University Of San Jose-Recoletos

GRADE SCHOOL DEPARTMENT

Basak-Pardo, Cebu City

INSTRUCTIONAL DESIGN IN MAPE 1 1.2-A

VITAL LESSON FEATURES & INFORMATION

Title of the Lesson Arts: Kinds of Lines

VEFP Anchor Interiority: Excellence

Ecological Integrity and Sanctity of God’s Creation:
JEEPGY Focus
Expressing Feelings in an Artwork
21st Century Skill Integration Critical Thinking, Collaboration, Communication
Picture Analysis, Board work,
Teaching-Learning Strategies
Tell Me Strategy
Instructional Resources Pictures, Charts, Powerpoint Presentation, Video

DESIRED OUTCOMES OF LEARNING

Established Goal:

After a thorough and highly engaging discussion of the lesson, the Grade 1 pupils are expected to use the
different kinds of lines in making artworks.

Specific Objectives from the Goal:

LEARNING TO KNOW Identify the kinds of lines;

LEARNING TO DO Use the different kinds of lines in making an artwork;

LEARNING TO FEEL
Develop the value of excellence towards making an artwork;
& LIVE TOGETHER

LEARNING TO BE Become good examples of making quality outputs.

FORMATIVE ASSESSMENT ACTIVITIES

Formative Assessment 1: Board Work
The pupil draws on the board the kind of line being mentioned by the teacher.

Formative Assessment 2: Draw Me Activity

The pupils are grouped into three. They are given a theme for them to draw. The teacher
checks if the pupils are using the different kind of lines in their outputs.
 LESSON DEVELOPMENT PLAN
ASP ACTIVATION & SPRINGBOARDING PHASE

1. Through Picture Analysis, the pupils answer questions raised by the teacher about a sample artwork. Pupils
share their observation to the class.

2. The teacher writes the pupil’s observation on the board. The pupil’s watch a video about the different ways
art is used in expressing feelings and emotion and the value of Creativity is also emphasized. The enduring
understanding is also presented

The pupils understand that art is all around and they can experience it or create it. Moreover, art is also
used to express one’s feelings and emotions and that as young as they are, they can be artists too.

CSD CONCEPT & SKILL DEVELOPMENT PHASE

1. Through a table presentation, the pupils enumerates the different kind of lines. The teacher then
demonstrates how to draw these lines and pupils are asked to do the same in the air.

2. To strengthen the pupils’ understanding and skill about Kinds of Lines, the teacher facilitates a Board
Work. Through this activity, the volunteer pupil draws on the board the kind of line being mentioned by the
teacher.

3. The pupils also identify the kind of lines being used in the sample drawing.

4. The teacher then facilitates a Draw Me Activity, wherein pupils are grouped into three. They are given a
theme for them to draw. The teacher checks if the pupils are using the different kind of lines in their outputs.

RCP REFLECTION AND CLOSURE PHASE

1. The teacher facilitates a Sentence Completion strategy to synthesize salient lesson concepts. In this
activity, she allows the pupils to complete the sentence and highlight the important ideas from the lesson.

2. Prior to closing the class, the teacher gives the pupils one minute to think of any point of the lesson that is
not clearly understood by them. Few pupils are called to share. Inputs from the sharing guide the teacher in
the planning of the needed activity adjustments for the next day’s teaching.

University Of San Jose-Recoletos

GRADE SCHOOL DEPARTMENT
Basak-Pardo, Cebu City

INSTRUCTIONAL DESIGN IN MAPE 1 1.2-B

 VITAL LESSON FEATURES & INFORMATION
Title of the Lesson Arts: Kinds of Lines

VEFP Anchor Interiority: Harmony

Ecological Integrity and Sanctity of God’s Creation:
JEEPGY Focus
Expressing Feelings in an Artwork
21st Century Skill Integration Critical Thinking, Collaboration, Communication
Picture Analysis, Board work,
Teaching-Learning Strategies
Draw Me Strategy
Instructional Resources Pictures, Charts, Powerpoint Presentation, Video

DESIRED OUTCOMES OF LEARNING

Established Goal:

After a thorough and highly engaging discussion of the lesson, the Grade 1 pupils are expected to use the
different kinds of lines in making artworks.

Specific Objectives from the Goal:

LEARNING TO KNOW Recalls the different kinds of lines;

LEARNING TO DO Use the different kinds of lines in making an artwork;

LEARNING TO FEEL
Develop the value of excellence towards making an artwork;
& LIVE TOGETHER

LEARNING TO BE Become good examples of making quality outputs.

FORMATIVE ASSESSMENT ACTIVITIES

Formative Assessment 1: Seatwork

The pupils identify the different kinds of lines and examine the lines used in a drawing.
 LESSON DEVELOPMENT PLAN
ASP ACTIVATION & SPRINGBOARDING PHASE

1. Through a Say What Game, the pupils answers questions raised by the teacher about a the previous
discussion of the lesson. Pupils share their answers to the class.

2. They are going to watch a video about the different ways art is used in expressing feelings and emotion and
the value of Creativity is also emphasized. The enduring understanding is also presented

The pupils understand that art is all around and they can experience it or create it. Moreover, art is
also used to express one’s feelings and emotions and that as young as they are, they can be artists too.

CSD CONCEPT & SKILL DEVELOPMENT PHASE

1. Through a table presentation, the pupils recalls the different kind of lines. The teacher then demonstrates
how to draw the following lines and pupils are asked to do the same while drawing it in the air.

2. To strengthen the pupils’ understanding and skill about Kinds of Lines, the teacher shows a sample drawing.
The pupils identify what kinds of lines are being used through Number Heads.

3. The pupils do a Seatwork prepared by the teacher. They identify the different kinds of lines and examine the
lines used in a drawing.

RCP REFLECTION AND CLOSURE PHASE

1. The teacher facilitates a Sentence Completion strategy to synthesize salient lesson concepts. In this activity,
she allows the pupils to complete the sentence and highlight the important ideas from the lesson.

2. Prior to closing the class, the teacher gives the pupils one minute to think of any point of the lesson that is not
clearly understood by them. Few pupils are called to share. Inputs from the sharing guide the teacher in the
planning of the needed activity adjustments for the next day’s teaching.