DAILY LESSON LOG

School
MONDAY Mariano Marcos Memorial High School
TUESDAY WEDNESDAY Grade Level THURSDAY 10 FRIDAY
GRADE 10
SY 2019-2020 Teacher Mrs. Queency Macalindong Learning Area Theater Arts
Date: July 1, 2019 Date: July 2, 2019 Date: July 3, 2019 Date: July 4, 2019 Pre-Test Date: July 5, 2019 Pre-Test
Teaching Dates and Time July 1-5, 2019 2:00- 3:30 pm Quarter 1st
I. OBJECTIVES 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 activities may be done for developing content
knowledge and competencies. These are assessed 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.
A. Content Standards Demonstrate understanding of theater and its Demonstrate understanding of theater and its Demonstrate understanding of theater and its
application in the contemporary world for application in the contemporary world for social application in the contemporary world for social
social transformation through the principles transformation through the principles of play transformation through the principles of play
of play directing. directing. directing.
B. Performance Standards Produce a play using applications of theater Produce a play using applications of theater and Produce a play using applications of theater and
and drama for different developmental goals drama for different developmental goals in society drama for different developmental goals in
in society with emphasis on the role of the with emphasis on the role of the director and society with emphasis on the role of the director
director and different artistic tasks in a different artistic tasks in a production. and different artistic tasks in a production.
production.
C. Learning Competencies / 1. Present theatrical examples and 1. Present theatrical examples and 1. Present theatrical examples and
Objectives illustrations on theater for illustrations on theater for various illustrations on theater for various
(Write the LC code for each) various developmental messages developmental messages developmental messages
SPA_TATST10-Ib-i2 SPA_TATST10-Ib-i2 SPA_TATST10-Ib-i2
II. CONTENT 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.

IV. LEARNING RESOURCES List 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 manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development.
A. References
1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resources (LR)
portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Encyclopaedia Britannica Encyclopaedia Britannica Encyclopaedia Britannica
Google Articles Google Articles Google Articles
Yahoo Articles Yahoo Articles Yahoo Articles
Wikipedia Wikipedia Wikipedia
These steps should be done across the weeks. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the student which you can infer from formulate 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.
Review of the previous lesson: Performance of Review of the previous lesson: Evaluation of the Review of the previous lesson: Parts of the Stage
Speech Choir Performance and Positions
Do Not Weep On My Grave-John Kelly (Direction: Blockings)
Evaluation of the Performance Parts of the Stage and Positions Theater Production Roles
(Direction: Blockings) (Director to Actors/Managers/Staff)

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
 The director usually
determines blocking during rehearsal, telling
actors where they should move for the proper
dramatic effect, ensure sight lines for the
audience and work with the lighting design of
the scene.
Enumerating instances of mistaken blocking
which affected the presentation.
How to avoid flaws or how to deal with flaws on
stage.
Moving to or from different parts of a stage results
in more powerful or less powerful movements. A
movement that approaches the audience expresses
power, while a movement away from the audience
expresses weakness.
Reflecting the authentic behavior of the characters
– a character’s movements can reveal just as much
and sometimes more than his or her words do.
Giving the focus to certain characters at appropriate
moments (helping the audience know where to
look).
Every production relies on a small army of people
who, although they don't appear on stage, are
every bit as important to the success of the
production as the cast.
Importance of Different Roles in Theater
Productions
Identifying roles and responsibilities.
 F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
VI. REMARKS
VII. 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?
Follow the sequence of blockings assigned in a
particular line.
Learn from the mistake and make sure to use it
as an example to avoid future flaws.
Identifying ones’ mistake and how did the
learner deal with it.
Discussing rubrics for a performance.
Search for the parts of stage.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so
1 1
None
Cooperative Learning suits the learners
especially in the subject “Theater Arts” which
requires participation from the learners.
Usage of Curriculum Guide
Allowing the audience to see what they are
supposed to see and not what is meant to be
hidden – either as part of the play or an accidental
peek backstage.
Movement must be simplified.
While action in real life is often complex and
detailed, art must be more selective if it is to
communicate.
An actor must use only carefully chosen movement
that quickly and clearly conveys the idea.
Creating effective stage pictures – strong, pleasing,
and horrific – that convey the meanings and moods
of the play.
Activity: Modeling on Stage (To check the learner
understands about stage positions.)
Illustrate/draft stage positions and parts.
when you meet them, you can ask them relevant questions.
None
Cooperative Learning suits the learners especially
in the subject “Theater Arts” which requires
participation from the learners.
Usage of Curriculum Guide
A theater production is a cooperative effort. There
are three stages: pre-production, production and
post-production. Some positions are active
throughout this process and some are active for
certain parts of it.
Roles & Responsibilities enables effective
communications between the various groups,
facilitating the full integration of the department
and organization.
Describe play production experience including
assigned task.
Citing situations and identifying the role
responsible for the action.
Illustrate theater production chart.
.
1
None
Cooperative Learning suits the learners especially
in the subject “Theater Arts” which requires
participation from the learners.
Usage of Curriculum Guide