School: VIGAN NATIONAL HIGH SCHOOL WEST Grade Level: 7

GRADE 7
DAILY LESSON LOG Teacher: EDISON J. PALACPAC Learning Area: ARTS
Teaching Dates and
Time: August 29-31; September 1-2,2022@8:30-9:30 AM Quarter: 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support
the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner…
 art elements and processes by synthesizing and applying prior knowledge and skills
 the salient features of the arts of Luzon (highlands and lowlands) by showing the relationship of the elements of art and processes
among culturally diverse communities in the country
 the Philippines as having a rich artistic and cultural tradition from precolonial to present times
The learner…
 Creates artworks showing the characteristic elements of the arts of Luzon (highlands and lowlands)
Exhibits completed artworks for appreciation and critiquing
The learner… Reflects on and derive the mood, idea, or Traces the external
Analyzes elements and message emanating from selected artifacts and (foreign) and internal
(indigenous) influences
principles of art in the art objects. (A7PL-Ih-1)
production of one’s arts and reflected in the design of an
crafts inspired by the arts of Appreciates the artifacts and art objects in terms artwork and in the making
Luzon (highlands and of their uses and their distinct use of art elements of a craft or artifact. (PL-Ih-
lowlands) (A7EL-Ib-1) and principles. (A7PL-Ih-2) 4)

Identifies characteristics of Incorporates the design, form, and spirit of the

arts and crafts in specific highland/lowland artifact and object in one’s
areas in Luzon creation. (A7PL-Ih-3)
(e.g., papier mâché [taka]
from Paete, Ifugao wood
sculptures [bul’ul], Cordillera
jewelry and pottery, tattoo,
and Ilocos weaving and
pottery [burnay], etc.)
(A7EL-Ia-2)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
ARTS and CRAFTS of LUZON (HIGHLANDS and LOWLANDS)

Arts and Crafts of Luzon Arts and Crafts of Luzon (Highlands and Lowlands) III. Process
 (Highlands and Lowlands)  Attire, Fabrics, and Tapestries Drawing and
 Attire, Fabrics, and  Crafts and Accessories, and Painting
Tapestries Body Ornamentation  Sculpture and
 Crafts and  Architectures Assemblage
Accessories, and Body  Sculptures (gods/rituals)  Mounting an
Ornamentation  Everyday objects exhibit: Concept
 Architectures I. Elements of Art 2.2 Content/ labels
 Sculptures  Line 2.3 Physical layout
(gods/rituals)  Shape and Form
 Everyday  Value
objects  Color
I. Elements of Art  Texture
 Line  Space
 Shape and Form II. Principles of Art
 Value  Rhythm, Movement
 Color  Balance
 Texture  Emphasis
 Space  Harmony, Unity, Variety
 5. Proportion
II. Principles of Art
 Rhythm,
Movement
 Balance
 Emphasis
 Harmony, Unity,
Variety
 Proportion

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages

3. Textbook Pages

4. Additional Materials from OHSP Arts

Learning Resource (LR) portal ModuleQ1
MISOSA5-module4
OHSP Arts Module Q1- Lesson 2
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
Copiaco, H.P.; Lugue, V. P.; Ramirez, V. E.; et. Al. (2013).
Our world of MAPEH. Vibal group,
Inc., Gregorio Araneta Ave., Quezon
City.
Muyot, F. R.; Garcia, M. D.; Baarde, MC. G.; et. Al. (2013)
MAPEH on the Go 7. Sunshine Interlinks Publishing House,
Inc., 3/F Maine City Tower, 236 Tomas Morato
Ave.,Brgy. South Triangle Quezon City.
Limjoco, M.F.; Lapuz, D. M.; Jeniebre, J.L.; et. Al.
(2013) Journey towards MAPEH. KLEAFS Publishing.
Block 609, Lot 1 Phase 6, Metrogate,
Meycauyan II Loma de Gato, Marilao, Bulacan.
Copiaco, H.P.; Lugue, V. P.; Ramirez, V. E.; et. Al. (2013).
Ejoy life with Music and Arts. SD Publications, Inc., Gregorio Araneta Ave., Quezon City.
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
The teacher will post Name the origin of Ask the students to Identify the elements
different objects that the following arts give an example of and principles present
can be found in Luzon. and crafts: highland and lowland in the following
Ask the students to  Tattoo arts and crafts. artwork:
identify the origin of the  Paper Mache Give the mood, idea or  Gaddang cloth
objects.  Banig message and how  Barong
 Pottery products elements and principles  Banig
Ex. Bangka –LAGUNA  Bulul work.
Rice Teraces- BENGUET
etc.
The teacher will “Mix and Match” The teacher will ask
distribute different The teacher will post the students to identify
pictures of Luzon arts scrambled letters on whether the following
and crafts to each the board. Ask the products are local or
group. Ask the students students to form words foreign in origin.
to identify and name the out of the given letters Ex. Coke, Tira- tira,
origin of the given until they guess the Sinukmani/ka kanin,
portraits. Assign student exact word. Ferrero, Nutella etc.
to share their output in
class. Ex. RIESWJELE,
BSTAKES, ESLTCHO,
OTAOTT etc.
C. Presenting Examples/Instances of The teacher will present
the Lesson different arts and crafts
to the class through a
short video clip. (Note:
The teacher can also
present samples through
printed pictures.)
Luzon (e.g., papier
mâché [taka] from Paete,
Ifugao wood sculptures
[bul’ul], Cordillera jewelry
and pottery, tattoo, and
Ilocos weaving and
pottery [burnay], etc.)
The teacher will ask
the following questions:
 Name different
arts and crafts
coming from
different places
in Luzon.
 Describe their
physical
features,
attributes and
use.
D. Discussing New Concepts and The teacher will
Practicing New Skills #1 discuss the arts and
crafts of Luzon
(Highlands and
Lowlands).
The teacher will assign The teacher will
different arts and crafts present different arts
per group. and crafts with internal
and external influence
Guide questions: through lip reading.
 What particular
mood, idea or The teacher will ask a
even message volunteer to say the
do you see word without any
sound and ask the
coming from the
object? class to guess the
 How does this word.
art/craft work?
What are the Ex. Kiping, Ikat,
elements and Gaddang etc.
principles
exercised Ask the students to
differently in identify its characteristic
your object? s and origin.
The group will assign
one of the group
members to share
his/her answers to the
class.
(Note: Teacher can
highlight the arts and
crafts of their respective
province or city.)
The teacher will The teacher will discuss
discuss the mood, and trace the external
idea, or message (foreign) and internal
emanating from (indigenous) influences
selected artifacts and reflected in the designs
art objects. of highlands and
lowlands artworks.
Ex. Gaddang cloth of

E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Nueva Ecija, Vakul of
Batanes,Tattoo of
Cordillera, Kiping of
Pahiyas Festival,
Higantes of Angono
Rizal, Tinii in Kawit,
Cavite, etc.
The teacher will The teacher will discuss
discuss the elements the artifacts and art
and principles present objects of highlands and
in the given examples. lowlands in terms of
their uses and their
distinct use of art
elements and principles.
The students will name The teacher will display “Table Completion”
the given arts and other arts and crafts of
crafts, their Luzon. Allow the The students will fill out
characteristics, students to have at least information concerning
elements and principles a minute to reflect on the internal and external
that they observe. the given example. factors that contribute to
the development of
Ex. Ilocos-Inabel Cloth The students will be selected artworks in
Ifugao-Tattoo Lumban- asked to create and highlands and lowlands.
Embroidery Paete-Paper incorporate the
Mache Cordillera-Ikat design, form and spirit
cloth of highlands and
lowlands to their own
Note: Teachers can artwork.
use their own local
arts and crafts as an The teacher will
example. explain and
demonstrate the
process of their
activity.
Suggested output:
 Pottery
products
using clay
  Tattoo
designs
using Pen
 Embroidery
using a piece of
cloth or
handkerchief
G. Finding Practical Applications of The teacher will ask Based on the output of The teacher will
Concepts and Skills in Daily Living the following the students, ask three distribute a piece of
questions: volunteers to share paper to the class.
 As a student, his/her work to the Ask the students to fill
how can you class. the empty space on the
help in the sheets of papers
preservation of Let the student answer posted on the board.
arts and crafts the following
of Luzon? questions: The teacher will ask
 As a student 1. What do you the following
and a member think is the questions:
of the message or  Were you able to
community, in mood that your gross your part to
what ways can artwork has? fill up the spaces?
you promote 2. Were you able  What did you feel
the value of to appreciate after doing the
Luzon arts and the arts and task?
crafts to your crafts of Luzon  As a student, do
fellow students? after your you think taking
activity? In part on a task can
what ways? make a difference ?
Were you able
to incorporate
the designs of
Luzon and
come up with
your own
touch using
the elements
and principles
of art?
3. As a student,
how will you

H. Making Generalizations and
Abstractions about the Lesson
develop a sense
of appreciation
to one’s work?
The teacher will Connecting People The teacher will display
present different pictures of different
pictures of arts and The teacher will start highlands and lowlands
crafts in Luzon in a the activity by saying a influenced by internal
collage form. word. and external factors.

Let the students analyze Students will use the The teacher will ask
and understand the word to compose a the students:
given subject. sentence relative to 1. What do you
the previous think is the
The teacher will ask discussion. significance
the following He/she will share brought by
questions: his/her answer to the different internal
 What are the class. and external
characteristics factors to the
of Luzon’s At the end, the teacher developm ent of
arts and will ask one volunteer to different arts and
crafts? summarize the ideas crafts of Luzon?
 What are the brought out from the
elements and activity.
principles
visible to their
crafts?
I. Evaluating Learning Analyze and write Identify the Write I if the given
down the elements word described art/craft has been
and principles visible in each influenced by internal
to the following: statement. factors and E for
 Bobo and  The element
external factors.
Suklang refers to
1. Ikat Cloth
 Giant Lanterns distance
 Ling-ling O between
2. Bakwat
 Kadangyan Cloth objects in 3. Kiping
 Barong artwork. 4. Moriones
 A principle of 5. Higantes
art that has
something to
do with size
 and scale.
 This element
can be formed
through
continues dots.
 This principle
of art
creates a
picture of
imaginative
images.
This refers
to the
brightness
and
lightness of
a color.

J. Additional Activities for Application Name 2 arts/crafts Define the following Make a list of other In 3-5 sentences. How
or Remediation for the following elements and highlands and lowlands will you described and
places. principles and arts/crafts. Identify the explain the contribution
1. Batangas explain how it works in elements and principles
of the internal and
2. Cordillera an artwork. present in given
examples. external factors to the
3. Laguna 1. Lines arts and crafts of
4. Nueva Ecija 2. Color
Luzon.
5. Ilocos 3. Shape
4. Proportion
5. Space
Ask the students to Bring art materials Identify the use of the
practice drawing tomorrow. following arts and crafts.
different kinds of lines in  Pencil 1. Tattoo
a bond paper. Divide the  Crayons Colored 2. Vakul
paper into four equal paper 3. Balisong
parts.  Oslo or Bond 4. Singkaban
Make use of paper 5. Taka
different kinds  Scissors
for each box.  Ruler
Horizontal, vertical,
diagonal and curved
K. Assignment lines.
 IV.REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 work
well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?

Prepared By: Checked By:

`
EDISON J. PALACPAC GRACE F. CASTAÑEDA
Teacher I Principal II-SHS