DAILY School DR. PABLITO V. MENDOZA SR.

HIGH SCHOOL Grade Level SEVEN

LESSO Teacher ANNA MAE D. SANTOS Learning Area MAPEH
N Teaching Week Week 4/ March 6-10, 2023 Quarter THIRD
LOG

DAY 1 DAY 2 DAY 3 DAY 4

Date March 6, 2023 March 7, 2023 March 8, 2023 March 9/10, 2023
I. OBJECTIVES
A. Content Standards The learner...
1. art elements and processes by synthesizing and applying prior knowledge and skills
2. the salient features of the arts of Mindanao by showing the relationship of the elements of art and processes among culturally diverse communities in the country
3. the Philippines as having a rich artistic and cultural tradition from precolonial to present times
B. Performance Standards The learner...
1. create artworks showing the characteristic elements of the arts of Mindanao
2. exhibit completed artworks for appreciation and critiquing
C. Learning Competencies/ 1. analyzes elements and principles of art in the production one’s arts and crafts inspired by the arts of Mindanao Answer 80% of the assessment correctly
Objectives 2. identifies characteristics of arts and crafts in specific areas in Mindanao (e.g., maritime vessel [balanghay] from Butuan,
vinta from Zamboanga; Maranao’s malong, brasswares, okir, panolong, torogan, and sarimanok; Yakan’s fabric and face
makeup and body ornamentation; T’boli’s tinalak and accessories; Tawi-tawi’s Pangalaydance, etc.
II. CONTENT THE UNIQUE IDENTITY OF THE SOUTH
T’NALAK DESIGN SUMMATIVE TEST
(Arts and Crafts of Mindanao)
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide Pages 228-232

2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
Ask students some pre-assessment
questions to test what they already
know about the concepts covered by
the lesson.
Review their pre-assessment test
Recall the traditional clothing of B’laan The different ethno-linguistic groups of Recall the rules to be observed in taking
and Bagobo tribe. Mindanao have distinct cultures and summative test.
traditions as displayed in their arts and
1. What is the most common material crafts. Their art forms can be easily
used by the ethno linguistic groups in recognized through the use of
Mindanao for weaving cloth. different materials, patterns, colors
2. On what part of Mindanao does and design motifs.
B’laan came from? How about Bagobo?
3. What do you call to the process of
dyeing the fabric where the yarns are
tightly with strings and dyed before
weaving?
Activity: Gibberish Word
lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
F. Developing Mastery
answers.
Activity: JUNGLE BOX
Ask students to look for the 10 words
related to the arts and crafts of
Mindanao inside the puzzle and write
them inside the given box.
Ask student questions:
1. Are you that familiar with the words
you have found in the previous
activity?
2. Have you seen actual objects or
examples of the words you listed? How
do you think they are they used in real
life?
Discuss the characteristics of arts and
crafts in specific areas in Mindanao and
discovered their unique and peculiar
arts and crafts.
Attire, Textiles and Tapestries
1. B’laan Cloting
2. Bagobos’ Traditional Clothing
1. Tea + Ball + Letter E = T’Boli
2. Mars + Run + How? = Maranao
3. Yuck emoji + Ants = Yakans
Let the student design and create a Ask the students to explain the saying
textile pattern that represents an “Honesty is the best policy”
image from their dream that imitate
the T’nalak design.
Discuss the attire, textiles and Let the student discuss their artwork in Summative Test proper
tapestries of T’Boli Clothing, Maranao a group and present it as if it is a part
Clothing and Yakan’s Traditional of their attire.
Clothing.
Activity: WRITE it RIGHT!
Let the student identify and encircle
the words that make the statement
incorrect. Then, write the accurate
words inside the text box to make the
statements correct.
Example:
Maranao 1. T’boli women usually use
malong as as skirt, a dress, a blouse or

G. Finding practical applications of
concepts & skills in daily living
H. Making generalizations &
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for application
or remediation
V. REMARKS
Brief reflection about the Traditional
Clothings of B’laan and Bagobo.
Formative Assessment. 5-item quiz
a gown.
Brief reflection about the Traditional
Clothings of T’Boli, Maranao and
Yakans.
Formative Assessment. 5-item quiz Criteria: Checking of the assessment
Craftsmanship/ Skill Consistency –
10pts.
Originality/Creativity – 10pts.
Effort and Perseverance – 10pts
Total = 30pts.
Assignment:
Bring the following materials…
- Long oslo paper
- Pencil
- Marker
- Any coloring materials

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation 7-Sapphire; 7-Pearl; 7-Emerald; 7-Sapphire; 7-Pearl; 7-Emerald; 7-Sapphire; 7-Pearl; 7-Emerald; 7-Sapphire; 7-Pearl; 7-Emerald;
7-Amethyst; 7-Ruby 7-Amethyst; 7-Ruby 7-Amethyst; 7-Ruby 7-Amethyst; 7-Ruby

B. No. of learners who require additional

activities for remediation who scored
below 80%
C. Did the remedial lesson work? No. of
learners who 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 and checked by: Noted:

ANNA MAE D. SANTOS BRENDA ‘LEA A. CARANTO, PhD.
Grade 7, MAPEH Teacher Principal I
MAPEH Coordinator