School: DANGCAGAN NATIONAL HIGH SCHOOL-ANNEX Grade Level: 7

GRADES 1 to 12 Teacher: ROXANNE MARIE G. SIERAS Learning Area: MAPEH/ARTS

DAILY LESSON LOG Teaching Dates and Time: JUNE 24 – 28 (4 MEETINGS/1hour per week) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES
A. Content Standards
B. Performance Standards
`C. Learning
Competencies/Objectives
The learner demonstrates understanding of art elements and processes by synthesizing and applying prior knowledge and skills, the salient features of the arts of
Luzon (highlands and lowlands) by showing the relationship of the elements of the art and processes among culturally-diverse communities in the country and the
Philippines as having a rich artistic and cultural tradition from the Pre-colonial period to the present.
The learners should be able to create artworks showing the characteristic elements of the arts of Luzon (highlands and lowlands)
 Identify characteristics of arts and crafts in the specific areas of Luzon (e.g., papier mâché [taka] from Paete, Ifugao wood sculptures [bul’ul], Cordillera jewelry
and pottery, tattoo, and Ilocos weaving and pottery [burnay], etc.) A7EL-Ia-2
 Reflect on and derive the mood, idea, or message emanating from selected artifacts and art objects A7PL-Ih-1
 Incorporate the design, form, and spirit of the highland/lowland artifact and object in one’s creation A7PL-Ih-3
 Create crafts that can be locally assembled with local materials, guided by local traditional techniques (e.g., habi, lilip, etc). A7PR-Ic-e-1
 Shows the relationship of the development of crafts in specific areas of the country, according to functionality, traditional specialized expertise, and
availability of resources (e.g. pottery, weaving, jewelry, baskets) A7PR-If-3
 Mount an exhibit using completed Luzon (highlands and lowlands)- inspired arts and crafts in an organized manner A7PR-Ig-5

II. CONTENT / TOPIC
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional materials from
LRMDS portal
B. Other Materials
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Arts and Crafts of Luzon (Highlands and Lowlands)
pp. 2-11 pp. 2-11 pp. 2-11 pp. 13-17
pp. 146-149 pp. 149-152 pp. 152-157 pp. 158-175
Powerpoint Presentation, Activity Powerpoint Presentation, Activity Powerpoint Presentation, Activity Powerpoint Presentation, Activity Sheet
Sheet Sheet Sheet
Teacher’s Instruction The teacher recalls the activity during the other
Ask learners questions about the Brainstorming. The teacher ask day.
Answer the Pre-assessment previous lesson . the students what things they
remember when they hear the
word “AIR and BLOOD”. The
students will write it in their
notebooks then on the board.
Question of the day: The teacher will show the signage “CIGARETTE
Study the pictures. Identify the word Learners read again the functions How do air and blood travels in SMOKING IS DANGEROUS TO YOUR HEALTH”. The

C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(leads to formative assessment )
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalization and
abstraction about the lesson
I. Evaluating learning
J. Additional activities for
application / remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
that could describe the picture.
Teacher’s Instruction
Activity 1 What a Bunch of Grapes!
Group activity
Group discussion
Analyze and discuss the outputs of
the learners about the parts of the
respiratory and circulatory systems
Ask learners to cite other activities
that has something to do with lungs
and heart
Discuss the pictures shown in the
motivation
QUIZ
Learners search the internet or other
references on other activities
regarding the lungs and heart
Lesson to be continued :
Lesson done :
______ of Learners who earned 80%
of the respiratory and circulatory
system
Show a picture of respiratory and
circulatory system, let the learners
identify the parts
Group activity
Group discussion
Analyze and discuss the outputs of
the learners about the different
functions of lungs and heart
Discuss within the class the
different parts of the lungs and
heart
Ask learners on the parts of the
lungs and heart
Give multiple choice questions.
Learners work on assignment
Lesson to be continued :
Lesson done :
______ of Learners who earned
our body?
Teacher’s Instruction
Activity 2 BOTTLED BALLOONS
The teacher will use the activity
as guide.
Students present their output on
the activity. The teacher will give
feedback about the result.
GROUP
PRESENTATION/REPORTING
Video Viewing
The teacher asks the importance
of lungs and heart in our body.
Discussion
Make a concept Map.
Learners work on assignment
Lesson to be continued :
Lesson done :
______ of Learners who earned
teacher ask learners what they think.
The teacher will introduce the activity.
The students will do the activity.
.
Answer guided questions from the activity
Group reporting or presentation of their outputs
through differentiated activities. The teacher will
give feedback on the works of the students.
Gr. I-Jingle Making
Gr. II. Dramatization
Gr. III. Poster Making
Gr. IV. Broadcasting
Gr. V. Advertisement
Video can be shown and discussed.
Describe what will happen to a person who starts
smoking at an early age, what are consequences?
Through the use of Venn Diagram, let the students
describe the effects of cigarettes to the lungs and
heart.
QUIZ
Group the class into 4. Let them make their own
advertisement about the healthy lifestyle. Remind
them that their advertisement should be related to
the topic
Lesson to be continued :
Lesson done :
______ of Learners who earned 80% above
 80% in the evaluation above 80% above 80% above

______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who require additional activities
additional activities for remediation additional activities for remediation additional activities for for remediation
B. No. of learners who require
remediation
additional activities for
remediation

______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No

______ of Learners who caught up ______ of Learners who caught up ______ of Learners who caught ______ of Learners who caught up the lesson
C. Did the remedial lessons work
the lesson the lesson up the lesson
? No. of learners who have
caught up with the lesson

D. No. of learners who continue
to require remediation
______ of Learners who continue to
require remediation
Strategies used that work well:
___ Questioning
___ Game-Based Learning
___ Interactive Lecture
______ of Learners who continue
to require remediation
Strategies used that work well:
___ Questioning
___ Game-Based Learning
___ Interactive Lecture
______ of Learners who continue
to require remediation
Strategies used that work well:
___ Questioning
___ Game-Based Learning
___ Interactive Lecture
______ of Learners who continue to require
remediation
Strategies used that work well:
___ Questioning
___ Game-Based Learning
___ Interactive Lecture

Demonstrations Demonstrations Demonstrations Demonstrations

E. Which of my teaching
strategies worked well ? Why
did this work ?
The activity can be a classroom The activity can be a classroom The activity can be a classroom The activity can be a classroom experiment, a
experiment, a survey,a simulation or experiment, a survey, a simulation experiment, a survey, a survey, a simulation or an analysis of secondary
an analysis of secondary data. or an analysis of secondary data. simulation or an analysis of data.
___Cooperative Learning ___Cooperative Learning secondary data. ___Cooperative Learning
___Jigsaws ___Jigsaws ___Cooperative Learning ___Jigsaws
___Gallery Walks ___Gallery Walks ___Jigsaws ___Gallery Walks
___Fieldtrips ___Fieldtrips ___Gallery Walks ___Fieldtrips
___Making notes from book ___Making notes from book ___Fieldtrips ___Making notes from book
___Use of internet/audio visual ___Use of internet/audio visual ___Making notes from book ___Use of internet/audio visual presentation
presentation presentation ___Use of internet/audio visual ___Text books
___Text books ___Text books presentation ___Investigations
___Investigations ___Investigations ___Text books ___Models
___Models ___Models ___Investigations ___Demonstrations
___Demonstrations ___Demonstrations ___Models Other Techniques and Strategies used:
Other Techniques and Strategies Other Techniques and Strategies ___Demonstrations ___Manipulative Tools
used: used: Other Techniques and Strategies ___Pair Work
___Manipulative Tools ___Manipulative Tools used: ___ Explicit Teaching
___Pair Work ___Pair Work ___Manipulative Tools ___ Group collaboration
___ Explicit Teaching ___ Explicit Teaching ___Pair Work ___ Carousel
___ Group collaboration ___ Group collaboration ___ Explicit Teaching ___ Diads
___ Carousel ___ Carousel ___ Group collaboration ___ Differentiated Instruction

F. What difficulties did my
principal or supervisor can help
me solve ?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers ?
Prepared by:
LAARNI FAYE M. MANTE
SST-I
___ Diads
___ Differentiated Instruction
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Students’ eagerness to learn
___ Group member’s
collaboration/cooperation in doing
their tasks
___ Audio Visual Presentation of the
lesson
__ Bullying among students
__ Students’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/ Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional Materials
___ Diads ___ Carousel ___ Discovery Method
___ Differentiated Instruction ___ Diads ___ Lecture Method
___ Discovery Method ___ Differentiated Instruction Why?
___ Lecture Method ___ Discovery Method ___ Complete IMs
Why? ___ Lecture Method ___ Availability of Materials
___ Complete IMs Why? ___ Students’ eagerness to learn
___ Availability of Materials ___ Complete IMs ___ Group member’s collaboration/cooperation in
___ Students’ eagerness to learn ___ Availability of Materials doing their tasks
___ Group member’s ___ Students’ eagerness to learn ___ Audio Visual Presentation of the lesson
collaboration/cooperation in doing ___ Group member’s
their tasks collaboration/cooperation in
___ Audio Visual Presentation of doing their tasks
the lesson ___ Audio Visual Presentation of
the lesson
__ Bullying among students __ Bullying among students __ Bullying among students
__ Studens’ behavior/attitude __ Students’ behavior/attitude __ Studens’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized and Indigenized IM’s
Indigenized IM’s Indigenized IM’s __ Localized Videos
__ Localized Videos __ Localized Videos __ Making big books from
__ Making big books from __ Making big books from views of the locality
views of the locality views of the locality __ Recycling of plastics to
__ Recycling of plastics to __ Recycling of plastics to be used as Instructional Materials
be used as Instructional be used as Instructional
Materials Materials
Checked by:
JOSE B. CRUZ,JR.
School Principal I