SCHOOL STA.
CRUZ SOUTH HIGH SCHOOL SUBJECT MAPEH 9
GRADES 1 to 12 TEACHER BEANILA B. GALLARDO GRADE 9
DAILY LESSON
LOG DATE & TIME AUGUST 29-SEPTEMBER 02, 2022 SEMESTER/QUARTER FIRST QUATER
(7:30-8:30 AM CICERO & 8:30-9:30 AM
EDISON)
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY
A. Content Standard The learner demonstrates • art elements and processes by synthesizing and applying prior knowledge and skills
understanding of characteristic • the arts as integral to the development of organizations, spiritual belief, historical events, scientific
features of the Medieval, discoveries, natural disasters/ occurrences, and other external phenomena
Renaissance and Baroque period
music.
B. Performance Standard The learner performs selected The learners...
songs from Medieval, renaissance
and baroque periods a) • performs / participates competently in a presentation of a creative impression (verbal/nonverbal) of
Chants; b) Madri gals; c) excerpts a particular artistic period
from oratorio; d) chorales; e) • recognizes the difference and uniqueness of the art styles of the different periods (techniques,
troubadour. process, elements, and principles of art)
C. Learning MU9MRB -Ib-f5
Competencies/ Describes musical elements of
Objectives given Medieval, Renaissance and
Write the LC code for Baroque Period
each
[Link] Long quiz in Music 9 Ancient Art 2. Egyptian Art 3. Greek Art
1. Prehistoric Art
III. LEARNING
RESOURCES
A. References 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
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
[Link]
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.
[Link]’s Guide pages p 179, p 190, pp 196-197 pp. 180-181, pp 191-192, pp pp.181-184, p 192, pp 198-199
197-198
[Link]’s Material pp 141-142 , p 153, pp 159-160 pp 144-146 , p 155, p 163
p 143 p 154, pp 161-162
Pages
[Link] Pages
4. Additional Materials [Link] [Link] [Link]
from Learning Resource ch?v=84gTmKwL8KQ watch?v=YKX-Rjb4rag watch?v=YKX-Rjb4rag
LR Portal [Link]
ch?v=oZOsR0TzbJ8 [Link] [Link]
[Link] [Link] [Link]
om/exchange/resource/872/Ca
ve_Art_is...Rock_Art_Is
B. Other Learning
Resources
[Link]
A. Reviewing previous THE EVOLUTION OF ARTS LUCKY 7 POP UP MINDS
Lesson or Presenting a The teacher will present the STUDENT GENERATED Teacher will asked the
new lesson lesson using an animation QUIZ Bee students
about a cave drawing that The teacher will ask a What are the words that
comes to life, and travels question about the previous spring to your mind when
through famous art pieces topic Pre-historic Art, a you hear “ANCIENT
throughout time. student who will answer the EGYPTIAN ARTWORKS”
[Link] question correctly will be Possible answers;
atch?v=84gTmKwL8KQ the first and the same Pyramid, symbols,
student to ask questions to Hieroglyphics, Tomb, etc.
The teacher will ask the challenge his or her 5mins
students: classmates. The LUCKY 7
What is the idea/ story student Generated Quizbee
behind the video? will continue until the
How did the story of the seventh student answer the
cave drawing start and end? question correctly
5mins (questions to be asked are
based on their assignment)
B. Establishing a Purpose Hieroglyphs
for the Lesson Students will write their
own name using the
hieroglyph alphabet.
Remember that the
Ancient Egyptians
Using a time line graph
sometimes wrote in The teacher will play a video
(see pp 140-141 LM MAPEH
different directions. about GREEK ARTS
Arts 9) from Ancient Art to
[Link]
Medieval Art Period and
atch?v=YKX-Rjb4rag
pictures as representation of
Art forms let the students
classify the following images
(see attached activity)
into their respective periods.
Asked the students the
following questions:
1. What is hyroglipics? The teacher will ask this
Ask the students the
2. What could be the question;
following questions:
idea of Ancient What is the video all about?
1. How did you classify
Egyptians about this How can Greek artworks be
the different artworks
way of writting? used to derive the
into their respective
10 mins traditions/history of
periods?
Classical Period?
2. What was your basis
10mins
of classification?
5mins
C. Presenting The teacher will locate the The teacher will show a CONCEPT
examples/instances of the pictures to where it should picture of a pyramid
new lesson belong and present the topic
for the day on PRE HISTORIC NATURALISM
ARTS
MAPPING
The teacher will collect
ideas to the students abou
the word NATURALISM
After collecting ideas
And ask this question: How present the lesson by
do pyramids help us stating;
understand about life in “Greek style was a taste
Ancient Egypt? of Western Realism or
5mins NATURALISM”
5mins
D. Discussing new The teacher will discuss the
concepts and practicing The teacher will discuss The teacher will present the following:
new skills #1 the following prehistoric following through pictures: Greek painting
art: Egyptian painting Fresco
Painting Hieroglyphics Encaustic
Sculpture Pyramid of Giza Vase painting
architecture 20 minutes Greek architecture
15 minutes
E. Discussing new Gallery walk The teacher will
concepts and practicing Students will explore differentiate Greek orders of
new skills #2 multiple texts or images the GREEK ARCHITECTURE
that are placed outside the by drawing images on
room. The teacher will also the board using the
discuss the lesson (Pre following descriptions
historic paintings, sculpture DORIC- simplest
and architecture) and IONIC- scroll
facilitate the learning CORINTHIAN- encantus
process. leaves
10mins 5mins
F. Developing mastery ACTIVITY TIME: Fill in the box with the Let’s play
(Leads to Formative Analyzing Primary Source characteristics and function DRAW IT? GOT IT?
Assessment) The teacher will group the that would best describe the The class will be divided
students into 5 and provide different painting, sculpture and into two (ex. GIRLS vs.
pictures of pre architecture of Ancient Egypt BOYS) Each group will chose a
historic arts. Members of the Ancient Egypt member to pick an Egyptian
group will answer the PAINTINGS art work and draw it on the
board their remaining group
members will guess the
CHARAC FUNCTION word by analyzing each
TERISTIC S element presented. The
following questions S group will decide for their
individually. Their leader will best answer. If they got it
collect best answers and wrong, the other group may
chose a representative to SCULPTURES answer it. It will be done
discuss. CHARAC FUNCTION simultaneously. Until the
1. Describe the picture TERISTIC S best group got 3 correct
2. What do you think is S answer. If it ties at 3 points,
the message of the artifact? the teacher will draw tie
3. Is this artifact ARCHITECTURE breaking picture.
significant? Why? Or
CHARAC FUNCTION
why not? PELIKE MYRON
TERISTIC S
20min LEKANIS DORIC
S
LEBES GAMIKOS IONIC
CORINTHIAN
PARTHENON
10mins
G. Finding Practical DRAW YOUR ANSWER
application and concepts The students will answer this
and skills in Daily Living question by drawing his or her
The teacher will ask the
idea on the board.
Teacher will ask the students to students to name at least 3
What are the implications of
relate Egyptian art work to establishments here in the
Ancient art in the modern
some Philippine artworks. Philippines with a touch of
society?
5mins Greek architecture.
(or emoticons about the
5mins
emotion that can be derived
from the art works)
5mins
H. Making The teacher will ask the FREEDOM WALL The teacher will ask the
generalizations and following questions: Students will be grouped following question
abstraction about the What are the into 3. PAINTING, What are the use or
lesson characteristics and SCULPTURE and function of Greek
elements of arts that ARCHIRECTURE artworks ?
make the following Members of the group will How does Greek
archaeological be asked to write word or architecture differ
discoveries effective phrase in a cartolina from the Ancient
artwork? /manila paper to be posted on Artworks
the board . These are words that
What are the they can still remember, they
noticeable influences of can
Ancient art to the relate to, or words and 5 mins
modern world? phrase to describe Egyptian
5mins Artworks.
10 mins
I. Evaluating Learning The teacher will give long quiz to Identify the following:
the students. 25 items The most substantial
ancient structure of
The teacher will collect the the world
students’ individual papers Egyptian tomb in the
in the activity form of flat roofed Identify 5 elements or
Analyzing Primary rectangular structure characteristic of arts that
source. A system of writing make GREEK ART visually
The teacher will score their using picture symbols unique.
answers using this rubrics used in ancient Egypt 5 mins
Focus and details 5pts
A large vault used for
Word choice 3pts
burying dead
Grammar 2pts
Smallest pyramid in
the pyramid of Giza
J. Additional Activities In a short bond paper Draw
for Application or a house using the 3 Greek
Do attached worksheet Do attached worksheet
remediation columns identify the
CAVE ART IS... Ancient Civilization
columns and write the
difference of the following.
K. Assignments Question and answer.
Create 3 questions about the
topic and provide answer.
[Link]
[Link]
[Link]. of Learners who
earned 80% in the
formative assessment
[Link]. of learners who
require additional
activities for remediation
C. Did the remedial
lesson work?
D.o. of learners who have
caught up the lesson
E. Which of my teaching
strategies work well?
Why did this work?
F. What difficulties do I
encounter which my
Principal or supervisor
help me solve?
G. What innovation or
materials did I used/
discover which I want to
share with another
teacher?
Prepared by: Checked by: Noted by:
BEANILA B. GALLARDO CLARISSA V. MADAMBA RUSSEL M. ELGINCOLIN
Teacher I Master Teacher I Principal II
