIKLING. TRY TO ENCOURAGE THE STUDENT TO PRACTICE SERIOUSLY THE DANCE MOVEMENT,ESPECIALLY THE HANDS AND FINGER VARIATION. School: Teacher: Teaching Dates and Time: Grade Level: 7 Learning Area: MAPEH/ARTS Quarter: 3rd QUARTER IV. 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 teaching strategies work well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovations or localized materials did I used/discover which I wish to share with other teachers? Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
