JUNIOR HIGH SCHOOL DEPARTMENT
WEEKLY LESSON LOG
LEARNING AREA:
QUARTER:
STAGE I: DESIRED RESULTS
Content Standard
Performance Standard
Essential Understanding
Essential Question(s)
Learning Competencies
STAGE II: ASSESSMENT EVIDENCE
Describe the visual characteristics and uniqueness of the arts and crafts of the
Performance Task
indigenous people. Discuss the different arts and crafts found in the MIMAROPA.
Other Evidences Group activity, assignments, quizzes, etc.
STAGE III: LEARNING PLAN
CONTENT/TOPIC
SPECIFIC LEARNING
COMPETENCIES
PROCEDURES
A. Preliminary Activity
B. Activity
Arts GRADE LEVEL: 7 TEACHER:
2nd WEEK NO. 1 DATE: 09-02-19
 The students analyze elements and processes by synthesizing and
applying prior knowledge and skills the salient features of the arts of
MIMAROPA and the Visayan Islands by showing the relationship of the
elements of art and processes among culturally diverse communities
in the country

 The students create art works showing the characteristics elements of
the arts of MIMAROPA and the Visayas
The students will understand that:
 The Panay and Negros Island are uniquely rich in their historical arts and
culture.
 Western Visayas’ arts and history speak of the people’s attention to culture
and tradition.
 Arts and crafts reflect the Western Visayas’ beliefs, customs, traditions,
environment and values.
 What defines the arts and cultures of Western Visayas?
 What can folk arts and crafts of Western Visayas tell about Filipino culture
and society?
 What makes the art of the people of Western Visayas distinctively Filipino?
Why?
 Analyze elements and principles of art in the production one’s arts
and crafts inspired by the arts of MIMAROPA and the Visayas
Folk Arts and Crafts of MIMAROPA
The students should be able to:
 define what makes the MIMAROPA art/culture
 appreciate how MIMAROPA folk arts and traditions make a distinct and
significant culture
 identify different arts and crafts from Northern Luzon particularly on the
regions of Mindoro, Marinduque, Romblon and Palawan
 relate art elements and principles of design applied in the arts and crafts of
MIMAROPA
 familiarize common cultural terminologies used in the arts and crafts of
MIMAROPA.
Prayer
Greetings
Checking of Attendance
Classroom Management
 The teacher conducts a Word Search as an energizer.
 She lets the students find the provinces of Region IV-B from the word search.
  The teacher uses Power Point Presentation to show the ethnographic map of
the Philippines and highlight the MIMAROPA areas.
C. Analysis
 The teacher shows various interesting pictures of cultural motifs of Luzon
from the MIMAROPA regions.
 The teacher asks the students the following questions for further discussion:
1. How will you describe the arts and crafts of MIMAROPA?
2. What can artworks from MIMAROPA tells us about a culture or
D. Abstraction
society?
3. Which particular province in MIMAROPA would you like to visit?
Why?
 The teacher lets the students answer the following questions:
1. Which of the following is used by the people from Marinduque in making
mats?
a. Feathers
b. Marble
c. Raffias and buri
d. Cloth
2. Which burial jar is found in Palawan?
a. Burnay jar
b. Manunggul jar
c. Tabon jar
1.E. Application d. Tapayan jar
3. What head accessory is used in the Moriones festival in Marinduque?
a. crown
b. feathers
c. hat
d. mask
4. What province is known for marble craftmaking?
a. Marinduque
b. Mindoro
c. Palawan
d. Romblon

F. Values Integration Respect for beliefs and culture of other provinces.

 The teacher lets the students answer the given activity.

Complete the sentences below.

EVALUATION
1. I f I were an artist in MIMAROPA regions, I would make the art of
______________ because ______________________________.

 Draw and create your own design of Manunggul Jar. Use a short bond paper
ASSIGNMENT
to illustrate your design.
REMARKS