Republic of the Philippines
Department of Education
REGION III - CENTRAL LUZON
PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY
MASINLOC CAMPUS
DETAILED LESSON PLAN
School
Teacher
Date/ Time
I.
OBJECTIVE
S
A. Content
Standard
B.
Performance
Standards
Jenifer E. Laxamana
Grade Level
Learning Area
Quarter
5
Arts
Third
Demonstrates understanding of colors, shapes, space, repetition,
and balance through sculpture and 3-dimensional crafts.
1. Demonstrates fundamental construction skills in making a 3- dimensional craft that
expresses balance, artistic design, and repeated variation of decorations and colors
1. papier- mâché jars with patterns
2. paper beads
C. Learning
Competencies
D. Objectives
Cognitive
Psychomotor
2. Constructs 3-D craft using primary and secondary colors, geometric shapes, space, and
repetition of colors to show balance of the structure and shape mobile.
Applies knowledge of colors, shapes, and balance in creating mobiles, papier mâché jars,
and paper beads. A5PL-IVd
Demonstrates fundamental construction skills in making a 3-dimensional craft that
expresses balance, artistic design, and repeated variation of decorations and colors.
Constructs 3-D craft using primary and secondary colors, geometric shapes, space, and
repetition of colors to show balance of the structure and shape.
Applies knowledge of colors, shapes, and balance in creating paper beads.
Ang iba’t ibang Istilo ng mga Sikat na Pintor sa ating Bansa
Affective
II.
CONTENT
III. LEARNING RESOURCES
A. References Enjoying Life through Music, Art, Physical Education and Health p. 100-109
1. MELC
K-to-12 MELC Guide page 60
2. Learners
Materials
3. Textbook
4. Additional
Powerpoint Presentation, Cut Outs, Scissors, Yarn, Ruler, Stick, Pencil, Colored Paper,
Materials
Glue
B. Other
Learning
Resources
Teacher’s Activity
Student’s Activity
IV.
PROCEDUR
ES
A. Reviewing
past lesson or
presenting the
new lesson
● Preliminaries
- Prayer
- Checking of Attendance
- Checking of Assignment
(if any)
-
Classroom management
● Setting of Standards
Good morning, class!
Good morning, teacher!
Class, I have an activity. But
before we proceed
to our activity. I have five (5)
rules.
• Listen carefully
• Follow directions.
Before we begin, remember
the standards to be observed
during class time. What are
these again?
-Listen to the teacher.
-Follow the instructions for each activity.
-Raise your hand if you have something to say or
want to answer.
-Always be quiet and be polite to classmates and the
teacher during activities.
-Participate in activities to the best of your ability.
Well done, children! Now you are
ready for our new lesson!
● Balik-aral
Okay, I have here set of pictures,
all you need to do is guess the Okay, teacher!
correct word using the pictures as
clues. Okay?
Let us proceed with picture #1
Balance, teacher!
BELNCAA
Color, teacher!
ROCOL
Shape, teacher!
SEAPH
Space, teacher!
SCEAP
Repetition, teacher!
NPIIEERTTO
3-Dimensional object, teacher!
3-DLNAIOSMEN TJCOBE
Very Good, grade 5. Give yourself
five claps!
*Claps five times
B.
Establishing a
purpose of the
new lesson
(Motivation)
So now, we have recalled our
previous discussion last meeting.
Let’s see if you can identify all the
pictures whether they are in 3D
form or not.
If the object in the picture is in 3D,
clap your hands twice. And, if it’s
not, stomp your foot.
Do you understand, Grade 5?
Yes, we understand, teacher.
Before we begin, what is the Most works of 2D art are painted or drawn on flat
difference between a 2D and a 3D surfaces like paper or canvas, while 3D works are
art?
sometimes sculpted or otherwise worked on utilizing
materials that have volume and physical depth.
Very good, class!
Okay. Let us begin with the first
picture.
*Stomp foot
*Clap twice
*Stomp foot
*Clap twice
*Clap twice
*Stomp foot
Good job, grade 5!
What have you noticed in the
pictures presented?
None, teacher.
Are you sure, class?
Don’t you think there are
similarities in the pictures?
Now that you give us clue, teacher. There are
similarities in the pictures.
And, what are those?
They are in 3D form, teacher and some are 2D form.
Anything else?
The 3D objects are made up of paper, teacher.
Yes, very good. Those 3D pictures
are made up of paper.
They are called Paper Art, teacher.
Do you know what they are
called?
Very good, grade 5!
C. Presenting
examples/
instances of
the new lesson
As we all know, paper is widely
used in art. What are the other
uses of paper, again?
For Printing, teacher!
What else?
For Drawing!
Painting!
And for writing, teacher!
That’s right class, do you think we
can use them to create 3D arts?
Yes, teacher!
We have the ability to craft
diverse forms of paper art,
including techniques like paper
mosaic, paper quilling, pop-ups,
origami, and paper cut designs.
Do you have an idea what we are
going to do, class?
No, teacher.
Today, I am going to show you
how to make a DIY Bracelet.
I am going to make an artwork
using paper.
Take a look in front. What do you
see?
I see different colors of beads, teacher!
Goo eye, class. And what are the
beads made of?
Teacher! They are made of colorful papers.
That’s very observant of you,
class. That’s correct.
Did you bring all the materials I
asked you to bring yesterday?
Alright then, bring them out.
What are the materials I asked you
to bring again?
Yes, teacher!
We need colored paper, scrap paper, or wrapping
paper, Glue (white glue or glue stick), Toothpicks or
skewers, Scissors, Ruler, Pencil, Small container for
glue
Before we begin, what are the
things we need to remember when Listen carefully to the teacher.
the
teacher is having a
demonstration in front?
That is correct. May I have Avoid talking to your classmate.
another?
Very good. I need more.
Always take down important information and be
observant.
May we have one final rule in this Always follow the instructions of the teacher.
classroom.
Well said, Grade 5. Do you Yes, teacher!
promise to follow the rules
mentioned earlier?
That’s good to know.
May I begin the demonstration Yes, you may, teacher.
now?
Thank you.
Listen carefully to what I say and
observe what I do. Because we
will be creating paper beads
together. Okay?
Let us proceed.
Steps in creating paper beads art
crats
a. Cut the colored magazines or
colored papers into triangular
shapes.
b. Turn the triangle design-side
down and apply a bit of glue to the
pointy end.
Okay, teacher.
c. Starting at the wide end, roll the
triangle around itself using a
toothpick.
d. Create more beads. Follow the
same directions.
e. Decorate each bead with glitter
glue, colored nail polish, or
colored strings.
f. Connect all the beads using
strong and long strings.
That’s all, class!
Was the presentation clear to you,
class?
Yes, teacher!
Here is the result.
Let us check on your artworks.
May I have someone from the
class to present their artwork in
front?
, you go first.
What can you say about your
work?
That’s right, What art principle
does it fall under?
And the colors used are?
My artwork has a lot of colorful beads, teacher!
It falls under the principle of color, teacher.
The colors used are red, orange, yellow, blue, violet,
green, black.
According to the color wheel, we On the color wheel, they have two categories which
have two categories of color. What are the primary colors and the secondary colors.
are they again?
Very good! Now tell me what The bracelet has red, yellow and blue beads that
colors belong to the primary belong to the primary group. And for the orange,
category and the secondary colors. purple and green belong to the secondary group.
Perfect!
You have discerned the colors The colors used complement each other.
well, know let us see if they have
harmony. Do colors complement
each other? Or does a color or two
overlap the other colors?
By looking at the colors of the Looking at the colored beads, they feel like they emit
beads, what do you feel? Or what festive vibes.
atmosphere do you feel when
looking into its colors.
Very imaginative.
What about the shapes? Are they
the same?
They are not the same, teacher. There are beads that
are big compared to others. The others are elongated
and circular.
Perfect observation,
.
If I hold the necklace like this.
What can you say about the The placement of the beads show repetition, teacher!
placement of the beads?
Very good!
Repetition in terms of?
There is a repetition in color, shapes and distances. It
follows a certain pattern, teacher.
Splendid explanation. And let us
see if the beads looked crammed on No, teacher. The beads are uniformly spread out. The
the string. Does it?
necklace demonstrates balance in the utilization of
paper beads, and there are consistent gaps between
the patterns of paper beads, teacher.
That’s right!
D. Discussing
new concepts
and practicing
new skills no.
1
Okay class, what do we call these;
color, shape and space, again?
Very good!
How about these; repetition and
balance?
We call them elements of arts, teacher.
They are called principles of arts, teacher.
Exactly.
E. Discussing
new concepts
and practicing
new skills no.
2
Now, let us recall the steps in
creating paper beads.
Who wants to volunteer in from to
show us the first step to step
three?
Okay,
you may come in
front to start the demonstration.
Steps in creating paper beads art crats
a. Cut the colored magazines or colored papers into
triangular shapes.
b. Turn the triangle design-side down and apply a bit
of glue to the pointy end.
c. Starting at the wide end, roll the triangle around
itself using a toothpick.
That’s right,
. You
may back to your seat.
Who wants to continue the steps,
class?
Okay,
you may
step in front to show us the step
four to last step.
d. Create more beads. Follow the same directions.
e. Decorate each bead with glitter glue, colored nail
polish, or colored strings.
f. Connect all the beads using strong and long
strings.
F. Developing
Mastery
(Leads to
Formative
Assessment)
Okay, very good class!
Group activity:
I will be grouping you into
2groups. Then, I will give you
different questions. Then, you will
discuss by group. After 3-5
minutes, your representative will
be sharing what you have
discussed.
Group 1:
What are the steps in creating
paper beads art crafts?
G. Finding
Practical
Application of
concepts and
skills in daily
living.
Steps in creating paper beads art crats
a. Cut the colored magazines or colored papers into
triangular shapes.
b. Turn the triangle design-side down and apply a bit
of glue to the pointy end.
c. Starting at the wide end, roll the triangle around
itself using a toothpick.
d. Create more beads. Follow the same directions.
e. Decorate each bead with glitter glue, colored nail
polish, or colored strings.
f. Connect all the beads using strong and long
strings.
Group 2:
Why do we create paper beads?
The elements of art are all important because it
makes a work of art interesting. Line, Color, Shape,
and Texture can be used individually, or combined
together to create more impact. It is the artist's
decision in how they want to use them according to
their style of art.
Individual activity:
Why is it important to consider the
elements of art in creating paper
beads art crafts?
We make paper beads since it's one of our favorite
ways of expressing ourselves. We're doing it because
we're going to utilize it as a decoration. Finally, we
may earn money by making paper beads.
H. Making
Generalization
and
abstraction
about the
lesson
What are the steps in creating
paper beads art crafts?
Steps in creating paper beads art crats
a. Cut the colored magazines or colored papers into
triangular shapes.
b. Turn the triangle design-side down and apply a bit
of glue to the pointy end.
c. Starting at the wide end, roll the triangle around
itself using a toothpick.
d. Create more beads. Follow the same directions.
e. Decorate each bead with glitter glue, colored nail
polish, or colored strings.
f. Connect all the beads using strong and long
strings.
I. Evaluating
learning
Making necklace using paper
beads.
Criteria:
Design- 50 points
Creativity- 20 points
Originality- 25 points
Total- 100 points
J. Additional
activities for
application
and
remediation.
Individual presentation:
1. Each group will display their outputs.
2. Each group will present/explain their paper
beads necklace to the teacher and classmates.
3. Students will rotate to see the outputs of each
other.
4. Both students and the teacher will have
rubrics in hand during the rotation, serving as
a guide for critiquing the outputs.
1. Foster teamwork by having the
entire class contribute to a large,
collaborative 3D installation.
2. Each student can be responsible
for a specific section, focusing on
incorporating shapes, colors, and
balance.
Prepared by:
JENIFER E. LAXAMANA
Subject Teacher
Checked and approved:
CELSO Q. ALCANTARA JR. EdD
Instructor