DAILY LESSON PLAN (DLL)

MAPEH 8

SCHOOL TAMBANGAN NATIONAL HIGH GRADE/ Grade 8

SCHOOL SECTION
TEACHER
SUBJECT ARTS

DATE QUARTER SECOND

I. OBJECTIVES
1. art elements and processes by synthesizing and applying prior
knowledge and skills
2. the salient features of the arts of East Asia by showing the
A. Content Standard relationship of the elements of art and processes among culturally
diverse communities in the region
3. East Asian countries as having a rich artistic and
cultural tradition from prehistoric to present times
1. create artworks showing the characteristic elements of the
B. Performance Standards arts of East Asia
2. exhibit completed artworks for appreciation and critiquing
Incorporate the design, form and spirit of East Asian artifacts and
objects to one’s creation
Design, Form and Spirit of East Asian Artifacts and Objects
II. CONTENT

III. LEARNING
RESOURCES
A. References
There is no Teachers Guide used.
1. Teacher’s Guide Pages

2. Learner’s Material Pages

There is no Textbook Used in the discussions
3. Textbook Pages
4. Additional Materials from There is no additional Materials from Learning Resource used
Learning Resources
IV. PROCEDURES
 Reviewing previous Determine some elements applied on Japanese, Korean and Chinese
lesson or presenting the Arts
 new lesson
At the end of the lesson the students are expected to:
 Establishing a purpose for
Incorporate the design, form and spirit of East Asian artifacts and
the lesson
objects to one’s creation
Activity 1: Scrambled Words

Directions. Arrange the following letters to reveal the hidden word.

Write your answers on your answer sheet.
 Presenting examples/
instances of the new
1. LAMIS:________________
lesson
2. MDSIIUHN:________________
3. PLUCSREUT:________________
4. BUDDMISH:________________
5. SEATTHOUS:________________
The teacher will discuss the following concepts:
 Discussing new concepts
1. Arts of China
and practicing new skills
2. Japanese Arts
#1
3. Korean Arts
 Activity 1:

A. Directions. Match Column A with Column B. Write the letter of the

correct answer on a separate sheet.

 Discussing new concepts

and practicing new skills
#2

Activity 2:
Directions. Write T if the statement is True, F if it is false and
underline the word that makes it wrong and write the correct answer.
Write your answers on a separate sheet.

 Developing mastery 1. Chinese visual art is considered distinctive because of its strong
(leads to Formative linear focus.
Assessment 3) 2. Kabuki does not show the role of actors through facial expression.
3. Japanese uses mask for theatre plays during prehistoric age.
4. Japanese woodcuts are produced in either monochrome or color.
5. The main subject of a landscape painting is not the natural
environment; figures are neither absent nor of minor prominence.

 Finding practical Activity 3:

application of concepts Directions. Fill in the blanks with the correct answer/s taken from the
and skills in daily living word pool. Write your answers on a separate sheet of paper

 Making generalizations
and abstractions about the
lesson
 Evaluating learning
1. Landscape painting was regarded as the highest form of
_______________.
2. A _______________ is an assembled or joined aircraft that was
traditionally made of silk or paper with a bowline and a resilient
bamboo.
3. Korean masks, called _______________, originated with religious
meaning just like the masks of other countries which also have
religious or artistic origins. Korea has a rich history of masks.
4. In Japan, knot tying is called _______________. It emphasizes on
braids and focuses on Individual knots.
5. Masks were also used for _______________ rites and were kept
within temples where they were honored with offerings.
What I have learned today? ________________________________
Activity 1: Kite Making
Chinese kite making spread all over the centuries in many different
countries in the world thus influencing those countries to make their
own version of kites.
Directions. Based from what you have learned in Chinese Kite Making,
assemble your own kite using local materials such as thread,
cellophanes, broom stick or bamboo stick, rubber bands and
string/nylon. Follow the procedures provided below.
 Activity: Paint me a bird-flower!

Directions. Using the materials listed below, make a bird-flower

painting that is based from your local scenery. Be sure to follow the
rubrics below as your guide in doing the task.

Materials:

• ¼ cardboard or any available material that can be used in painting

 Additional activities for • pencil
application or • brush
remediation • any coloring material (water color/paint)
 V. REMARKS

VI. VI. REFLECTION

A. No. of learners who earned

80% on the formative
assessment.
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?

Prepared by:
MA. KATHLEEN E. JOGNO
SST-I

Noted:
RAMER M. MANSALAPUS
TIC