LESSON EXEMPLAR IN ARTS

GRADE LEVEL 10 QUARTER / DOMAIN 4th

I. OBJECTIVES
The learner demonstrates understanding on theater and performance
A. Content Standards
as synthesis of arts.
B. Performance The learner participate in an original performance inspired by local
Standards Philippines stories, myths, and events relevant to current issues.
C. Learning assume the role of a character as an actor/performance, or production
Competencies/ staff (director, choreography, light designer, stage manager).
Objectives
Write the LC code A10PR-IVh-2
for each
Original Performance with the Use of Media
II. CONTENT  Roles in a Production

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
Music and Art 10 Learning Module pp. 308 – 311
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
KILALANIN MO AKO:
If you are to make a caption to each of the following pictures, what
would it be?

A. Reviewing
previous lesson or
presenting the new
lesson

1. 2.

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 LESSON EXEMPLAR IN ARTS

GRADE LEVEL 10 QUARTER / DOMAIN 4th

3. 4.

5. 6.

7. 8.

9. 10.

B. Establishing a
purpose for the

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 LESSON EXEMPLAR IN ARTS

GRADE LEVEL 10 QUARTER / DOMAIN 4th

lesson PANGALANAN MO AKO

Ask volunteer students to indicate the presented pictures with the

basic roles that most plays require.
Producer Director Playwright Set Designer

Lighting Designer Costume Designer Sound Designer

..
Make-up Designer Choreographer Production Manager

KUMPLETUHIN MO ANG PAGKATAO KO:

1. The class will be divided into groups of 4 – 5 students (10 groups).

2. They will be given an envelope containing the pieces of the puzzle.
(NOTE: Each group will be given a statement.)
3. Each group must work together to complete the puzzle as quickly
as possible.
4. The first group to complete the puzzle will match the statement on
the pictures posted on the board.
5. The group will say out loud the statement.

The person who takes the play from a mere concept to an actual
finished presentation and chooses all the team members and assigns
them their functions, and oversees the casting of the actors and
actresses for the different roles.
--- Producer
C. Presenting
examples/instance The overall artistic coordinator of the entire production and has a
s of the new lesson vision of the desired total effect and impact of the performance.
--- Director
The writer of the script. The initial concept or plot may be original,
and then developed into a play script.
--- Playwright
The person who is assigned in the concepts and creation of the
physical stage set-up and builds the set/s that will stimulate the world
that the play’s characters are supposed to live in.
--- Set Designer
.
The person that serves a vital role in creating and enhancing the
atmosphere of the performance. Sound, in this case, includes music
both on stage and as background, which he/she may need to source to
suit the general time and place of the play.
--- Sound Designer

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 LESSON EXEMPLAR IN ARTS

GRADE LEVEL 10 QUARTER / DOMAIN 4th

The person who studies the general setting (time and place) that the
play is meant to take place in and decides what attire will not only
give the audience a clear sense of the setting.

--- Costume Designer

The person who coordinates closely with the set designer. Lighting is
critical in creating the mood of each scene in the play etc.
--- Light Designer
The person thatcoordinates all the complex behind-the-scenes details
of staging a play and task with overseeing the crews for the sets and
props, the sound and music, the lighting, and the costumes.
--- Production Manager
In cases where a play involves dance in certain scenes, this person
includes in the production team. He/She not only plans out all the
dance steps to suit the music, but also rehearses the actors until they
are able to perform the dance skillfully.
--- Choreographer
The person who brought in to plan the hairstyles and make-up to
complement the costumes; works his/her magic through the wonders
of make-up, face and body painting, and hair coloring.

--- Make-up Designer

D. Discussing new
concepts and Based on the previous activity, each group will discuss the role in the
practicing new production that they have chosen during the drawlots.
skills #1

E. Discussing new A short video clip on the role in production will be shown to the class
concepts and for additional information.
practicing new * What is the video all about?
skills #2 * What additional information did you get on the video presented?

F. Developing
mastery (leads to
Formative
Assessment 3)
G. Finding practical
applications of * What do you think is the importance of knowing all the roles in
concepts and skills production in your daily lives?
in daily living

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 LESSON EXEMPLAR IN ARTS

GRADE LEVEL 10 QUARTER / DOMAIN 4th

H. Making
generalizations Based on the group activity,students will give what they have learned
and abstractions from the presentation of each group.
about the lesson
The class will be group into four. The leader of each group will pick
from the drawlots for their topic for the skit that they will be doing.
I. Evaluating learning Each group will be given at least 10 minutes for their conceptualization
and about 1 – 2 days for their practice. (See attached rubric for the
basis of giving points to the students.)
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
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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 LESSON EXEMPLAR IN ARTS

GRADE LEVEL 10 QUARTER / DOMAIN 4th

TEACHER’S HANDOUT

SKIT RUBRIC

GROUP NAME:

CATEGORY 4 3 2 1
Most of the
content are The content is
All contents are The content is
accurate and not clear and
accurate and accurate but it is
clearly made but confusing. It
CONTENT clearly made. not clearly
there is a piece of does not
There are no connected to the
information that support topic in
factual errors. topic.
might be any way.
inaccurate.
Students use
several props and Students use 1 or
Students use no
costume that fit 2 props/costume Students use a
props/costume
with the situation, that fit/s with the prop/costume that
PROPS AND or the props
show creativity situation that somehow makes
COSTUME being used
that makes the make the the presentation
detract from the
presentation presentation better.
presentation.
appealing to the better.
audience.
Students are
Students are Students seem
somewhat
completely pretty prepared Students do not
prepared but it is
PREPAREDNESS prepared and but still needed to seem prepared
pretty obvious
have obviously have a couple of at all.
that they lack
rehearsed. rehearsals.
rehearsals.
The students use The students The students try The students tell
clear voices, often use clear to use clear the story but do
facial expressions voices, facial voices, facial not use clear
and expressions and expressions and voices, facial
movements/body movements/body movements/body expressions or
ACTING AND
language to make language to make language to make movement/body
DIALOGUE
the characters the characters the characters language to
more believable more believable more believable make the
and the story and the story and the story storytelling more
more easily more easily more easily interesting or
understood. understood. understood. clear.
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 LESSON EXEMPLAR IN ARTS

GRADE LEVEL 10 QUARTER / DOMAIN 4th