DAILY

LESSON PLAN
IN ARTS 8
(Fourth Quarter)

i
 DAILY LESSON PLAN DEVELOPMENT TEAM

Division: Masbate Province Division EPS: MARMA L. CAPELLAN

Division: Masbate City Division EPS: PERLA VICENTA O. REYES
Grade level: Grade 8 Subject Area: Arts (Fourth Quarter)

Team Member Role in the DLP Development

GRACE M. JAZUL
MICHAEL S. BOBIS
IRENE A. RIANO
CAPITOLINA B. ALMONTE Writers
AIRA JANE F. MARCAIDA
JERIC V. REY
DEAN LYLE CHRISTIAN R. LIAO
AIRA JANE F. MARCAIDA
JERIC V. REY Demo Teachers
DEAN LYLE CHRISTIAN R. LIAO
CYNTHIA A. TREVIL Validators
MARMA L. CAPELLAN
Consultant
PERLA VICENTA O. REYES
ISIDORE K. ALMIÑE Layout Artist

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 TABLE OF CONTENTS
Grade 1 - Arts
(Fourth Quarter)

Week No Learning Competency Page

Week 1 identify selected festivals and theatrical forms celebrated
all over the Asian region
A8EL-IVa-1 1
Week 2 Research on the history of the festival and theatrical forms
and its evolution, and describe how the community
participates and contributes to the event.
A8EL-IVb-2 7
Week 3 Identify the elements and principles of arts as manifested
in Asian festivals and theatrical forms. (A8PL-IVc-1 ) 15
Week 4 Define what make each of the Asian Festivals and
Theatrical forms unique through a visual presentation.
A8PL-IVh-2 18
Week 5 Design the visual elements and components of the
selected festival or theatrical form through costumes,
props, etc.
A8PR-IVd-1 23
Week 6A Analyze the uniqueness of each group’s performance of
their selected festival or theatrical form.
A8PR-IVh-2 27
Week 6B Analyze the uniqueness of each group’s performance of
their selected festival or theatrical form.
A8PR-IVh-2 32
Week 8 show the relationship of the selected Asian festival
and the festival in the Philippines in terms of form and
reason for holding the celebration
A8PR-IVh-3 35
Week 9 -Choreograph the movements and gestures reflecting the
mood of the selected festival/theatrical for of Asia.
A8PR-IVe-f-4
-Improvise accompanying sound and rhythm of the
selected festival /theatrical form of Asia.
A8PR-IVe-f-5 38
Week 10 Perform in a group showcase of the selected
festival/theatrical form.
A8PR-IVg-6 44

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 Daily Lesson Plan in Arts
Grade 8
Quarter Fourth Week 1

I.OBJECTIVES
A. Content The learners demonstrates theater and performance as a
Standard synthesis of arts and significant expression of the
celebration of life in various Asian communities
B. Perform The learners take part in a chosen festival or in a
ance performance composition
Standard
C. Learning The learners identify selected festivals and theatrical forms
Compete celebrated all over the Asian region
ncy/Obje A8EL-IVa-1
ctives
II.CONTENT Topic:
UNIT IV Festivals and Theater Arts of China,
Japan, Indonesia, and Thailand

III.LEARNING
PROCESS
A. Referenc
es
B. Teacher G8 MUSIC & ARTS OF ASIA Teacher’s Module, pages
s Guide
C. Learner’ G8 MUSIC & ARTS OF ASIA Learner’s Module, pages,
s 308 - 309
Material
D. Other  https://www.google.com/
Learning  https://www.slideshare.net
Resourc  https://www.youtube.com/
es
IV.PROCEDUR
E
A. Review
Picture Presentation (5 points): Name the title of the
different stage and musical plays. Choose from the title
written inside the box and write your answers in a separate
sheet of paper.

Phantom of the Opera Romeo and Juliet

Miss Saigon Ibong Adarna
The King and I Florante at Laura

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 1.

2.

3.

4.

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 5.

https://www.google.com/

 Process the learners’ answers and identify selected

stage and musical plays performed all over the
Asian region

B. Presenta
tion of Video Clips Presentation:
the
Lesson 1. China’s Peking Opera
https://www.youtube.com/
2. Japan’s Kabuki
https://www.youtube.com/
3. Indonesia’s Wayang Kulit
https://www.youtube.com/
4. Thailand’s Nang Puppet Show
https://www.youtube.com/

Guide Questions:
1. What is a China Peking Opera?
 Peking opera, or Beijing opera, is the most dominant
form of Chinese opera which combines music, vocal
performance, mime, dance and acrobatics. It arose
in Beijing in the mid-Qing dynasty and became fully
developed and recognized by the mid-19th century
2. Why is Kabuki important to Japanese culture?
 Kabuki is one of Japan's classic theatrical arts
known for its dramatization of the conflicts of human
emotions in ordinary life. Kabuki is interpreted as
“the art of singing and dancing.”This
influenced Japanese
culture and kabuki itself. Kabukiplays gained
structure and developed important style elements.
3. How is Wayang Kulit performed?
 Wayang kulit is a unique form of theatre employing
light and shadow. The puppets are crafted from
buffalo hide and mounted on bamboo sticks.

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 When held up behind a piece of white cloth, with an
electric bulb or an oil lamp as the light source,
shadows are cast on the screen.
4. What is Nang puppet show?
 Nang yai is a form of shadow play found in
Thailand and Cambodia. Puppets are made of
painted buffalo hide, while the story is narrated by
songs, chants and music. Nang means "leather"
("leather puppet" in this case), and in common
usage refers to a dance-drama shadow puppet
show.
https://www.google.com/

C. Develop
ment of  Group the learners into four.
the  Set activity norms.
Lesson  Listen
 Participate
 Work silently
 Submit on time

Activity 1
Let’s Compare!

Learning Target:

- At the end of the activity the learners can

compare the Thailand’s Nang to Indonesian;s
Wayang Kulit puppet show.

Materials:
 Pentel pen
 Manila paper

Procedure:
1. Compare the Thailand’s Nang to Indonesian;s
Wayang Kulit puppet show using the following
chart.
2. Write your answer in each column.
3. Choose a group leader to report and a secretary to
write your work.
4. You have 10 minutes to finish this task
.
Name of Materials Movements Story
Puppet/Shadow Used
Show
Wayang Kulit
Nang

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 Guide Questions:
1. Did you enjoy working on this activity?
2. How did your group come up with the activity?

 Presentation of group outputs.

 Process the learners’ answers and compare the
Thailand’s Nang to Indonesian;s Wayang Kulit
puppet show.

D. Evaluati
on Based on the pictures below identify selected and
theatrical forms celebrated all over the Asian region

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 https://www.google.com/

E. Agreeme
nt/Assig 1. Class will be divided into groups with ten to 12
nment people each.
2. Each group will produce a sample of Asian musical
and popular theater.
3. The visual production will be part of the theater.
4. The groups are free to choose what form or style to
use in their activity/performance.
5. Scoring rubric will be used in assessing the
performance of the students. (See attached Rubric,
Appendix A)

F. Remarks
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve
G. What innovation or localized
materials did I use/discover
which I want to share with other
teachers

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 Daily Lesson Plan in Arts
Grade 8
Quarter Fourth Week 2
I.OBJECTIVE
A. Content The learners demonstrates understanding of how
Standard theatrical elements (sound, music, gesture,
movement, and costume) affect the creation and
communication of meaning in Asian Festivals and
Theatrical Forms as influenced by history and culture
B. Performance The Learners should be able to take part in an
Standard festival or in a performance in a theatrical play.
C. Learning Research on the history of the festival and theatrical
Competency forms and its evolution, and describe how the
community participates and contributes to the event.

LC:(A8EL-IVb-2)

II-CONTENT Topic
 Festivals and Theatrical Forms of Asia
1. 1.Thailand-Lantern Festival
2. 2.Japan-Kodo Taiko Drum Festival
3. 3.Kabuki
4. 4.Noh
5. 5.Wayang Kulit
6. 6.Peking Opera
III-LEARNING
RESOURCES
A. References
B. Teacher’s G8 MUSIC & ARTS OF ASIA Learner’s Module,
Guide pages
C. Learner’s G8 MUSIC & ARTS OF ASIA Learner’s Module,
Materials pages 344-377
pages
D. Other  Web:
Learning  https://commons.wikimedia.org/wiki/File:Ati-
Resources Atihan_Festival_Participant.jpg
 https://en.wikipedia.org/wiki/File:Florante_at_
Laura.jpg
 https://primer.com.ph/event/2016/07/03/a-
festival-of-epic-origins-and-proportions-
legazpi-citys-ibalong-festival/
 https://en.wikipedia.org/wiki/Romeo_
 https://en.wikipedia.org/wiki/Ibong_Adarna#/
media/File:Ibong_Adarna.jp
 https://people.howstuffworks.com/culture-
traditions/holidays-other/billions-celebrate-
lantern-festival-across-china.htm

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  https://commons.wikimedia.org/wiki/File:Kod
oYatai2.jp
 https://en.wikipedia.org/wiki/Kabuki#/media/F
ile:Dojoji_by_Okada_Saburosuke_(Kabuki-
za).jpg
 https://en.wikipedia.org/wiki/Noh#/media/File:
Noh3.jpg
 https://en.wikipedia.org/wiki/Wayang_kulit#/
media/File:Wayang_Pandawa.jpg
 https://en.wikipedia.org/wiki/Peking_opera#/
media/File:Beijing-Opera2.jpg
IV.PROCEDURES

E. Review PRELIMINARY ACTIVITY

Activity I
 Show pictures of festival and theatrical form.
Ask the question:
 The pictures below are scene rom the
different stage and musical plays. Choose
from the titles written inside the box and write
your answer in your activity notebook.

IBONG ADARNA ROMEO AND JULIET ATI ATIHAN

IBALONG FLORANTE AT LAURA

https://commons.wikimedia.org/wiki/File:Ati-
Atihan_Festival_Participant.jpg

https://en.wikipedia.org/wiki/File:Florante_at_Laura.j
pg

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 https://primer.com.ph/event/2016/07/03/a-festival-
of-epic-origins-and-proportions-legazpi-citys-
ibalong-festival/

https://en.wikipedia.org/wiki/Romeo_and_Juliet

https://en.wikipedia.org/wiki/Ibong_Adarna#/media/
File:Ibong_Adarna.jp
F. Presentation Given the pictures below and learning materials
of the lesson reference pages-344-377, ask the following
questions:
1. Identify how does the festival and theatrical
form begun and its evolution?
2. Describe how the community participates
and contributes to the event?

https://people.howstuffworks.com/culture-
traditions/holidays-other/billions-celebrate-lantern-
festival-across-china.htm

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 https://commons.wikimedia.org/wiki/File:Kodo_-
_Yatai2.jpg

https://en.wikipedia.org/wiki/Kabuki#/media/File:Doj
oji_by_Okada_Saburosuke_(Kabuki-za).jpg

https://en.wikipedia.org/wiki/Noh#/media/File:Noh3.j
pg

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 https://en.wikipedia.org/wiki/Wayang_kulit#/media/F
ile:Wayang_Pandawa.jpg

https://en.wikipedia.org/wiki/Peking_opera#/media/
File:Beijing-Opera2.jpg

G. Development  Group the learners into four.

of the lesson  Scoring rubric will be used in assessing the
outputs of the students. (See attached
Rubric, Appendix A)
 Set activity norms.
 Listen
 Participate
 Work silently
 Submit on time

Activity 1
Travel and Explore
Learning Target:

At the end of the activity the learners can identify

history of the festival and theatrical forms and its
evolution, and describe how the community
participates and contributes to the event..

Materials: (to be provided by the teacher)

 Bond paper
 Pictures of arts and crafts

Procedure
 Using the pictures below identify the history
of the festival and theatrical forms and its
evolution, and describe how the community
participates and contributes to the event..
.

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 https://people.howstuffworks.com/culture-
traditions/holidays-other/billions-celebrate-lantern-
festival-across-china.htm

https://commons.wikimedia.org/wiki/File:Kodo_-
_Yatai2.jpg

https://en.wikipedia.org/wiki/Kabuki#/media/File:Doj
oji_by_Okada_Saburosuke_(Kabuki-za).jpg

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 https://en.wikipedia.org/wiki/Noh#/media/File:Noh3.j
pg

https://en.wikipedia.org/wiki/Wayang_kulit#/media/F
ile:Wayang_Pandawa.jpg

https://en.wikipedia.org/wiki/Peking_opera#/media/
File:Beijing-Opera2.jpg

Guide Questions:

1. Who initiated the festival and theatrical

forms?
2. How does the festival and theatrical forms
begun?
3. Why does the festival and theatrical
celebrated?
4. Where does the festival and theatrical forms
begun?
5. When was the festival and theatrical form
celebrated?

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 6. Describe how the community participated
and contributed to the event.

Presentation of group outputs.

 Group presentation will be rated using the
scoring rubric. (Please see Appendix B)

Process the learners answers and identify the

history of the festival and theatrical forms and its
evolution, and describe how the community
participates and contributes to the event..

H. Evaluation:  Identify the history of the festival and

theatrical forms and its evolution, and
describe how the community participates and
contributes to the event.
1. Thailand-Lantern Festival
2. Japan-Kodo Taiko Drum Festival
3. Kabuki
4. Noh
5. Wayang Kulit
6. Peking Opera
I. Assignment  Identify the elements and principles of arts
as manifested in Asian festivals and
theatrical

V-Remarks

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 Daily Lesson Plan in Arts
Grade 8
Quarter Fourth Week 3
I. Objective

The learners demonstrate understanding of how theatrical

elements (sound, music, gesture, movement and
Content
costume) affect the creation and communication of
Standards
meaning in Asian Festivals and Theatrical forms as
influenced by history and culture.

Performance The learners create appropriate festival attire with

Standards accessories based on authentic festival costumes.
The learners identify the elements and principles of arts
Learning
as manifested in Asian festivals and theatrical forms.
Competencies
(A8PL-IVc-1 )
CONTENT
FESTIVALS AND THEATER ARTS OF CHINA, JAPAN, INDONESIA AND
THAILAND

LEARNING RESOURCES

Teacher’s
Music and Arts
Guide

Learner’s
Music and Arts p. 344
Guide

projector, laptop
https://www.youtube.com/watch?v=PnMRIzpO4nU
Other Learning https://www.youtube.com/watch?v=67-bgSFJiKc
Resources
https://www.youtube.com/watch?v=n-1JL4QLBCc
https://www.youtube.com/watch?v=HF5Xfcr2EeU
PROCEDURES
Group the students into 5. Assign a festival and theatrical
form to each group. Let them explain the brief history of
the festival and theatrical form assigned to them.

Review Group 1- Lantern Festival

Group 2- Taiko Drum Festival
Group 3- Wayang Kulit
Group 4- Kabuki Theater
Group 5- Wayang Kulit

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 Let the students watch the following theatrical forms:
1. China’s Peking Opera
https://www.youtube.com/watch?v=PnMRIzpO4nU
2. Japan’s Kabuki Theater
https://www.youtube.com/watch?v=67-bgSFJiKc
3. Indonesia’s Wayang Kulit
https://www.youtube.com/watch?v=n-1JL4QLBCc
4. Thailand’s Nang Puppet Show
https://www.youtube.com/watch?v=HF5Xfcr2EeU

Guide Questions:
Presentation 1. Tell something about the Chinese Peking Opera.
of the Lesson
Describe the make-up and movements done in
Chinese Peking Opera.
2. What are the spectacular things that you see on
the stage of Japan’s Kabuki play? How did the
costumes in the play make it more interesting to
watch?
3. Describe how the Wayang Kulit puppets are
performed in the play? How did the stage set-up,
sounds and lights affect the show of Wayang Kulit?
4. Describe how Thailand’s Nang puppets are
performed in the play? Compare Thailand’s Nang
to Indonesian’s Wayang Kulit Puppets Show.

Fill-in the following table with the information about each

theatrical forms based on the discussion.

THEATRICAL STAGE/ SOUND

Evaluation FORM
COSTUME
PROPS EFFECTS
Peking
Opera
Kabuki
Theater

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 VISUAL STAGE/ SOUND
EFFECTS PROPS EFFECTS
Wayang
Kulit
Nang
Theater

Group the students into 5. Let them explain what makes

each Asian Festival unique through a report or creative
presentation.
Group 1- Chinese Spring: New Year Festival
Assignment
Group 2- Taiko Drum Festival of Japan
Group 3- Balinese Dance Festival of Indonesia
Group 4- Lantern Festivals of Thailand
Group 5- Loy Krathong Festival of Thailand

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 Daily Lesson Plan in Arts
Grade 8
Quarter Fourth Week 4
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding…
Theater and performance as a synthesis of arts and a
significant expression of the celebration of life in various Asian
communities.
B. Performance The learner create/improvise appropriate sound, music,
Standards gesture, movements, and costume for a chosen theatrical
composition take part in a chosen festival or in a performance
in a theatrical play.
C. Learning 1. Define what make each of the Asian Festivals and
Competencies/Objectives Theatrical forms unique through a visual
Write for the LC code for presentation. (A8PL-IVh-2)
each
Festivals and Theatrical Forms of Asia:
II. CONTENT
China, Japan, Indonesia, and Thailand (Festivals)

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Arts 8, p.
pages
2. Learner’s Materials Music and Arts 8, p. 333-378
pages
B. Other Learning Activity sheets, videos, tarp papel/pictures, charts, projector,
Resources laptop, worksheets
OHSP Module Arts 8
Peking Opera http://youtu.be/vtV3iAuYN48
Lunar New Year Celebrations Begin in China
http://youtu.be/5Xtp9M5eU1
Kabuki Theater http://youtu.be/67-bgSFJiKc
The Wayang Puppet Theater: http://youtu.be/pfydro4X2t0
Wayang Kulit (Puppet Theater) – Bali: http://youtu.be/MNCUMVMygRI
Tari Panyembrama - Balinese Dance: http://youtu.be/PIGGWeGYTjI
Loy Krathong Festival in Chiang Mai 2009:
http://youtu.be/pf8oPMkZmxg
Puppet Planet Thailand p2: http://youtu.be/TeMCG6Jnfxs
Taiko Drumming Workshop: http://youtu.be/F3Scu84ucCQ

IV. PROCEDURES
A. Review previous  Let the students identify/name the following pictures
lesson or presenting the below.
new lesson

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B. Establishing a purpose
for the lesson
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 Ask what country the picture represents?
 The teacher may say, what do you think are the basic
 concepts, elements and principles of festivals
 of Asia specifically in China, Japan, Indonesia, and
Thailand?
 In this Unit, you will discover history, culture, and
traditions of China, Japan, Indonesia, and Thailand by
defining the uniqueness of each group that was given
recognition for their performances through reading,
watching, and even performing the different Asian
festivals.
FESTIVALS:
 Chinese New Year is known as:
"Spring Festival," the literal translation of the Chinese
name Chūnjié, since the spring season in Chinese
calendar starts with lichun, the first solar term in a
Chinese calendar year. It marks the end of the winter
season.
 A good example of a professional taiko drumming
troupe is the Kodo. They are based in Sado Island,
Japan, and they had a big role in popularizing taiko
drumming, both in Japan and abroad. They regularly
tour Japan, Europe, and the United States.
19
  In Bali there are various categories of dance, including
epic performances such as the universal Mahabharata
and Ramayana. Certain ceremonies at village temples
feature a special performance of a dance-drama, a
battle between the mythical characters Rangda, the
witch representing evil, and Barong, the lion or dragon,
representing good.
 The Sky Lantern Festival of Thailand is held not just in
this country but also in China, Taiwan, and other
neighboring countries. This event is about the
launching of lanterns which are actually small hot air
balloons.
C. Presenting  The festivals of the Asian countries specifically China,
examples/instances of Japan, Indonesia, Iran, and Thailand, respectively
the new lesson have been noted for their commonalities in art
production, artistic traditions, basic concepts, elements
and principles of performances as influenced by their
history, culture and tradition.
 It intertwines with the enriching historical events,
stories of love, religion and entertainment.
 Do you know the unique features of each of the
festival of these countries?
 The teacher may refer to pages, LM p. 344-378
D. Discussing new Group Activity: Video clips presentation and Group
concepts and practicing Reporting
new skills #1
You are going to watch China’s New Year Festival of China,
Taiko Drum Festival of Japan, Bali Dance Festival of
Indonesia, and Lantern Festival of Thailand. While watching
the videos you will be given an activity sheet to answer the
guide questions.

 Divide the class into 5 groups.

 Orient them about the rules in watching the video clips
presentation.
 Let them describe and tell something about
spectacular things they see in each of the video clip.
 Let them define the unique characteristics/features that
are reflected in the festivals from China, Japan,
Indonesia, and Thailand.
 Distribute the activity sheets.

F. Developing mastery
Let the learners define the uniqueness of each festival
reflected by answering the following questions:

ACTIVITY SHEET:
What is the name of the video clip and what country it represents?
Video 1: ______________________________
Video 2: ______________________________
Video 3: ______________________________
Video 4: ______________________________

Unique features in each of the video clip in terms of:

A. Costume/Props: __________________________________
_______________________________________________
B. Movements: _____________________________________

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 _______________________________________________
C. Story: __________________________________________
_______________________________________________

Festivals Similarities/Differences
China’s New Year Festival __________________________________
Taiko Drum Festival __________________________________
_____________________________________
Bali Dance Festival _____________________________________
_____________________________________
Lantern Festival _____________________________________
_____________________________________
___________________
 Group presentation of their answer in front of the
class.
 The teacher will give additional input/ideas if the
students lacks in their answers.

G. Finding practical 1. Why is culture and tradition important in the creation and
applications of concepts performance of festival in a particular country?
and skills in daily living 2. Where can you see cultural influences in festivals of our
country?

H. Making generalizations 1. What have you learned from today’s lesson?

and abstractions about 2. How can we define the uniqueness of festivals that are
the lesson reflected in the performances from China, Japan, West
Indonesia, and Thailand?

I. Evaluating learning Worksheet: (Individual or Group Evaluation)

Using the video clips, define the uniqueness of each group
of festival of China, Japan, Indonesia, and Thailand.

They can answer by groups of five (5) or individual.

Festivals Define the uniqueness

1. New Year
Festival
2. Taiko Drum
Festival
3. Bali Dance
Festival
4. Lantern
Festival

Note: The teacher may choose all or at least two (2) of the
above festivals.

J. Additional activities for Research and choose one (1) among the festivals of China,
application or remediation Japan, Indonesia, and Thailand and narrate the origin and
cultural background:

1. New Year Festival

2. Taiko Drum Festival
3. Bali Dance Festival
4. Lantern Festival

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V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%.
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 worked well?
Why did these work?
F. What difficulties did I
encounter which 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?

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 Daily Lesson Plan in Arts
Grade 8
Quarter Fourth Week 5
I. OBJECTIVES
A. Content The learners demonstrate understanding on how theatrical
Standard elements(sound, music, gesture, movement and costume)
affect the creation and communication of meaning in Asian
festival and theatrical form as influence by history and culture
B. Performance The learners create/improvise appropriate sound, music,
Standard gesture, movement and costume for a chosen theatrical
composition
C. Learning The learners design the visual elements and components of
Competency/ the selected festival or theatrical form through costumes,
Objectives props, etc.
LC: (A8PR-IVd-1)
II. CONTENT
TOPIC:
UNIT IV: Festivals and Theatre Arts of China, Japan,
Indonesia and Thailand
Nang Shadow Puppets Show of Thailand
III. LEARNING PROCESS
A. References
1. Learner’s G8 Music and Arts Music and Arts Learner’s Material
Guide Pages 333-382
2. Other
Learning https://www.youtube.com/
Resources
IV. PROCEDURE

A. Review 1. What is Wayang Kulit?

2. What are the Elements of Performance in
Wayang Kulit?

B. Presentation
of the Lesson Video Clips Presentation:

 Thailand’s Nang Puppet Show

https://www.youtube.com/

Guide Question:
1. What is a Nang Puppet Show?
 Nang yai is a form of shadow play found in Thailand
and Cambodia. Puppets are made of painted buffalo
hide, while the story is narrated by songs, chants and
Music Nang means “leather” (“leather puppet” in this
case), and in common usage refers to a dance-drama

shadow puppet show.

2. What are the two types of the Nang?
a. Nang Talung is played with leather puppets, each
representing a separate character, about 50

23
Region V/Daily Lesson Plan/2019-2020
 centimeters high. They usually possess a movable,
jointed arm controlled by a string.
b. Nang Yai is normally made of cowhide and rattan, a
large, decorated scene and characters measuring
around two meters high and a meter wide. They do not
have jointed arms, but the themes and styles remain
the same.
3. What are the characters of Nang Puppets show made
of?
 It is made from intricately cut out and articulated
shapes of leather.
 They are delicately colored, but this does not show
during performance as the puppets appear only in
shadow against a white sheet, with light shining
through from behind.
 They are manipulated with rods that control
movements of the arms and legs
4. How do the Nang be performed?
 Nang recites tales of the Gods and contemporary
people through stories of love, current events, and
tradition. The shadow puppets used in the Nang
represent the norms and mores of Thai society.
5. What is the theme of the Show?
 It is in a religious theme and commonly seen in Nang
performances include family conflict, fantastic
adventures of a wandering hero, star-crossed lovers
and romantic tales, hermits teaching magic to their
apprentices, and abandoned children seeking lost
loved ones.

C. Development
of the Lesson  Group the learners into four.
 Set activity norms.
 Listen
 Participate
 Work silently
 Submit on time

Activity 1
Let’s Do It!
Learning Target:

- At the end of the activity the learners can make a design of

the visual elements and components of the selected festival or
theatrical form through costumes, props, etc.

Materials:
 Cartolina or manila paper
 Markers
 Drawing materials
 Coloring materials

Procedure

24
Region V/Daily Lesson Plan/2019-2020
 1. Draw the visual elements and components of the Nang
Shadow Puppets in a cartolina or Manila paper through
the costumes and props used
2. Apply the coloring materials
3. Present it in class afterwards

Guide Questions:
1. What is the importance of these activity in relation to
your life as a Filipino?
2. How does learning these things help you as an
individual?

 Presentation of group output

 Process the learners’ answer

D. Evaluation
The learners performance in making a design of the visual
elements and components of the selected festival or
theatrical form through costumes, props, etc.to the activity
will be the evaluation tool to be rated using the scoring
Rubric.

E. Agreement
Study the following Asian Festivals:
1. Chinese Spring: New Year Festival
2. Taiko Drum Festival of Japan
3. Balinese Dance Festival of Indonesia
4. Lantern Festival of Thailand

V.REMARKS
VI.REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have cope
with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve
G. What innovation or localized
materials did I used/discover
which I wish to share with other
teachers?

25
Region V/Daily Lesson Plan/2019-2020
 Appendix A
Rubrics for Costume, Props and Over-all Performance

CRITERIA EXCEEDS MEETS NEEDS

EXPECTATIONS EXPECTATIONS DEVELOPMENT
Craftsmanship Costumes are Costumes are Costumes are
(Color, Elements, stylistically unique and incomplete, could
Principles and engaging, original, original, yet are show a little bit
Creativity) 50% and pleasing to the clearly from the more uniqueness
eye, colors used festival/theater and originality with
are vibrant and form, shows some no evidence of
detailed, clearly resourcefulness resourcefulness
shows of well- with the materials with materials
planned and used, followed the used, did not follow
thought of ideas, set guidelines and the necessary
shows instructions, utilize guidelines and
resourcefulness color to create an instructions, did
with materials emotional effect or not utilize the
used, with all to define character proper use of color
guidelines and to show detail of
instructions culture of
followed with an festival/theater
advanced level of form, quickly
independence thrown together
with no care or
control
Functionality 30% Costumes clearly Costumes clearly Costumes are
depict the support the creative, but are
character and the character detail somewhat out of
culture they are and culture, and place, relative to
performing and portray or help tell the festival or
interpreting, the story theater form
making it easier for
the audience to
understand and
recognize
Attitude 20% Works extremely On task most of the Did bare minimum
hard, shows time, pays during
efficiency and attention when preparations, was
independence. teacher gives often off task, poor
Pays attention and additional use of time, did
contributes by guidelines and not Pay attention
mentoring others, instructions, takes to guidelines given
takes care of care of materials, and did not give
surroundings and keeps work space proper care or
materials used, clean respects to
keeps work space materials used.
clean Minimal or no
cleanup of work
space

26
Region V/Daily Lesson Plan/2019-2020
 Daily Lesson Plan in Arts
Grade 8
Quarter Fourth Week 6A
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding…
Theater and performance as a synthesis of arts and a
significant expression of the celebration of life in various Asian
communities.
B. Performance The learner create/improvise appropriate sound, music,
Standards gesture, movements, and costume for a chosen theatrical
composition take part in a chosen festival or in a performance
in a theatrical play.
C. Learning 2. Analyze the uniqueness of each group’s
Competencies/Objectives performance of their selected festival or theatrical
Write for the LC code for form. (A8PR-IVh-2)
each
Festivals and Theatrical Forms of Asia:
II. CONTENT
China, Japan, Indonesia, and Thailand (Festivals)

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Arts 8, p.
pages
2. Learner’s Materials Music and Arts 8, p. 333-378
pages
B. Other Learning Activity sheets, videos, tarp papel/pictures, charts, projector,
Resources laptop, worksheets
OHSP Module Arts 8
Peking Opera http://youtu.be/vtV3iAuYN48
Lunar New Year Celebrations Begin in China
http://youtu.be/5Xtp9M5eU1
Kabuki Theater http://youtu.be/67-bgSFJiKc
The Wayang Puppet Theater: http://youtu.be/pfydro4X2t0
Wayang Kulit (Puppet Theater) – Bali: http://youtu.be/MNCUMVMygRI
Tari Panyembrama - Balinese Dance: http://youtu.be/PIGGWeGYTjI
Loy Krathong Festival in Chiang Mai 2009:
http://youtu.be/pf8oPMkZmxg
Puppet Planet Thailand p2: http://youtu.be/TeMCG6Jnfxs
Taiko Drumming Workshop: http://youtu.be/F3Scu84ucCQ

IV. PROCEDURES
A. Review previous  Let the students identify/name the following pictures
lesson or presenting the below.
new lesson

27
Region V/Daily Lesson Plan/2019-2020

B. Establishing a purpose
for the lesson
Region V/Daily Lesson Plan/2019-2020
 Ask what country the picture represents?
 The teacher may say, what do you think are the basic
 concepts, elements and principles of festivals
 of Asia specifically in China, Japan, Indonesia, and
Thailand?
 In this Unit, you will discover history, culture, and
traditions of China, Japan, Indonesia, and Thailand by
analyzing the uniqueness of each group that was given
recognition for their performances through reading,
watching, and even performing the different Asian
festivals.
28
 FESTIVALS:
 Chinese New Year is known as:
"Spring Festival," the literal translation of the Chinese
name Chūnjié, since the spring season in Chinese
calendar starts with lichun, the first solar term in a
Chinese calendar year. It marks the end of the winter
season.
 A good example of a professional taiko drumming
troupe is the Kodo. They are based in Sado Island,
Japan, and they had a big role in popularizing taiko
drumming, both in Japan and abroad. They regularly
tour Japan, Europe, and the United States.
 In Bali there are various categories of dance, including
epic performances such as the universal Mahabharata
and Ramayana. Certain ceremonies at village temples
feature a special performance of a dance-drama, a
battle between the mythical characters Rangda, the
witch representing evil, and Barong, the lion or dragon,
representing good.
 The Sky Lantern Festival of Thailand is held not just in
this country but also in China, Taiwan, and other
neighboring countries. This event is about the
launching of lanterns which are actually small hot air
balloons.
C. Presenting  The festivals of the Asian countries specifically China,
examples/instances of Japan, Indonesia, Iran, and Thailand, respectively
the new lesson have been noted for their commonalities in art
production, artistic traditions, basic concepts, elements
and principles of performances as influenced by their
history, culture and tradition.
 It intertwines with the enriching historical events,
stories of love, religion and entertainment.
 Do you know the unique features of each of the
festival of these countries?
 The teacher may refer to pages, LM p. 344-378.

D. Discussing new Group Activity: Video clips presentation and Group

concepts and practicing
new skills #1
Reporting
You are going to watch China’s New Year Festival of China,
Taiko Drum Festival of Japan, Bali Dance Festival of
Indonesia, and Lantern Festival of Thailand. While watching
the videos you will be given an activity sheet to answer the
guide questions.

 Divide the class into 5 groups.

 Orient them about the rules in watching the video clips
presentation.
 Let them describe and tell something about
spectacular things they see in each of the video clip.
 Let them discuss the unique characteristics/features
that are reflected in the festivals from China, Japan,
Indonesia, and Thailand.

29
Region V/Daily Lesson Plan/2019-2020

F. Developing mastery
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
Region V/Daily Lesson Plan/2019-2020
 Distribute the activity sheets.
Let the learners analyze the uniqueness of each festival
reflected by answering the following questions:
ACTIVITY SHEET:
What is the name of the video clip and what country it represents?
Video 1: ______________________________
Video 2: ______________________________
Video 3: ______________________________
Video 4: ______________________________
Distinguishing features in each of the video clip in terms of:
D. Costume/Props: __________________________________
_______________________________________________
E. Movements: _____________________________________
_______________________________________________
F. Story: __________________________________________
_______________________________________________
Festivals Similarities/Differences
China’s New Year Festival __________________________________
Taiko Drum Festival __________________________________
_____________________________________
Bali Dance Festival _____________________________________
_____________________________________
Lantern Festival _____________________________________
_____________________________________
___________________
 Group presentation of their answer in front of the
class.
 The teacher will give additional input/ideas if the
students lacks in their answers.
1. Why is culture and tradition important in the creation and
performance of festival and theater art form in a particular
country?
2. Where can you see cultural influences in festivals of our
country?
1. What have you learned from today’s lesson?
2. How can we analyze the uniqueness of festivals that are
reflected in the performances from China, Japan, West
Indonesia, and Thailand?
Worksheet: (Individual or Group Evaluation)
Using the video clips, analyze the uniqueness of each group
of festival of China, Japan, Indonesia, and Thailand.
They can answer by groups of five (5) or individual.
Festivals Uniqueness
5. New Year Festival
6. Taiko Drum Festival
7. Bali Dance Festival
8. Lantern Festival
30
 Note: The teacher may choose all or at least two (2) in each of
the above festivals.

J. Additional activities for Research and choose one (1) among the festivals of China,
application or remediation Japan, Indonesia, and Thailand and narrate the origin and
cultural background:

1. New Year Festival

2. Taiko Drum Festival
3. Bali Dance Festival
4. Lantern Festival

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%.
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 worked well?
Why did these work?
F. What difficulties did I
encounter which 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?

31
Region V/Daily Lesson Plan/2019-2020
 Daily Lesson Plan in Arts
Grade 8
Quarter Fourth Week 6B
I. OBJECTIVES
A. Content The learners demonstrate understanding of:
Standards 1. how theatrical elements (sound, music, gesture, movement,
and costume) affect the creation and communication of
meaning in Asian Festivals and
Theatrical Forms as influenced by history and culture
2. theater and performance as a synthesis of arts and
a significant expression of the celebration of life in
various Asian communities
B. Performance The learners shall be able to:
Standards 1. create appropriate festival attire with accessories
based on authentic festival costume
2. create/improvise appropriate sound, music, gesture,
movements, and costume for a chosen theatrical composition
3. take part in a chosen festival or in a performance in a
theatrical play
C. Learning At the end of the lesson, the learners are able to
Competencies/ - analyze the uniqueness of each group’s performance
Objectives of their selected festival or theatrical form A8PR-IVh-2
II. CONTENT ANALYZING ASIAN FESTIVALS AND THEATRICAL FORMS
Group Performance
III. LEARNING
RESOURCES
A. References
1. Teacher’s https://www.depednegor.net/uploads/8/3/5/2/8352879/art_teach
Guide ers_guide_1.pdf
pages
2. Learner’s
Material
pages
3. Textbook
N/A
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Activity 1: Picture Interpretation
previous lesson
or presenting
the new lesson

32
Region V/Daily Lesson Plan/2019-2020
 - Show the following pictures to the class. Let the students
identify the festival being presented.
- The students will say something about the pictures.
B. Establishing a - Asian festivals and theatrical form have their distinct
purpose for the characteristics.
lesson
C. Presenting - Let them watch a video clip of kabuki performances.
examples/insta - Ask what they can say about the performance.
nces of the new - Be guided with the table below.
lesson

Costume Historical Vocal and Distinct Theater

Background Instrumental Elements and
Music Features

D. Discussing new - Show the video to the students.

concepts and - VIDEO CLIP Kabuki Theatre
practicing new http://www.youtube.com/ watch?v=67-
skills #1 bgSFJiKc&feature=related

E. Discussing new Teacher’ reference:

concepts and Traditional form of popular theatre which began at the end of
practicing new the 16th century and soon became the most successful
skills #2 theatre entertainment in the red light districts of the great
cities. Together with no, it is considered the most important
Japanese contribution to World Theater. Both nō and kabuki
are unique and genuine expressions of the Japanese spirit
and culture. They mirror, however, taste and ideals of
different social classes, in profoundly different environments
and epochs.

F. Developing - Presentation of the groups’ selected Asian festival or

mastery (leads theatrical form
to Formative
Assessment 3)
G. Finding Prior to the presentation, ask the students to draw a gong and
practical write below their observations on the different presentations.
applications of - example:
concepts and
skills in daily
living

H. Making Ask:
generalizations - In analyzing the uniqueness of festivals and theatrical
and forms, what elements should be observed?
abstractions
about the - Learners will share their consolidated ideas to the whole
lesson class.
I. Evaluating Students’ performance will be evaluated using rubric.
learning See attachment

33
Region V/Daily Lesson Plan/2019-2020
 J. Additional Refer the students to the following links of videos.
activities for - WayangKulit
application or http://www.youtube.com/ watch?v=LIpn3Jp0y04.
remediation - Puppet Manipulation
http://www.youtube.com/w atch?v=rlRnF0KDzI0&feat
- Gamelan Ensemble
http://www.youtube.com/ watch?v=JeVn1tNVmgg

V. REMARKS

34
Region V/Daily Lesson Plan/2019-2020
 Daily Lesson Plan in Arts
Grade 8
Quarter Fourth Week 8
I. OBJECTIVES
A. Content The learners demonstrate understanding of:
Standards 1. how theatrical elements (sound, music, gesture, movement,
and costume) affect the creation and communication of
meaning in Asian Festivals and
Theatrical Forms as influenced by history and culture
2. theater and performance as a synthesis of arts and
a significant expression of the celebration of life in
various Asian communities
B. Performance The learners shall be able to:
Standards 1. create appropriate festival attire with accessories
based on authentic festival costume
2. create/improvise appropriate sound, music, gesture,
movements, and costume for a chosen theatrical composition
3. take part in a chosen festival or in a performance in a
theatrical play
C. Learning At the end of the lesson, the learners are able to
Competencies/ - show the relationship of the selected Asian festival
Objectives and the festival in the Philippines in terms of form and
reason for holding the celebration
A8PR-IVh-3

II. CONTENT ASIAN AND PHILIPPINE FESTIVALS

III. LEARNING
RESOURCES
A. References
1. Teacher’s https://www.depednegor.net/uploads/8/3/5/2/8352879/art_teach
Guide ers_guide_1.pdf
pages
2. Learner’s
Material
pages
3. Textbook
N/A
pages
4. Additional https://www.depednegor.net/uploads/8/3/5/2/8352879/music_te
Materials achers_guide_4.pdf
from
Learning
Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Activity 1: WHAT YOU KNOW
previous lesson - The students will be grouped into 4.
or presenting - They will play box relay. The box shall be passed by
the new lesson each group to another. They are going to sing Leron-
Leron Sinta (or any local songs) while passing the box.
- The box contains meta-strips with Asian festivals and
theatrical forms written on it.
- Whatever group holds the box when the song stop will
get a paper inside.
- They are going to say something about the festival or
theatrical form they picked.

35
Region V/Daily Lesson Plan/2019-2020
 B. Establishing a Activity 2: SAGOT MO, IPILA MO
purpose for the - This activity will help the teacher introduce Philippine
lesson festivals which have similarities or any relation with Asian
festivals and theatrical form.
- The students will line up on the answer of their choice in
every question asked by the teacher.
The choices are Sinulog, Kalibo Ati-atihan, Masskara, and
Moriones festival

1. It is the oldest festival in the country, thus dubbed as the

“Mother of All Festivals” in the Philippines.
(Kalibo Ati-Atihan)
2. It is a renowned Visayas Festival with a 20-day street
party.
(Masskara Festival)
3. It is a biblical re-enactment seen on the roads of
Marinduque. (Moriones Festival)
4. Cebu City’s tribute to Sto. Nino. (Sinulog Festival)
C. Presenting - The students will compare a Philippine New Year
examples/insta celebration and Chinese New Year through a venn diagram
nces of the new
lesson

Philippine Chinese
New Year New Year

D. Discussing new - The students will present their answers to the class
concepts and
practicing new
skills #1 -
E. Discussing new
concepts and
practicing new
skills #2
F. Developing - Prior to the lesson, the students were grouped already into
mastery (leads 4. Each group will present one Philippine Festival and 1
to Formative Asian festival which have relation with one another.
Assessment 3) - The groups will take note of other groups’ report.
- After the presentations, the groups may ask or give
comments to other groups.
G. Finding - How are you going to show appreciation to Asian festivals
practical and theatrical forms?
applications of - How will you contribute to the development and enrichment
concepts and of Philippine festivals?
skills in daily
living
H. Making Ask:
generalizations - In what aspect do Asian festivals and Philippine festivals
and have in common?
abstractions

36
Region V/Daily Lesson Plan/2019-2020
 about the
lesson
I. Evaluating Students’ performance will be evaluated using rubric.
learning Refer to Music and Arts Learners Module 8, p. 380
https://www.depednegor.net/uploads/8/3/5/2/8352879/arts_learn
ers_module.pdf
J. Additional http://fellowshipofminds.wordpress.com
activities for http://thestorybehindthefaces.com
application or
http://www.iis-db.stanford.edu http://www.beijingimpression.cn
remediation
http://www.ebeijing.gov.cn http://www.silkroadcollection.com
http://www.cultural-china.com
http://cmusic.ntua.edu.tw http://sigitekoyulianto.wordpress.com
http://www.youtube.com/ http://famoustourisms.com/

V. REMARKS

37
Region V/Daily Lesson Plan/2019-2020
 Daily Lesson Plan in Arts
Grade 8
Quarter Fourth Week 9
I. OBJECTIVES
A. Content The learners demonstrate understanding of:
Standards 1.How theatrical elements (sound, music, gesture, movement, and
costume) affect the creation and communication of meaning in Asian
Festivals and Theatrical Forms as influenced by history and culture
2. Theater and performance as a synthesis of arts and a significant
expression of the celebration of life of various Asian communities.
B. Performanc The learners shall be able to:
e 1. Create appropriate festival attire with accessories based on
Standards authentic festival costumes
2. Create/improvise appropriate sound, music, gesture, movements,
and costume for a chosen theatrical composition
3. Take part in a chosen festival or in a performance in a theatrical
play
C. Learning -Choreograph the movements and gestures reflecting the mood of the
Competenc selected festival/theatrical for of Asia. A8PR-IVe-f-4
ies/ -Improvise accompanying sound and rhythm of the selected festival
Objectives /theatrical form of Asia. A8PR-IVe-f-5

II. CONTENT Festivals and Theatrical Forms of Asia

III. LEARNING
RESOURCES
A. References
1. Teache
rs’
Guide
pages
2. Learne
rs’
Grade 8 Music and Arts pages 382-387
Materia
l pages
3. Textbo
ok N/A
pages
4. Additio
nal
Materia
ls from
Learnin
g
Resour
ce (LR)
portal/
Websit
es/Link
s
B. Other Pictures, Projector, PowerPoint presentation, and Speaker.
Learning
Resources

IV. PROCEDURES Teacher’s Activity

38
Region V/Daily Lesson Plan/2019-2020
A. Reviewing Average:
previous lesson / As we have agreed last meeting it is
presenting the new time to focus on your acting skills,
lesson technicalities, and staging. I know
you have experienced role playing
activities before. But still you needed
more workshops to enhance your
acting skills. I want you all to do your
best in this part for you to have an
effective Asian Musical Theater
Festival as part of your culminating
activity at the end of the 4th Grading
Period. I hope you use wisely the 7-
day preparation that I allowed you to
practice.
B. Establishing a Activity 1: Workshops
purpose for the Last meeting, I grouped you into 3
lesson and assigned different workshops
from pages 384-387 that you will
present today;
Group 1: Word Association through
Ball Passing
Group 2: Kumot/Malong at Walis
Game
Group 3: Gift Giving through Mime
Advanced:
As we have agreed last meeting
it is time to focus on your acting
skills, technicalities, and staging.
I know you have experienced
role playing activities before. But
still you needed more workshops
to enhance your acting skills. I
want you all to do your best in
this part for you to have an
effective Asian Musical Theater
Festival as part of your
culminating activity at the end of
the 4th Grading Period. I hope
you use wisely the 5-day
preparation that I allowed you
practice.
Activity 1: Workshops
Last meeting, I grouped you into
6 and assigned different
workshops from pages 384-387
that you will present today;
Group 1: Emotion Orchestra
Group 2: Soundscapes
Group 3: Word Association
through Ball Passing
Group 4: Kumot/Malong at Walis
Game
Group 5: Pass-a-Mask Exercise
Group 6: Gift Giving through
Mime

You will be rated using the rubric:

(See attachment)

So, are you all excited to present

your group workshops?
I will give 7 minutes each group.

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

39
Region V/Daily Lesson Plan/2019-2020
H. Making Average: Advanced:
generalizations and -For Group 1, why the symbols and For Group 1, what can you say
abstractions about metaphors have important functions about your presentation?
the lesson in theater? -How about for Group 2, how did
(It creates illusion which the you come up with the different
audience understands.) sounds for each character?
-For Group 3, why the symbols
-In the Kumot/Malong at Walis and metaphors have important
Game, how did your group identify functions in theater?
the characters in the scene? What (It creates illusion which the
can you say about the improvised audience understands.)
costumes and props of the -In the Kumot/Malong at Walis
characters? What about the Game, how did your group
gestures and movements of the identify the characters in the
characters? scene? What can you say about
(Here in the Philippines we have the the improvised costumes and
sarswela, costumes are colorful props of the characters? What
versions of contemporary costumes, about the gestures and
since the play is a dramatization of movements of the characters?
contemporary problems. Costumes (Here in the Philippines we have
also express character. Thus, the sarswela, costumes are
heroines and heroes were often colorful versions of
dressed in beautiful but contemporary costumes, since
conservative costumes, while the play is a dramatization of
villains almost always donned the contemporary problems.
latest fashion from the west. In Costumes also express
comparison to the sarswela, the character. Thus, heroines and
costumes of kabuki theater are heroes were often dressed in
extremely elegant and very beautiful but conservative
revealing. costumes, while villains almost
always donned the latest fashion
-For the Group 3, how did you from the west. In comparison to
exchange the “gifts”? the sarswela, the costumes of
What can you say about kabuki theater are extremely
mime/movement in conveying a elegant and very revealing.
message? -For Group 5, why the facial
(Mime and movements/ gestures expressions and masks are very
are very important in Chinese important in Kabuki theater and
Peking Opera. Although the stage of Chinese Peking Opera?
Peking Opera is very simple, the In both musical theater forms,
gestures made with fingers, hands there are painted characters or
and feet, and their facial characters with masks. Their
expressions, along with the faces, along with gestures and
categorization of the actors, their movement, convey the entire
costumes and make-up, are range of emotion and experience
symbolic and extremely of the character being
complicated. Chinese drama portrayed.)
depends much more on its -For the Group 6, how did you
symbolism, costumes, and make- exchange the “gifts”?
up.) What can you say about
mime/movement in conveying a
message?
(Mime and movements/gestures
are very important in Chinese
Peking Opera. Although the
stage of Peking Opera is very
simple, the gestures made with
fingers, hands and feet, and their
facial expressions, along with
the categorization of the actors,

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 their costumes and make-up, are
symbolic and extremely
complicated. Chinese drama
depends much more on its
symbolism, costumes, and
make-up.)
-I will now give you some few
minutes to give constructive
criticisms to each other’s
performances.
I. Evaluating The teacher will now rate the students using the rubrics presented
learning earlier.

Criteria 4 points 3 points 2 points 1 point

Coope- All Most Members Members
ration members members occasiona- do not work
contributed contribu- lly help to well and
equally. ted. to complete show no
Worked Usually groups’ interest to
together to helps to goal. complete
complete complete Finished team’s
group’s group’s individual goals. Did
goals. goals. task but did not perform
Performed Performed not assist duties of
all duties of nearly of other assigned
assigned assigned members. team role.
team role team role. Performed
some
duties of
assigned
team role
Presenta- Presented Presented Presented Presented
tion in an in an in a in
orderly almost somewhat disorderly
manner. orderly orderly manner
manner manner.
Creativity The group The group The group The group
incorpora- incorpora- incorpora- incorpora-
ted all the ted almost ted some ted a few
important all the of the important
aspects of important important aspects of
the theater aspects of aspects of the theater
form. the theater the theater form
form form
Behavior The The The The
members members members members
did not rarely occasiona- displayed
display display lly display disruptive
disruptive disruptive disruptive behavior
behavior behavior behavior during
during during during group
group group group activities.
activities. activities activities.

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Region V/Daily Lesson Plan/2019-2020
J. Additional Culminating Activity: Asian Musical Theater Festival
activities for
application or Same group will produce a sample of Asian musical and popular
remediation theater. The visual production will be a part of the festival. The groups
are free to choose what form or style to use in their culminating activity.
Decide the tasks to be assigned to each group member by preparing a
chart like the following example.

Lights/Sounds Stage/Props Makeup/ Costumes

Technicians Designers Artists

You will be graded using this rubric:

Criteria for Percentage Rating
Presentation
Appropriateness of
Gestures/ 25%
Movements
Makeup, costumes,
props (visual design 25%
elements)
Music (culturally
based on Asian 25%
music)
Creative (use of
theater elements 25%
and principles)
Total 100%

Each group must submit your respective production book. Your

presentation should be documented through photo taking or video
recording for viewing purposes.

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Region V/Daily Lesson Plan/2019-2020
 Appendix
Rubrics
Criteria 4 points 3 points 2 points 1 point
Cooperation All members Most members Members Members do not
contributed contributed- occasionally work well and
equally. Worked ted. Usually help to complete show no interest
together to helps to groups’ goal. to complete
complete group’s complete Finished team’s goals. Did
goals. Performed group’s goals. individual task not perform
all duties of Performed but did not assist duties of
assigned team role nearly of other members. assigned team
assigned team Performed some role.
role. duties of
assigned team
role
Presentation Presented in an Presented in Presented in a Presented in
orderly manner. an almost somewhat disorderly
orderly orderly manner. manner
manner
Creativity The group The group The group The group
incorporated-ted incorporated- incorporated-ted incorporated-ted
all the important ted almost all some of the a few important
aspects of the the important important aspects of the
theater form. aspects of the aspects of the theater form
theater form theater form
Behavior The members did The members The members The members
not display rarely display occasionally displayed
disruptive behavior disruptive display disruptive
during group behavior disruptive behavior during
activities. during group behavior during group activities.
activities group activities.

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 Daily Lesson Plan in Arts
Grade 8
Quarter Fourth Week 10
I. OBJECTIVES
A. Content The learners demonstrate understanding of:
Standards 1.How theatrical elements (sound, music, gesture, movement,
and costume) affect the creation and communication of meaning
in Asian Festivals and Theatrical Forms as influenced by history
and culture
2. Theater and performance as a synthesis of arts and a
significant expression of the celebration of life of various Asian
communities.
B. Performance The learners shall be able to:
Standards 1. Create appropriate festival attire with accessories based on
authentic festival costumes
2. Create/improvise appropriate sound, music, gesture,
movements, and costume for a chosen theatrical composition
3. Take part in a chosen festival or in a performance in a
theatrical play
C. Learning Perform in a group showcase of the selected festival/theatrical
Competencies/ form. A8PR-IVg-6
Objectives

II. CONTENT Festivals and Theatrical Forms of Asia

III. LEARNING
RESOURCES
A. References
1. Teachers’
Guide
pages
2. Learners’
Material Grade 8 Music and Arts pages 388-389
pages
3. Textbook
N/A
pages
4. Additional
Materials
from
Learning
Resource
(LR)
portal/Web
sites/Links
B. Other Learning Pictures, Projector, PowerPoint presentation, and Speaker.
Resources

IV. PROCEDURES Teacher’s Activity

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Region V/Daily Lesson Plan/2019-2020
A. Reviewing previous
lesson / presenting the
new lesson
Average:
As we have agreed last
meeting you will have your
Culminating Activity today. I
hope you are all ready and
excited.
You will be graded using this
rubric: (See attachment)
Advanced:
As we have agreed last
meeting you will have your
Culminating Activity today. I
hope you are all ready and
excited.
Each group must submit your
respective production book.
Your presentation should be
documented through photo
taking or video recording for
viewing purposes.

B. Establishing a
purpose for the lesson

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 -What can you say about your -What can you say about your
Asian Musical Theater Asian Musical Theater
Festival? Festival? Do you have any
Do you have any clarification? clarification, insights or
recommendations with
performances?

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H. Making Since you are done with
generalizations and
abstractions about the
your Culminating Activity,
lesson it is now to sum up what
you have learned by
writing a letter.

Date:
______

My Friend,
I learned
from Asian theater
arts that ________
_______________
______.
I learned from the
different Asian
Festivals that
_____
_______________
______.
I. Evaluating learning The teacher will now rate the students using the rubrics presented
earlier.
Criteria for Your
Presentation Percentage Rating
Friend,
Appropriateness of
Gestures/ 25%
Movements _________
_
Makeup, costumes, props
(visual design elements) 25%
Music (culturally based
on Asian music) 25%
Creative (use of theater
elements and principles) 25%
Total 100%

J. Additional activities
for application or
remediation

Criteria for Presentation Percentage Rating

Appropriateness of Gestures/
Movements 25%
Makeup, costumes, props (visual
design elements) 25%
Music (culturally based on Asian
music) 25%
Creative (use of theater elements
and principles) 25%
Total 100%

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