SCHOOL STA.

CRUZ SOUTH HIGH SCHOOL SUBJECT MAPEH 9

GRADES 1 to 12 TEACHER BEANILA B. GALLARDO GRADE 9
DAILY LESSON
LOG DATE & TIME SEPTEMBER 19-23, 2022 SEMESTER/QUARTER FIRST QUATER
(7:30-8:30 AM CICERO & 8:30-9:30 AM
EDISON)

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY

A. Content Standard • art elements and processes by synthesizing and applying prior knowledge and skills
• the arts as integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/
occurrences, and other external phenomena
B. Performance Standard The learners...

• performs / participates competently in a presentation of a creative impression (verbal/nonverbal) of a particular artistic period
• recognizes the difference and uniqueness of the art styles of the different periods (techniques, process, elements, and principles of art)
C. Learning
Competencies/
Objectives
Write the LC code for
each
II.CONTENT Ancient Art II. Classical Art II. Classical Art
II. Classical Art
2. Egyptian Art 3. Greek Art
4. Roman Art
1. Prehistoric Art
III. LEARNING
RESOURCES
A. References Perez, A., M., Santos., A., E., P., and Santarin., J., V., et. al. (2006). ACTIVE MAPEH III. Activity-Based and
Intergrative Worktext in Music, Arts, Physical Education and Health for High School Students. Manila. Magallanes
Publishing House

Perez, V., V., Luna, L., N., and Tomas C., E., et. al. (2004). MAPEH-CAT IV. Music, Art, Physical Education, and
Health-Citizenship Advancement Training. Quezon City. St. Bernadette Publishing House Corporation

Perez, V., V., Luna, L., N., and Tomas C., E., (2004). MAPEH III. Music, Art, Physical Education, and Health.Quezon
City. St. Bernadette Publishing House Corporation

Santiago G., B., Defensor, M., D., and Vergara, L., A., et. al. (2004). MAPEH III. A Worktext in Music, Arts, Physical
Education and Health. Manila. St. Agustine Publications, Inc.
1.Teacher’s Guide pages p 179, p 190, pp 196-197 pp. 180-181, pp 191-192, pp 197-198 pp.181-184, p 192, pp 198-199 pp.184-185, pp 192-193, p

2.Learner’s Material pp 141-142 , p 153, pp 159-160
Pages
3.Textbook Pages
4. Additional Materials https://www.youtube.com/wat
from Learning Resource ch?v=84gTmKwL8KQ
LR Portal https://www.youtube.com/wat
ch?v=oZOsR0TzbJ8
http://www.thesmartteacher.c
om/exchange/resource/872/Ca
ve_Art_is...Rock_Art_Is
B. Other Learning
Resources
IV.PROCEDURES
A. Reviewing previous
THE EVOLUTION OF ARTS
Lesson or Presenting a
The teacher will present the
new lesson
lesson using an animation
about a cave drawing that
comes to life, and travels
through famous art pieces
throughout time.
https://www.youtube.com/w
atch?v=84gTmKwL8KQ
The teacher will ask the
students:
What is the idea/ story
behind the video?
How did the story of the
cave drawing start and end?
5mins
B. Establishing a Purpose Using a time line graph
for the Lesson (see pp 140-141 LM MAPEH
Arts 9) from Ancient Art to
Medieval Art Period and
pictures as representation of
Art forms let the students
classify the following images
into their respective periods.
199
p 143 p 154, pp 161-162 p 143 p 154, pp 161-162 pp 147-149, p 156, p 164
https://www.youtube.com/watch? https://www.youtube.com/ https://www.youtube.com/
v=YKX-Rjb4rag watch?v=YKX-Rjb4rag watch?v=YKX-Rjb4rag
http://www.historyforkids.net/roman- http://www.historyforkids.net/ http://www.historyforkids.net/
art.html roman-art.html roman-art.html
LUCKY 7 The teacher will ask
STUDENT GENERATED the following questions
QUIZ Bee 1. What is the
The teacher will ask a method of painting
POP UP MINDS
question about the previous water based
Teacher will asked the
topic Pre-historic Art, a pigments on a
students
student who will answer the freshly applied
What are the words that
question correctly will be plaster?
spring to your mind when
the first and the same Ans. FRESCO
you hear “ANCIENT
student to ask questions to 2. What is Pelike?
EGYPTIAN ARTWORKS”
challenge his or her Ans. Wine
Possible answers;
classmates. The LUCKY 7 container
Pyramid, symbols,
student Generated Quizbee 3. what are the three
Hieroglyphics, Tomb, etc.
will continue until the greek collumns?
5mins
seventh student answer the Ans. DORIC,
question correctly IONIC,
(questions to be asked are CORINTHIAN
based on their assignment) 5mins
Hieroglyphs The teacher will play a video The teacher will show a
Students will write their about GREEK ARTS picture of The Coliseum.
own name using the https://www.youtube.com/w Ask the students about
hieroglyph alphabet. atch?v=YKX-Rjb4rag the significance of the
Remember that the Coliseum in the western
Ancient Egyptians history.
sometimes wrote in 5mins
different directions.
 (see attached activity)
Asked the students the
following questions:
1. What is hyroglipics? The teacher will ask this
Ask the students the
2. What could be the question;
following questions:
idea of Ancient What is the video all about?
1. How did you classify
Egyptians about this How can Greek artworks be
the different artworks
way of writting? used to derive the
into their respective
10 mins traditions/history of
periods?
Classical Period?
2. What was your basis
10mins
of classification?
5mins

C. Presenting
examples/instances of the
new lesson NATURALISM

CONCEPT STORY TELLING

The teacher will show a MAPPING The teacher will story tell
picture of a pyramid
The teacher will locate the about Rome using the
The teacher following pictures
pictures to where it should
will collect
belong and present the topic  Head of Alexander
ideas to the students abou
for the day on PRE HISTORIC  The portonacio
the word NATURALISM
ARTS Sarchophagus
After collecting ideas
And ask this question: How present the lesson by  The Colosseum
do pyramids help us stating; 5mins
understand about life in “Greek style was a taste
Ancient Egypt? of Western Realism or
5mins NATURALISM”
5mins
D. Discussing new
concepts and practicing The teacher will discuss
new skills #1 the following prehistoric
art:
 Painting
 Sculpture
 architecture
E. Discussing new Gallery walk
concepts and practicing Students will explore
new skills #2 multiple texts or images
that are placed outside the
room. The teacher will also
discuss the lesson (Pre
historic paintings, sculpture
and architecture) and
facilitate the learning
process.
10mins
F. Developing mastery ACTIVITY TIME:
(Leads to Formative Analyzing Primary Source
Assessment) The teacher will group the
students into 5 and provide
different pictures of pre
historic arts. Members of the
group will answer the
following questions
individually. Their leader will
collect best answers and
chose a representative to
discuss.
1. Describe the picture
2. What do you think is
the message of the artifact?
3. Is this artifact
significant? Why? Or
why not?
20min
The teacher will discuss the
The teacher will present the following: Using a video clip the
following through pictures: Greek painting teacher will discuss the
Roman Art
 Egyptian painting  Fresco
https://www.youtube.co
 Hieroglyphics  Encaustic
m/watch?v=RM2D7iJHW
 Pyramid of Giza  Vase painting XQ
20 minutes Greek architecture 15 minutes
15 minutes
The teacher will
differentiate Greek orders of
the GREEK ARCHITECTURE
by drawing images on
the board using the
following descriptions
DORIC- simplest
IONIC- scroll
CORINTHIAN- encantus
leaves
5mins
Fill in the box with the Let’s play The teacher will group
characteristics and function DRAW IT? GOT IT? the students into 3 and
that would best describe the painting, The class will be divided will be asked to compare
sculpture and into two (ex. GIRLS vs. and contrast paintings of
architecture of Ancient Egypt BOYS) Each group will chose a different periods, sculptures and
Ancient Egypt member to pick an Egyptian architectures using the
PAINTINGS art work and draw it on the following indicators:
CHARAC FUNCTION board their remaining group  Name of the
TERISTIC S members will guess the paintin(sculpture
S word by analyzing each or architecture)
element presented. The  Period and era
group will decide for their when it was
SCULPTURES
best answer. If they got it created
CHARAC FUNCTION wrong, the other group may  Material used
TERISTIC S answer it. It will be done  Use of elements
S simultaneously. Until the of arts
best group got 3 correct  Distinctive
ARCHITECTURE answer. If it ties at 3 points, characteristics
CHARAC FUNCTION the teacher will draw tie 15mins
TERISTIC S breaking picture.
S
PELIKE MYRON
 LEKANIS DORIC
LEBES GAMIKOS IONIC
CORINTHIAN PARTHENON
10mins

G. Finding Practical DRAW YOUR ANSWER

application and concepts The students will answer this
and skills in Daily Living question by drawing his or her
idea on the board.
What are the implications of
Ancient art in the modern
society?
(or emoticons about the
emotion that can be derived
from the art works)
5mins
H. Making The teacher will ask the
generalizations and
following questions:
abstraction about the
 What are the
lesson
characteristics and
elements of arts that
make the following
archaeological
discoveries effective
artwork?
 What are the
noticeable influences of
Ancient art to the
modern world?
5mins
I. Evaluating Learning The teacher will collect the
students’ individual papers
in the activity
Analyzing Primary
source.
The teacher will score their
answers using this rubrics
Focus and details 5pts
Word choice 3pts
Grammar 2pts
Teacher will ask the students to
relate Egyptian art work to
some Philippine artworks.
5mins
FREEDOM WALL
Students will be grouped
into 3. PAINTING,
SCULPTURE and
ARCHIRECTURE
Members of the group will
be asked to write word or
phrase in a cartolina
/manila paper to be posted on the
board . These are words that they can
still remember, they can
relate to, or words and
phrase to describe Egyptian
Artworks.
10 mins
Identify the following:
 The most substantial
ancient structure of
the world
 Egyptian tomb in the
form of flat roofed
rectangular structure
 A system of writing
using picture symbols
The teacher will ask the
The teacher will ask the
students to name at least 3
students:
establishments here in the
What is the greatest
Philippines with a touch of
contribution of Roman
Greek architecture.
Arts to the modern world?
5mins
The teacher will ask the
following question
 What are the use or
function of Greek The students will recite
artworks ? functions of Roman
 How does Greek paintings, sculpture and
architecture differ architecture.
from the Ancient
Artworks
5 mins
Identify 5 elements or Answer this question:
characteristic of arts that How does the sculpture
make GREEK ART visually of Rome, “The
unique. Portonacio Sarcophagu”s
5 mins differ from Myron of
Greece
 used in ancient Egypt
 A large vault used for
burying dead
 Smallest pyramid in
the pyramid of Giza

J. Additional Activities In a short bond paper Draw Student will write an

for Application or a house using the 3 Greek essay about the
Do attached worksheet Do attached worksheet
remediation columns identify the evolution of arts from
CAVE ART IS... Ancient Civilization
columns and write the Ancient period to
difference of the following. classical period
K. Assignments The teacher will ask
the following questions
1. What is the
method of painting
POP UP MINDS
water based
Teacher will asked the
pigments on a
students
freshly applied
What are the words that
plaster?
Question and answer. spring to your mind when
Ans. FRESCO
Create 3 questions about the you hear “ANCIENT
2. What is Pelike?
topic and provide answer. EGYPTIAN ARTWORKS”
Ans. Wine
Possible answers;
container
Pyramid, symbols,
3. what are the three
Hieroglyphics, Tomb, etc.
greek collumns?
5mins
Ans. DORIC,
IONIC,
CORINTHIAN
5mins
V.REMARKS
VI.REFLECTION
A.No. of Learners who
earned 80% in the
formative assessment
B.No. of learners who
require additional
activities for remediation
C. Did the remedial
lesson work?
D.o. of learners who have
caught up the lesson
E. Which of my teaching
strategies work well?
Why did this work?
F. What difficulties do I
encounter which my
Principal or supervisor
help me solve?
G. What innovation or
materials did I used/
discover which I want to
share with another
teacher?

Prepared by: Checked by: Noted by:

BEANILA B. GALLARDO CLARISSA V. MADAMBA RUSSEL M. ELGINCOLIN
Teacher I Master Teacher I Principal II