Grade 3 - Arts (Third Quarter)

DAILY
LESSON PLAN
IN ARTS 3
(Third Quarter)
i
Region V/Daily Lesson Plan/2019-2020
DAILY LESSON PLAN DEVELOPMENT TEAM
Division: Camarines Sur Division EPS: IMELDA NARDO

Grade level: Grade 3 Subject Area: Arts (Third Quarter)
Team Member Role in the DLP Development

CHARMAINE T. BACAGAN
MAY C. FIBRE Writers
ELENA S. BARANDON
MAY C. FIBRE
CRISTY P. ACBANG
Demo Teacher
JANICE G. BAONG
GINA A. ODIAMAR
MARLENE B. LAYA
RESY G. BALDESCO
Validator
LORENA O. BARRIO
MARILYN O. ORDAS
ISIDORE K. ALMIÑE Layout Artist
ii
TABLE OF CONTENTS
Grade 3 - Arts
(Third Quarter)
Week No Learning Competency Page

Week 1 Tells that a print made from objects found in nature can
be realistic or abstract
A3EL-IIIa 1
Week 2 Appreciates the importance and variety of materials
used for printing.
A3PL-IIIb 4
Week 3 Observes that a print design may use repetition of
shapes or lines and emphasis on contrast of shapes and
lines.
A3PL-IIIc 7
Week 4 Realizes that print design cab be duplicated many times
by hand or by machine and can be shared with others.
A3Pl-IIId
Explain the meaning of the design created.

A3PR-IIIe 10
Week 5 Design an attractive logo with slogan about the
environment to be used for printing.
AP3PR-IIIf 14
Week 6 Creates and cuts a stencil from paper or plastic sheets
to be used for multiple prints on cloth or hand paper.
A3PR-IIIg 19
Week 7 Creates a print for a shirt, bag or a poster using stencils
with abstract designs that conveys a message and can
be replicated.
A3PR-IIIh 24
Week 8 Creates a print for a shirt, bag or a poster using stencils
with abstract designs that conveys a message and can
be replicated.
A3PR-111h 28
Week 9 Writes a slogan about the environment that correlates
messages to be printed on the t-shirts, paper bags and
a posters.
A3PR-111g 35
Week 10 Class/School/District exhibit and culminating activity in
celebration of the National Arts Month .
A3PR-111h 40
iii
Daily Lesson Plan in Arts
Grade 3
Quarter Three Week 1
I. OBJECTIVES
A. Content Standards Demonstrates understanding of shapes,
colors and principle repetition and emphasis
through printmaking (stencils)
B. Performance Standards Exhibits basic skills in making a design for a
print and producing several clean copies of
the prints.
Manipulates a stencil with an adequate skill

to produce a clean print for a message,
slogan or logo for a T-shirt, poster bag
Produces at least 3 good copies of print

using complementary colors and contrasting
shapes
C. Learning Competencies/ Tells that a print made from objects found in

Objectives nature can be realistic or abstract
Write for the LC Code for each A3EL-IIIa
II. CONTENT NATURE PRINTS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG pp.171-172
2. Learner’s Materials pages LM pp. 162
3. Textbook pages
4. Additional Materials from
Learning
Resources (LR) portal
B. OTHER LEARNING Found objects in nature like twigs, leaves,
RESOURCES fruits, twigs. plants and other natural objects,
water color or acrylic water-based paint or
stamp pad, brush, ink pad or sponge
IV. PROCEDURES Teacher’s Activity
Before the Lesson 1. Review
A. Pre Activity Have you done printing using objects
found in nature? What objects that you can
find in nature can be used in printing?
During the Lesson 1. Motivation
Discussing new concepts and Ask a child to put their hands into a box
practicing new skills without looking to the items inside to see if
they can determine the objects (e.g., stalks,
B. Activity Proper leaves, flowers, twigs, etc) you’ve placed
inside. Then, reveal the natural materials that
can be used to produce a design.
1
Ask the pupils if they can think of any
other materials that are found in nature to print
with.
2. Presentation and Discussion
Items found in nature like flowers, twigs,
leaves, rocks and other natural objects that
can be used in the printing process to produce
an image.
3. Art Activity:
1. Bring the learners outside the classroom
and guide them to collect flat objects that
can be used for printmaking like leaves, cut
pieces of fruits, stalks and etc.
2. Plan your abstract design in your artwork.
You can choose between markers, stamp
pad water color or acrylic water-based
paint
3. Cover the area you’ll be working on with
newspaper or any used paper
4. Color the one side of nature sample
completely.
5. Press the nature sample (colored-side
down) on the paper .
6. Carefully lift the nature sample off the
paper.
4. Processing/ Critiquing of Art Outputs

Let the children show their artworks to
the class, then ask them to give their
observations about the elements and
principles of art used in the artwork.
C. Post Activity Generalization:

Making generalizations and
abstractions about the lesson What is print making?
What is the importance of using those
natural materials in your artwork?
Values Integration:
How do we show appreciation on the
work of others?
Check or rate the output of the pupils based

on the rubric below.
Very Not
Criteria Evident Evident Evident
3 2 1
1. Found
objects were
2
used to
make
a design.
2. The print
shows realistic
or abstract
design with
emphasis on
colors.
3. The artwork
is unique and
colorful.
4. Show
appreciation
for the works
of others.
E. Assignment Look for other found objects and discover
their unique print design. Make a creative
artwork using the design.
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 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?
3
Grade 3
I. OBJECTIVES
A. Content Standards Demonstrates understanding of shapes, colors and
principle repetition and emphasis through printmaking
(stencils)
B. Performance Exhibits basic skills in making a design for a print and
Standards producing several clean copies of the prints.
Manipulates a stencil with an adequate skill to produce

a clean print for a message, slogan or logo for a T-shirt,
poster bag.
Produces at least 3 good copies of print using

complementary colors and contrasting shapes
C. Learning Appreciates the importance and variety of materials

Competencies/ Objectives used for printing.
Write for the LC Code for A3PL-IIIb
each
II. CONTENT PAPER MARBLING
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide TG pp.173-175
pages
2. Learner’s Materials LG pp. 163-167
pages
3. Textbook pages
4. Additional Materials
from
Learning Resources
(LR) portal
B. OTHER LEARNING Old newspaper, Oslo paper, basin or large tray with
RESOURCES deep sides, water, acrylic paint (different primary
colors, black and white) sticks, rags, pieces of paper
or card.
A. Pre Activity What objects found in nature can be used in
printmaking?
Discussing new concepts The teacher will show pictures of different marbling
and practicing new skills works. Let the pupils observe the pictures then ask
questions about it.
B. Activity Proper
What are the pictures all about? Describe each
picture.
4
How were the designs formed? So the children can
guess.
Does the design make you think of something? Of

what?
Are the colors warm or cold? Why do they make you

feel warm or cold?

Show a video clip about paper marbling then ask
related questions about it.
3. Art Activity:
1. Let the children prepare the materials and remind

them about proper handling of their art materials.
Cover your working area with old news paper.
2. Pour water into the tray or basin until it’s 1-2 cm
deep.
3. Drop some paint to the water.
4. Use stick to move the paint around the tray or basin
until all the colors mix around each other.
5. Choose a piece of paper which is small enough to
fit into basin or tray.
6. Place your paper into the tray by rolling it down on
to the surface of the water. Don’t let the paper stay
or sit for more than one minute or else your paper
will get too wet and the pattern won’t appear.
7. Make sure the paper or card is completely flat,
floating on the water but don’t let the paper or card
go under the water.
8.Gently lift the far end of the paper and roll the
paper back from the water.
9. Let your paper dry

Let the children show their artworks to the class,
then ask them to talk about their feelings and
experiences while doing their artwork. Motivate them to
give their observations about the elements and
principles of art used in the activity.
Making generalizations What is paper marbling?
and abstractions about How is your experience while doing paper marbling?
the lesson How will you create a good print design in paper
marbling?
Values Integration:
How do we show appreciation for the work of
others?
5
D. Evaluation Check or rate the output of the pupils based on the
rubric below.
Very Not
Criteria Evident Evident Evident
3 2 1
1. Designs were
formed through
paper marbling
2. The print used

different colors.
3. The artwork is
unique and
colorful.
4. Show
appreciation for
the works of
others.
E. Assignment
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 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?
6
Grade 3
I. OBJECTIVES
A. Content Standards Demonstrates understanding of shapes, colors and
principle repetition and emphasis through
printmaking (stencils)
B. Performance Standards Exhibits basic skills in making a design for a print
and producing several clean copies of the prints.
Manipulates a stencil with an adequate skill to

produce a clean print for a message, slogan or logo
for a T-shirt, poster bag.

complementary colors and contrasting shapes.
C. Learning Competencies/ Observes that a print design may use repetition of
Objectives shapes or lines and emphasis on contrast of
shapes and lines.
A3PL-IIIc
II. CONTENT FINGER PRINTING
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide TG pp.176-177
pages
2. Learner’s Materials LM pp.168-170
pages
3. Textbook pages
4. Additional Materials
from Learning
Resources (LR) portal
B. OTHER LEARNING pencil, bond paper, brush, acrylic paint or water
RESOURCES color, water container, rags
A. Pre Activity What materials were used in marbling? What are
the steps in marbling? What designs were formed?

Discussing new concepts Let the children sing and do the action of the
and practicing new skills “Finger Family Song”. Emphasize that aside from
using the fingers to do an action song, our fingers
B. Activity Proper can also be used to make artworks.
Ask the children how they use their fingers in their
daily life and try to make them guess that they can
use their fingers to paint with.
7
Give an overview about finger painting.
Say: Finger printing is an act of making designs with
the use of fingerprints. This artwork is simpler than
other art processes because artists can make
different designs with their fingers.
Show different samples of Finger Printing outputs
and discuss the designs, colors and the process of
finger printing.
3. Art Activity:
1. Let the children prepare the materials and
remind them about proper handling of their art
materials.
2. Cover the area you plan to paint on with
newspaper, old tablecloth or old magazines.
3. Tape down the corners of your paper using tape
that’s easy to remove like painter’s tape to
avoid
smudging your artwork if your paper moves.
4. Set up your paints and water
5. Choose what to paint and what colors to use.
Start
painting using your fingers.
6. Add a title to your work.
7. Let your painting dry.
8. Clean up yourself and your area.

Let the children show their artwork to the class.
Motivate them to share their experience in making
print designs through finger printing. Talk about their
work to express appreciation of their own work and
the work of others.
How do you like it compared to regular panting? Do

you like it better? Why?
Making generalizations and What is finger printing? How will you create a
abstractions about the good print design?
lesson
Values Integration:
How will you show perseverance in making
artistic design?
D. Evaluation Check or rate the output of the pupils based on the

rubric below.
Very Not
Criteria Eviden Eviden Evident
t t 1
3 2
8
1. Designs were
formed using
fingers
2. The print used
Different colors.
3. The artwork is
unique and
colorful.
4. Show
appreciation for
the works of
others.
E. Assignment
V. REMARKS
VI. REFLECTION
earned
80% in the evaluation
require
Additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners
who
have caught up with
lesson
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?
9
Grade 3
I. OBJETIVES
Content Standards Demonstrates understanding of shapes, colors, and
Exhibits basic skills in making s design for a print and
producing several clean copies of the prints.
Performance Standards
Manipulates a stencils with an adequate skill to
produce a clean print for a message. Slogan or logo
for a T-shirt. Poster bag

complementary colors and contrasting shapes
Learning Competency Realizes that print design cab be duplicated many
times by hand or by machine and can be shared with
others. A3Pl-IIId
Explain the meaning of the design created. A3PR-

IIIe
II. CONTENT Stencil Making
III. LEARNING
RESORCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials LM pp. 171-173
pages
3. Textbook pages
4. Additional
Resources from ART 3 Curriculum Guide
Learning
Resources (LR)
Portal
B. Other Learning Colored papers or used folder, newspaper, water
Resources color or acrylic paint, water,small soft brush or
Chinese brush, and scissors
IV. PROCEDURES
A. Review previous How did you create a repeated design in finger
lesson or printing?
presenting the new Are you familiar with ethnic designs?
lesson Describe the ethnic design you know.
B. Establishing the
purpose to the Is there any other way of printing except marbling
lesson and finger printing?
10
C. Presenting
examples/instances Look around you. Can you see objects or things with
of the new lesson printed designs?
Tell something about it.
D. Discussing new Say: Today, we are going to discuss how to make a

concepts and stencil design.
practicing new
skills #1 Every ethnic group in the country is rich in artistry and
creative design that differentiates their ethnic group or
tribe from others. Ethnic designs are designs made by
indigenous
people or ethnic tribes such as Maranao, Ifugao,
Bagobo, and others.
These kinds of designs can be used for printing shirts,

covers, cloths, garments, and many others. There are
many designs that can be used for printing such as
flowers, trees, animals, sceneries, and objects.
Look at the pictures on LM page 171
E. Discussing new Ask:

concepts What are the procedures in making stencil art?
&practicing new
skills #2
11
F. Developing Ask:
Mastery What should we remember in having a group
Leads to Formative activity?
Assessment • Set the norms/standards to follow during the
activity.
• Group the class into four and each group
have their own materials.
• Give a clap to the group who first finish the
output.
• Let the groups post their outputs in front for
exhibit.
• Compare the work of the different groups.
Ask:
Did all groups accomplish properly the activity?
What did you notice to the different output presented
as a whole?
Teacher will guide the class as they make their

activity
Refer on LM “MagingArtistiko” p. 172-173
G. Finding Practical Did you share your design with other groups?
Applications of What can you say about your group works and of
concepts and skills others?
in daily living. How does it feel sharing your design to others?
H. Making What is your realization after doing the activity?

Generalizations &
Abstracts about the • Stencils or print designs can be multiplied
lessons) many times by hand or machine and can be
shared with others.
I. Evaluating (Please refer to LM page ____.)

Learning
J. Additional activities
for application or Look for other examples of ethnic designs. Have a
remediation scrapbook of ethnic designs.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
requires additional
acts. For
remediation who
scored below 80%
C. Did the remedial
lessons work? No.
of learners who
12
caught up with the
lessons
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did this work?
F. Which difficulties
did I encounter
which my
principal/supervisor
can help me
solve?)
G. What innovations
or localized
materials did I
used/discover
which I wish to
share with other
teachers?
13
Grade 3
I. OBJETIVES
Content Demonstrates understanding of shapes, colors, and
Standards principle repetition and emphasis through
Performance Exhibits basic skills in making s design for a print and

Standards producing several clean copies of the prints.
Learning Design an attractive logo with slogan about the
Competency environment to be used for printing.
AP3PR-IIIf
II. CONTENT Logo Printing Using Discarded Materials
III. LEARNING
RESORCES
C. References
1. Teacher’s
Guide
pages
2. Learner’s
Materials LM pp. 174-176
pages
3. Textbook
pages
4. Additional
Resources ART 3 Curriculum Guide
from
Learning
Resources
(LR) Portal
D. Other Long bond paper, picture of logo design, old plastic spoon,
Learning brush. Sponge, acrylic paints (red and black)
Resources
IV. PROCE
DURES
A. Review Recall the lesson on marbling.
previous Ask:
lesson or What is marbling?
presenting
the new
lesson
Show actual or different pictures of discarded and
recyclable materials.
Ask:
B. Establishing
the purpose • What do you think of these materials?
• Draw out the meaning of recyclable and discarded
to the
materials.
lesson
• Can you group these materials into recyclable and
non-recyclable materials?
14
• How can we make these materials useful in making
arts works?
C. Presenting Present the activity of the day.

examples/in What are the recycled materials that can be used to
stances of make art?
the new
lesson
We see trash anywhere since people produce a lot of trash
D. Discussing every day. This becomes the number one concern of our
new government for it creates the big problem on global warming.
concepts So, it’s everyone’s concern on how to solve this problem.
and Let’s recycle materials that can still be used.
practicing
new skills Present the activity of the day which is logo making to
#1 promote environmental awareness.
Art Activity
• Group the class into 4 or in your desired number of
groupings for accessibility of materials brought by the
class.
• Set the norms/standard for the group activity.
• Each group will follow the instruction given in LM
“MagingArtistiko” p. 175
• Motivate the children to show their cooperation and
creativity in this activity.
(Teacher will guide the class as their make their activity)
E. Discussing Have an illustration on how to make logo out of recycled

new materials.
concepts
&practicing
new skills
#2
15
Encourage them to post their stamp prints on the wall for
F. Developing arts.
Mastery Call the leader of each group to tell something about their
(Leads to artwork.
Formative
Ask:
Assessment
• Can you share what inspired you to have such a
) good creative artwork?
• What have you learned from the art activity?
• Do you agree that discarded materials can be
used in making artworks?
G. Finding
Practical How can we help our environment?
Applications How will you show creativity in doing an artwork?
of concepts
and skills in
daily living.
H. Making What realization can be draw from the activity?

Generalizati
ons & Discarded materials can be made useful in any art
Abstracts activity. An attractive design can be created by using
about the repeated patterns thru stamp printing
lessons)
Put a check (/) on the box that corresponds your response

I. Evaluating to each statement.
Learning
Activities Outstan Very Satisfac Needs
ding Satisfac tory Improve
tory ment
1. Does
my
work
show
the
exact
mean
ing of
the
mess
age
given
?
2.
Creat
es
prints
and
style
16
using
found
objec
ts.
3.
Obse
rves
cleanl
iness
in
doing
the
artwo
rk.
4. Uses
found
objec
ts
and/o
r
recycl
able
mater
ials
5. Subm
its
outpu
t on
time
J. Additional
activities for Bring the materials for the next activity.
application
or
remediation
V. REMAR
KS
VI. REFLE
CTION
A. No. of
learners
who earned
80% in the
evaluation
B. No. of
learners
who
requires
additional
acts. For
remediation
who scored
below 80%
17
C. Did the
remedial
lessons
work? No.
of learners
who caught
up with the
lessons
D. No. of
learners
who
continue to
require
remediation
E. Which of
my teaching
strategies
worked
well? Why
did this
work?
F. Which
difficulties
did I
encounter
which my
principal/su
pervisor can
help me
solve?)
G. What
innovations
or localized
materials
did I
used/discov
er which I
wish to
share with
other
teachers?
18
Grade 3
I. OBJETIVES
Content Standards Demonstrates understanding of shapes,
colors, and principle repetition and emphasis
through printmaking (stencils)
Performance Standards Produces at least copies of print using
Learning Competency Creates and cuts a stencil from paper or plastic
sheets to be used for multiple prints on cloth or
hand paper. A3PR-IIIg
II. CONTENT Stenciling a Name
III. LEARNING
RESORCES
A. References
pages
2. Learner’s Materials
pages LM pp. 177-179
3. Textbook pages
4. Additional
Learning
Resources (LR)
Portal
B. Other Learning
Resources crayon, pair of scissors, cardboard, paper
IV. PROCEDURES
A. Review previous Ask the pupils to share their experiences about
lesson or their previous activity on Printing using
presenting the new discarded things.
lesson
Let the pupils identify discarded things that can
be used for printing.
Conduct a Photo quiz.

Present pictures of places, products,
B. Establishing the icons, animals, and others found in your place,
purpose to the province or region.
lesson Let the pupils write the name of the picture in
the boxes provided.
19
Answer: MAYON
Answer: CWC
Answer: PILI
20
Answer: COCONUT
Answer: COW
C. Presenting Tell pupils that they will print names of famous

examples/instances places, products, icons, animals, or others
of the new lesson which are common in their places/province/
region through stencil art.
Ask:
What is Stencil Art?
Stencil art or stenciling is printing of
repeated designs by making inks, paints or
waxes passed through holes or cuts in a
cardboard or metal.
Group Activity:
D. Discussing new
concepts and Ask: What should we remember in having a
practicing new group activity?
skills #1 • Set the norms/standards to follow during
the activity.
• Group the class into two or more than in
your desired number of groupings.
21
List down the names of famous places,
products, icons and animals which are
common in our place, province, and region.
Places Products Icons Animals
Discuss and show to the class the step by step

E. Discussing new process in making stencil art.
concepts Refer to the LM p. 177-178.
&practicing new Ask:
skills #2 • What materials is used in making
stencil arts?
• How is stencil made?
Art Activity (Refer to LM “MagingArtistiko” p.
178)
F. Developing Say:Today we will make another art activity the

Mastery Stencil Art…
(Leads to • Set the norms/standards to follow during
Formative the activity.
Assessment) • Each pupils will provide their own
materials.
• Follow the step by step process in
making the stencil art.
• Let 3 or more learners present their
output and post it in front for a mini
exhibit
G. Finding Practical
Applications of Let the learners show their artworks to the class.
concepts and skills Then, ask them about their experiences and
in daily living. learnings while doing the activity
H. Making
Generalizations &
Abstracts about the Be. FRAME YOUR THOUGHTS In
lessons) generalizing the lesson
I. Evaluating Use the rubrics in assessing the learners

Learning output.
Please refer to “IpahilinganTibay”, LM. P 182
22
for application or Cut picture/s of ethic designs and paste it in
remediation your notebook
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
requires additional
acts. For
remediation who
scored below 80%
C. Did the remedial
lessons work? No.
of learners who
caught up with the
lessons
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did this work?
did I encounter
which my
can help me
solve?)
G. What innovations
or localized
materials did I
used/discover
which I wish to
share with other
teachers?
23
Grade 3
I. OBJETIVES
Content Standards Demonstrates understanding of shapes, colors,
and principle repetition and emphasis through
Performance Standards Produces at least copies of print using
Learning Competency Creates a print for a shirt, bag or a poster using
stencils with abstract designs that conveys a
message and can be replicated. A3PR-IIIh
II. CONTENT Making Prints Using Found Objects
III. LEARNING
RESORCES
A. References
pages
2. Learner’s Materials
pages LM pp. 180-182
3. Textbook pages
4. Additional
Learning
Resources (LR)
Portal
B. Other Learning paint or watercolor, pencil, drafting paper or
Resources bond paper, found objects like bottle caps,
paper clips, nails, nut shells, etc.
IV. PROCEDURES
A. Review previous Define stencil making or stenciling.
lesson or Can you recall the steps on stencil making?
presenting the new
lesson Let pupils enumerate/discuss the steps or
process in stencil making.
What did you learn from the process of stencil
making?
Present a word puzzle. Let them form a word

B. Establishing the out of the scrambled letters and meanings
purpose to the R A B T S C S A
lesson
- it does not look like a particular object;

- not real
24
Answer: (ABSTRACT)
N G I S E D
- A plan or drawing produced to show the look

and function of an object or idea.
Answer: (DESIGN)
C. Presenting
examples/instances Say:
of the new lesson We can see different print designs on shirts,
bags, posters, tarpaulins, streamers, etc. The
designs can be realistic or abstract pictures,
There are several objects or materials which
have the same designs. This is because of
using stencils of the same design.
D. Discussing new
concepts and Discuss THINK ABOUT THIS on LM page 180
practicing new
skills #1
Discuss and show to the class the step by step
E. Discussing new in Making Prints Using Found Objects
concepts Refer to the LM p. 181
&practicing new
skills #2 Ask:
What should we remember when we are
having an art activity?
What is the importance of keeping our
working area clean and placing things back
on its proper places.
Art Activity (Refer to LM “MagingArtistiko” p.

181)
F. Developing
Mastery Say: Today we will make another art activity.
(Leads to • Set the norms/standards to follow during
Formative the activity.
Assessment) • Each pupils will provide their own
materials.
• Follow the step by step process in
making the art work.
Teacher will guide the class as they make the

art work.
25
G. Finding Practical Ask:
Applications of Did you enjoy today’s activity?
concepts and skills
in daily living. -Let pupils show their artwork to the class and
let them say something about it. Allow their
classmates to give their own assessment.
H. Making
Generalizations & What is an abstract design?
Abstracts about the How will you create prints for your shirts, bags,
lessons) etc.?
Found objects such as bottle caps, nut

shells, paper clips and others can be
used in creating print designs for shirts,
bags, posters, etc. Designs can be letters
or abstract. Abstract design is not
realistic in terms of forms, shapes and
colors.
I. Evaluating Use the rubrics in assessing the learners

Learning output.
Please refer to “IpahilinganTibay”, LM. P 181
for application or Make a slogan for an environment friendly
remediation campaign.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
requires additional
acts. For
remediation who
scored below 80%
C. Did the remedial
lessons work? No.
of learners who
caught up with the
lessons
continue to require
remediation
26
E. Which of my
teaching strategies
worked well? Why
did this work?
did I encounter
which my
can help me
solve?)
G. What innovations
or localized
materials did I
used/discover
which I wish to
share with other
teachers?
27
Grade 3
I.OBJECTIVES
A.Content Standard Demonstrates understanding of shapes,colors and
B. Performance Exhibits basic skills in making a design for a print
Standard and producing several clean copies of the prints.
Manipulates a stencil with an adequate skill to

produce a clean print for a message,slogan or logo
for a T-shirt,bag and poster.

C.Learning Creates a print for a shirt,bag or a poster using

Competencies/Object stensils with abstract designs that conveys a
ives message and can be replicated.(A3PR-111h)
II.CONTENT Stenciling an Abstract Designs
Elements and Repetition of abstract designs

Principles of Art
Value Focus Appreciation of one’s work
Creativity
III. LEARNING
RESOURCES
A.References
1.Teacher’s
Guide pages
2.Learner’s
Material pages
3.Textbook
pages
4.Additional
Materials from LR
Portal
B.Other Learning Pencil, bond paper ,cardboard, crayon, paint,
Resources Ink, paper bag, t-shirt, and cartolina
Materials
IV.PROCEDURES
A.Pre-Activity
1.Recall the lesson on stencil making.
Let the pupils enumerate the materials used on stencil making.
28
What did you learn from creating beautiful prints and artworks
using found
objects?
B.Activity Proper
1. Motivation
Divide the class into to groups:

• Realistic Group
• Abstract Group
Present to the class/groups pictures of different printed designs in t-
shirts, paper bag and posters. Show two samples for each.
Let each group identify and describe the designs that can be realistic or
abstract.
2.Presentation and Discussion of the Lesson
Present the activity of the day,which is stenciling an abstract

design.
Stenciling is a print making method used to produce multiple

images or designs in shirts,bags,or a poster.
Making an ink,paint,or crayon pass through holes or cuts in a piece of
cardboard
Tell the pupils that they will print using abstract designs.
Abstract designs does not look like a particular object. Its forms,
shapes,and color are not real.
Show samples of abstract designs to the pupils and give

examples on the message that they would like to convey.
Sample of abstract Sample of abstract Sample of
29
3.Group Art STENCILING AN ABSTRACT DESIGN
Activity
Divide the class into 3 groups.

Have a short demonstration on how to print stencils using abstract designs.
Let the teacher help the pupils prepare the materials and remind them that
there must be
message on their artworks and to be careful in handling their art materials.
• Group Art Stenciling an abstract design using ink for a paper bag.
Activity 1
• Group Art Stenciling an abstract design using crayon for a poster.
Activity 2
• Group Art Stenciling an abstract design using paint for a t-shirt.
Activity 3
4.Processing/Critiquing of Art Outputs

Let pupils discuss their outputs with the other groups and give emphasis
on
the meaning or message of their artwork.
Allow them to give their own interpretation about other’s group artwork.
Compare stenciling using ink, paints and crayons.
C. Post Activity
1.Generalization
Ask:
What is stenciling an abstract design?
Stenciling an abstract design is a print that is made with the stencil using
not realistic design in terms of forms,shapes,and colors.
2.Value Integration
How do we show appreciation for the works of others?

How did you show your creativity in stenciling an abstract design?
V. EVALUATION
Evaluate the pupils artwork based on the Rubric below.
Not
Very Evident Evident
Evident
The group made
art artwork
30
correctly and
completely.
The artwork is
beautiful and
attractively done.
Uses appropriate
colors and
design.
The group shows
perseverance
and hard work in
order to finish
their work on
time.
The work is
neatly done.
VI .ASSIGNMENT
Creates 5 abstract designs and write what messages you would like to
convey in your designs.
31
32
33
34
Grade 3
I.OBJECTIVES
(stencils)
B. performance Exhibits basic skills in making a design for a print and

standard producing several clean copies of the prints.
Manipulates a stencil with an adequate skill to produce

a clean print for a message,slogan or logo for a T-
shirt,bag and poster.

C.Learning Writes a slogan about the environment that correlates

Competencies/Objectives messages to be printed on the t-shirts,paper bags and
a posters.(A3PR-111g)
II.CONTENT Slogan or Logo Making
Elements and Shapes and Colors

Principles of Art
Value Focus Environmental Awareness
III. LEARNING
RESOURCES
A.References
1.Teacher’s 183-185
Guide pages
2.Learner’s 186-187
Material pages
3.Textbook
pages
4.Additional
Materials from LR
Portal
B.Other Learning Pencil, bond papers, water colors, crayons,colored
Resources pencils
Materials
IV.PROCEDURES
A.Pre-Activity
1. Review
Recall the past lessons about stenciling and abstract designs.

Let pupils show their assignment to the class and let them say
something about it.
35
B. Activity Proper
2. Motivation
Present to the class a sample of a slogan and a logo related to

environmental
Awareness and let them say something about it.
Sample Slogan Sample Logo
Present the theme: “Save Mother Earth”, for slogan and logo making.
Ask: What particular word,icon,or symbol comes into your mind which
is related
to the word environment?
Discuss and explain how to write a slogan or create a logo.
(Refer to THINK ABOUT THIS on LM p. 163)
3. Art Activity Slogan or Logo Making
Divide the class into 2 groups..

Let pupils prepare the materials for the art activity.
Let the pupils make a slogan or logo.
• Group Slogan making

Art
Activity
1
• Group Logo making
Art
Activity
2
(Refer to BE CREATIVE on LM p.184)
36
Let the pupils show their artwork to the class and let them say
something
about it.
Ask:
What particular symbol or word did you use in your slogan or
logo for t-
shirt,paper bag, and poster?
What shapes and colors did you use in your slogan or logo?
What message/s would you like to convey in your slogan or logo?
C. Post Activity
1.Generalization
Ask:
How will you make a slogan or logo attractive?
In making a slogan or logo,you should consider the symbols or icons

appropriate to the message you want to tell or relay.
Colors are also important to make your slogan or logo attractive.
It can be easily memorized.
2.Value Integration
Ask:
Why should we care for our environment?
Ask pupils to enumerate situation showing how to care for the
environment.
V. EVALUATION
Evaluate the pupils artwork based on the Rubric found on LM.

(Refer to BE PROUD on LM p.185)
VI. ASSIGNMENT
Cut out a logo from magazine or newspaper and paste it in your

notebook/album.
Write something about it.
Prepare your artworks or projects for display on our next lesson.

Arrange them by lesson.
37
38
39
Grade 3
I.OBJECTIVES
(stencils)
B. performance Exhibits basic skills in making a design for a print and

standard producing several clean copies of the prints.
Manipulates a stencil with an adequate skill to produce a

clean print for a message,slogan or logo for a T-shirt,bag
and poster.

C.Learning Class/School/District exhibit and culminating activity in

Competencies/Objectives celebration of the National Arts Month .(A3PR-111h)
II.CONTENT
An Art Appreciation Class Exhibit
Elements and Colors and emphasis of shapes by contrast

Principles of Art
Value Focus Appreciation of one’s artwork
Cooperation and Teamwork
III. LEARNING
RESOURCES
A.References
1.Teacher’s
Guide pages
2.Learner’s
Material pages
3.Textbook
pages
4.Additional
Materials from LR Portal
B.Other Learning Images,artworks and exhibition materials made by the
Resources Materials class
IV.PROCEDURES
A.Pre-Activity
40
2. Review
Recall the past lessons within the quarter.

Let pupils enumerate what they have learned.
Let them give an example of their artworks and explain how they come
up into it.
B.Activity Proper
3. Motivation
Present to the class a picture of an art exhibit. Let them observe the
picture.
Picture of art exhibit
To encourage active participation of pupils in the classroom, ask

question and
let them say something about it.
Let them identify the different artworks seen in the picture.

Ask:
Do you want to showcase your artworks?
Start to share pupils understanding about class exhibit.
Say:
Today you will learn another ways of displaying your artworks.
I’m so glad to see how creative you are children. I’m thinking about different ways to
engage our class in an exhibit.
The Art itself will offer many great opportunities since it’s from the collection of your
artworks. Discuss with the pupils the lesson and activity to be done.
41
Art exhibit is a collection of artworks on public display.
We can collect items from your projects and artworks made
within the quarter.
Create an environment where pupils can learn for themselves.
3. Art Activity Class Exhibit
Divide the class into 9 groups since there are 9 lessons within the quarter.
Let pupils prepare the materials for the art exhibit.
Say:
Get your different artworks arranged last lesson and use for the
exhibit.
• Group 1 Lesson 1- Nature Prints (materials found in nature)

• Group 2 Lesson 2- Marbling (design with swirling pattern)
• Group 3 Lesson 3- Finger Printing (different designs using
finger prints.)
• Group 4 Lesson 4-Stencil Making (shows ethnic design)
• Group 5 Lesson 5- Logo Printing Using Discarded Materials
• Group 6 Lesson 6- Stenciling a Name
• Group 7 Lesson 7- Printing Using Found Objects
• Group 8 Lesson 8-Stenciling an Abstract Design
• Group 9 Lesson 9-Slogan or Logo Making (environmental
awareness)

Prepare various activity icons and labels for your pupils to decorate
and
enjoy.
Encourage pupils to be creative in choosing their objects.
Let pupils discuss their outputs with the other groups.
Let each group have their own gimmick.
Talk about their presentation to express appreciation of their own
works and
the works of others.
Build trust between them.
Let pupils give “wows” to each other.
C. Post Activity
1.Generalization
42
Ask:
How will you make your exhibit/presentation attractive and organized?
What did you do?
There are different label to be used for art exhibit. They make the exhibit
organize, and presentable.
An introduction label should talk about the main idea of the exhibit.
A section label can be used to identify topics within the exhibit.
Finally,an object label describes the individual object or piece of art, this
typically gives the title of the piece, the date, and place of creation, and
the materials of the object.
1. Values Integration
Ask:
How did you help one another?
How can you show appreciation of other’s artwork?
V. EVALUATION
Evaluate the pupils exhibit using the rubric below.
Very Evident Evident Not Evident

3 2 1
The presentation is
attractive and organized.
Creativity is shown in the
exhibit by making it
different from others.
Participate cooperatively
the group members.
The exhibit is finished on
time.
VI. ASSIGNMENT
Bring the following materials for the next lesson for finger puppet making:
glue.marker, crayons, paper, cardboard,scissors,and colored pencils.
43
44

Grade 3 - Arts (Third Quarter)

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DAILY

Division: Camarines Sur Division EPS: IMELDA NARDO

Team Member Role in the DLP Development

Week No Learning Competency Page

Explain the meaning of the design created.

Manipulates a stencil with an adequate skill

Produces at least 3 good copies of print

C. Learning Competencies/ Tells that a print made from objects found in

4. Processing/ Critiquing of Art Outputs

C. Post Activity Generalization:

Check or rate the output of the pupils based

Manipulates a stencil with an adequate skill to produce

Produces at least 3 good copies of print using

C. Learning Appreciates the importance and variety of materials

Does the design make you think of something? Of

Are the colors warm or cold? Why do they make you

2. Presentation and Discussion

1. Let the children prepare the materials and remind

4. Processing/ Critiquing of Art Outputs

2. The print used

Manipulates a stencil with an adequate skill to

Produces at least 3 good copies of print using

During the Lesson 1. Motivation

2. Presentation and Discussion

4. Processing/ Critiquing of Art Outputs

How do you like it compared to regular panting? Do

D. Evaluation Check or rate the output of the pupils based on the

Produces at least 3 good copies of print using

Explain the meaning of the design created. A3PR-

D. Discussing new Say: Today, we are going to discuss how to make a

These kinds of designs can be used for printing shirts,

Look at the pictures on LM page 171

E. Discussing new Ask:

Teacher will guide the class as they make their

H. Making What is your realization after doing the activity?

I. Evaluating (Please refer to LM page ____.)

Performance Exhibits basic skills in making s design for a print and

C. Presenting Present the activity of the day.

(Teacher will guide the class as their make their activity)

E. Discussing Have an illustration on how to make logo out of recycled

H. Making What realization can be draw from the activity?

Put a check (/) on the box that corresponds your response

Conduct a Photo quiz.

C. Presenting Tell pupils that they will print names of famous

Places Products Icons Animals

Discuss and show to the class the step by step

F. Developing Say:Today we will make another art activity the

I. Evaluating Use the rubrics in assessing the learners

Present a word puzzle. Let them form a word

- it does not look like a particular object;

- A plan or drawing produced to show the look

Art Activity (Refer to LM “MagingArtistiko” p.

Teacher will guide the class as they make the

Found objects such as bottle caps, nut

I. Evaluating Use the rubrics in assessing the learners

Manipulates a stencil with an adequate skill to

Produces at least 3 good copies of print using

C.Learning Creates a print for a shirt,bag or a poster using

II.CONTENT Stenciling an Abstract Designs

Elements and Repetition of abstract designs

Divide the class into to groups:

Present the activity of the day,which is stenciling an abstract