Grade 10 - Arts (Fourth Quarter)

DAILY
LESSON PLAN
IN ARTS 10
(Fourth Quarter)
DAILY LESSON PLAN DEVELOPMENT TEAM
Division: Tabaco City Division EPS: MARIA TERESA P. BORBOR

Grade level: Grade 10 Subject Area: Arts (Fourth Quarter)
Team Member Role in the DLP Development

FRANK A. BELBES
STEPHANIE JOY LOTERTE Writers
DANILO FRANDO
JOAN S. BARALLAS
Language Editors
EVA EDNA B. CARINAN
HENY RAY B. DAET
RICKY ESQUIVEL Illustrators
LEO GILE
RAQUEL A. LLOSAS
CATHERINE C. TINO
STEPHANIE JOY LOTERTE Validators
MELODY B. BORBOR
MARIA TERESA P. BORBOR
MARIA TERESA P. BORBOR Editor/ Consultant
ISIDORE K. ALMIÑE Layout Artist
ii
Region V/Daily Lesson Plan/2019-2020
TABLE OF CONTENTS
Grade 10 - Arts
(Fourth Quarter)
Week No Learning Competency Page

Week 1 Explains how an idea or theme is communicated in a
selected performance through the integration of
musical sounds, songs, dialogue, and dance.
A10EL-IVb-4
Analyzes examples of plays based on theatrical
forms, and elements of art as applied to performance.
A10EL-IVa-2
Illustrates how the different elements are used to
communicate the meaning.
A10EL-IVc-3
Idefines the uniqueness of each original
performance.
A10PL-IVh-1 1
Week 2 Explains how an idea or theme is communicated in a
selected performance through the integration of
musical sounds, songs, dialogue,.
A10EL-IVb-4
Analyzes examples of plays based on theatrical
A10EL-IVa-2
Illustrates how the different elements are used to
A10EL-IVc-3
Defines the uniqueness of each original performance.
A10PL-IVh-1 4
Week 3 Design with a group the visual components of a
school play (stage design, costume, props,etc)
A10PR-IVe-1
Assumes the role of a character as an
actor/performance, or production staff (director,
choreography, light designer, stage manager)
A10PR-IVh-2
Analyzes the uniqueness of the group that was given
recognition for its performance and explain what
component contributed to its selection
A10PR-IVh-3
Choreographs the movements and gestures needed
in the effective delivery of an original performance
with the use of media
A10PR-IVf-g-5 7
iii
Week 4 Assumes the role of a character as an
A10PR-IVh-2
Contributes to the conceptualization of an original
performance
A10PR-IVd-4
A10PR-IVf-g-5 10
Week 5 Contributes to the conceptualization of an original
performance
A10PR-IVd-4
Assumes the role of a character as an
actor/performer, or production staff (director,
choreographer, light designer, stage manager
A10PR-IVh-2 13
Week 6,7&8 Assumes the role of a character as an
A10PR-IVh-2
performance
A10PR-IVd-4
A10PR-IVf-g-5 17
Week 9 Assumes the role of a character as an
A10PR-IVh-2
performance
A10PR-IVd-4
A10PR-IVf-g-5
Improvises accompanying sound and rhythm needed
with the use of different media
A10PR-IVf-g-6 20
iv
Daily Lesson Plan in Arts
Grade 10
Quarter Fourth Week 1
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of…
1. how theatrical elements (sound, music, gesture,
movement, and costume) affect the creation and
communication of meaning in a theater
play/performance incorporated with media.
2. theater and performance as a synthesis of arts.
B. Performance The learner…
Standards 1. creates appropriate costumes, props, set
accessories, improvised lighting, and other décor for
Philippine plays.
2. creates/improvises appropriate sound, music,
gesture, and movements for a chosen theatrical
composition. creates artworks using available media
and natural resources on local topics, issues, and
concerns such as environmental advocacies,
ecotourism, and economic and livelihood projects.
3. participates in an original performance inspired by
local Philippine stories, myths and events relevant to
current issues.
C. Learning The learner…
Competencies/Obje 1. explains how an idea or theme is communicated in a
ctives selected performance through the integration of musical
(Write the LC Code sounds, songs, dialogue, and dance.
for each) A10EL-IVb-4
2. analyzes examples of plays based on theatrical
A10EL-IVa-2
3. illustrates how the different elements are used to
A10EL-IVc-3
4. defines the uniqueness of each original performance.
A10PL-IVh-1
II. CONTENT
ORIGINAL PERFORMANCE WITH THE USE OF
MEDIA
(PHILIPPINE THEATER PERFORMING GROUPS)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide HORIZONS (Music and Arts Appreciation for Young
pages Filipinos), Learner’s Material , pages 162-164
2. Learner’s HORIZONS (Music and Arts Appreciation for Young
Materials pages Filipinos), Learner’s Material , pages 304-308
3. Textbook pages
1
4. Additional Google
Materials
IV. PROCEDURES
A. Reviewing previous Activity: EXPRESS LINE
lesson or Instructions:
presenting the new 1. Post on the board a line from a famous movie.
lesson 2. Call a student to deliver the line the way the teacher
tells/her him to.
Example:
“Walang himala.” – Angry, Happy, Sad, Scared
“Akala mo lang wala, pero meron, meron, meron!”
- Crazy, Excited, Doubtful, No Emotions at all
(The teacher may use other famous lines from different
movies in the Philippines.)
B. Establishing a Ask:
purpose for the “How did you find the activity?”
lesson “What do you think is our lesson for today?”
C. Presenting 1. Let the students watch an excerpt of Noli Me
examples/instances Tangere; the Opera.
of the new lesson Suggested link:
https://youtu.be/rOgr6wmCuzM
2.Ask:
a. What form of art was shown in the video?
b. What are the theatrical elements present in it?
D. Discussing new Introduce to the class “Philippine Theater and
concepts and Performing Groups” through a PPT Presentation.
practicing new skills a) PETA
#1 b) Tanghalang Pilipino
c) Repertory Philippines
Reference: LM pages 304-308
Suggested links: (Sample videos of each Performing
Group.)
PETA’s “Haring Lear” – https://youtu.be/go8wzPtXvNO
Tanghalang Pilipino’s – “Ibalong”
https://youtu.be/mzrA9_JgfJk
Repertory Philippines – “Annie”
https://youtu.be/rVYxz8ABvnw
E. Discussing new
concepts and
practicing new skills
#2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical Ask:
application of Which of the theatrical performances of the discussed
concepts and skills performing groups can you relate to? Explain.
in daily living
2
H. Making Ask:
generalizations and What makes up a great theatrical performance?
abstractions about
the lesson
I. Evaluating learning Activity: Who’s Responsible?
Instructions:
1. Let the students identify the performing groups that
performed the different theatrical performances which
will be mentioned by the teacher.
2. The class shall express their answers through the
following:
laughing - PETA
crying - Tanghalang Pilipino
showing an angry face - Repertory Philippines
(Note: In case 80 percent of the class gets the correct
answer, proceed to the next theatrical performance.)
J. Additional activities
for application or
remediation
V. REMARKS
VI. 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?
3
Grade 10
I. OBJECTIVES
A. Content The learner demonstrates understanding of…
Standards 1. how theatrical elements (sound, music, gesture,
Standards 1. creates appropriate costumes, props, set
Philippine plays.
composition, creates artworks using available media
current issues.
Competencies/Objec 1. explains how an idea or theme is communicated in a
tives selected performance through the integration of
(Write the LC Code musical sounds, songs, dialogue,.
for each) A10EL-IVb-4
2. analyzes examples of plays based on theatrical
A10EL-IVa-2
3. illustrates how the different elements are used to
A10EL-IVc-3
4. defines the uniqueness of each original
performance.
A10PL-IVh-1
II. CONTENT
MEDIA
(PHILIPPINE THEATER PERFORMING GROUPS)
III. LEARNING
RESOURCES
B. References
1. Teacher’s Guide HORIZONS (Music and Arts Appreciation for Young
pages Filipinos),
Learner’s Material , pages 162-164
Materials pages Filipinos),
4
3. Textbook pages
Materials
IV. PROCEDURES
A. Reviewing Activity: DRESSING ROOM
previous lesson Instructions:
or presenting the 1. Divide the class into four groups.
new lesson 2. Each group shall portray a scene of a certain
theatrical play. The group should be able to dress up
and employ appropriate props out of the materials
available inside the classroom.
3. Each group leader shall do the drawing of lots to
know the theatrical play to be portrayed.
4. Each group shall be given 5 minutes to work on their
task.
purpose for the “How did you find the activity?”
lesson “What are the important elements of a theatrical
play present in the activity?”
C. Presenting Give the class 10 minutes to read on the following
examples/instances performing groups.
of the new lesson 1.Trumpets
2. New Voice Company
3. Philippine Opera Company
4. Theater Down South
D. Discussing new 1. Present excerpts of the following theatrical plays:
concepts and a.My Name is Rachel Corrie
practicing new skills b.The Princess and the Red Carp
#1 c. A Midsummer Night’s Dream
d. The Mikado
e. N.O.A.H.
f. Harana
2.The students shall identify the performing groups
who performed each theatrical play.
Note: The teacher may use another activity to check
the comprehension of the students on the topic.
(Note: If 80% of the class or more gets the correct
answers, move on to “finding practical application of
concepts and skills in daily living”.
If less than 80% of the class gets the correct answers,
proceed to “discussing new concepts and practicing
new skills #2”.)
E. Discussing new 1. Post the titles of the theatrical plays performed by
concepts and the different performing groups.
practicing new skills 2. Call a student to pick a number. Each number
#2 corresponds to a title of the theatrical plays posted on
the board.
5
3. The student must be able to identify the performing
group.
(Leads to Formative
Assessment 3)
application of Which of the theatrical performances of the discussed
concepts and skills performing groups can you relate to? Why?
in daily living
H. Making Ask:
generalizations and What makes up a great theatrical performance?
abstractions about
the lesson
I. Evaluating learning Please refer to the results of the activity under
“discussing new concepts and practicing new skills”.
J. Additional activities
for application or
remediation
V. REMARKS
VI. 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?
materials did I use/discover
which I wish to share with
other teachers?
6
Grade 10
I. OBJECTIVES
A. Content The learner demonstrates understanding of…

Standards 1. how theatrical elements (sound, music, gesture,
communication of meaning in a theater play/performance
incorporated with media.
Standards 1. creates appropriate costumes, props, set accessories,
improvised lighting, and other décor for Philippine plays.
2. creates/improvises appropriate sound, music, gesture, and
movements for a chosen theatrical composition, creates
artworks using available media and natural resources on local
topics, issues, and concerns such as environmental
advocacies, ecotourism, and economic and livelihood
projects.
3. participates in an original performance inspired by local
Philippine stories, myths and events relevant to current
issues.
Competencies/ 1.design with a group the visual components of a school play
Objectives (stage design, costume, props,etc)
(Write the LC A10PR-IVe-1
Code for each) 2. assumes the role of a character as an actor/performance,
or production staff (director, choreography, light designer,
stage manager)
A10PR-IVh-2
3. analyzes the uniqueness of the group that was given
recognition for its performance and explain what component
contributed to its selection
A10PR-IVh-3
4. choreographs the movements and gestures needed in the
effective delivery of an original performance with the use of
media
A10PR-IVf-g-5
II. CONTENT
ORIGINAL PERFORMANCE WITH THE USE OF MEDIA
(Roles in a Stage Production)
III. LEARNING
RESOURCES
A. References
1. Teacher’s HORIZONS (Music and Arts Appreciation for Young
Guide pages Filipinos), Learner’s Material , pages 162-164
Materials Filipinos), Learner’s Material , pages 312-315
7
pages
3. Textbook
pages
Materials
IV. PROCEDURES
A. Reviewing Activity: PAINT ME A PICTURE
previous lesson Instructions:
or presenting 1. Divide the class into four groups.
the new lesson 2. Let each group illustrate thru body gestures a scenario
dictated by the teacher.
3. Give the students a cue when to freeze and when to
move.
Suggested scenarios:
a. Farm Scene
b. Hospital Scene
c. Wedding
d. Funeral
purpose for the “What have you learned from the activity?”
lesson “What did you do to illustrate each scene properly?”
C. Presenting Ask:
examples/instan “What are the roles in a stage production?”
ces of the new
lesson
D. Discussing new 1. Using the same groupings, assign each group a role in a
concepts and stage production.
practicing new
skills #1 2. Each group shall be given 10 minutes to study their
assigned roles and three minutes to discuss them to the
class.
Suggested groupings:
Group 1 – Producer & Director
Group 2 – Playwright, Set Designer & Lighting Designer
Group 3 – Costume Designer, Sound Designer &
Production Manager
Group 4 – Technical Director, Choreographer & Make-up
Designer
E. Discussing new
concepts and
practicing new
skills #2
F. Developing
mastery
(Leads to
Formative
Assessment 3
8
application of Gauging your own skills, which role do you think fits you
concepts and best? Explain.
skills in daily
living
H. Making Refer to the questions found on the LM page 316 regarding
generalizations the roles in a stage production.
and abstractions
about the lesson
I. Evaluating The group presentation shall be graded based on the
learning following criteria.
Content - 8
Delivery - 4
Ensemble - 3
Total 15
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
below 80%
lesson
D. No. of learners who
continue to require
remediation
strategies worked well?
Why did these work?
encounter which my
principal or supervisor can
help me solve?
other teachers?
9
Grade 10
I. OBJECTIVES
1. how theatrical elements (sound, music,
gesture, movement, and costume) affect the
creation and communication of meaning in a
theater play/performance incorporated with
media.
2. theater and performance as a synthesis of
arts.
B. Performance Standards The learner…
1. creates appropriate costumes, props, set
accessories, improvised lighting, and other
décor for Philippine plays.
2. creates/improvises appropriate sound,
music, gesture, and movements for a chosen
theatrical composition, creates artworks using
available media and natural resources on local
topics, issues, and concerns such as
environmental advocacies, ecotourism, and
economic and livelihood projects.
3. participates in an original performance
inspired by local Philippine stories, myths and
events relevant to current issues.

Competencies/Objectives 1. assumes the role of a character as an
(Write the LC Code for each) actor/performance, or production staff (director,
A10PR-IVh-2
2. contributes to the conceptualization of an
original performance
A10PR-IVd-4
3. choreographs the movements and gestures
needed in the effective delivery of an original
performance with the use of media
A10PR-IVf-g-5
II. CONTENT
ORIGINAL PERFORMANCE WITH THE USE
OF MEDIA
(Preproduction)
III. LEARNING RESOURCES
B. References
1. Teacher’s Guide pages HORIZONS (Music and Arts Appreciation for
Young Filipinos) Learner’s Material , pages
162-164
10
2. Learner’s Materials pages HORIZONS (Music and Arts Appreciation for
Young Filipinos), Learner’s Material , pages
316
3. Textbook pages
4. Additional Materials Google
IV. PROCEDURES
A. Reviewing previous lesson or Activity: LIGHTS, CAMERA, ACTION!
presenting the new lesson Instructions:
1. Call volunteer students to act out certain
scenarios to be given to the class.
2. Give the students time to improvise the
scenes given to them.
3. Give a cue when to start the acting.
B. Establishing a purpose for the Ask:
lesson “Which do you find difficult to do, making a
script or acting on the spot?” Why?
C. Presenting 1.Ask:
examples/instances of the “Which of the following lines is better:
new lesson a. ‘Hindi na ako masaya!’, (aalis at
maglalakad palayo).
b. ‘Hindi na ako masaya!’, ang sigaw ni
Gina.
2. Discuss:
In writing a script for a play, it is important that
action is shown. In this case, the first line is
more appropriate in writing a script.
D. Discussing new concepts and ACTIVITY: Put Me into Words
practicing new skills #1 Instructions:
1. Let each group create a script on a given
scenario.
2. Allot 30 minutes for the scriptwriting.
3. Follow the same groupings in the first
activity.
4. Collect the outputs of each group.
Sample Scenario:
Jose is a victim of cyber-bullying. His friend,
Tony will help him cope with his issue.
(Note: Choose the best script and the winning
group will present it to the class the next day.)
E. Discussing new concepts and

practicing new skills #2
(Leads to Formative
Assessment 3)
G. Finding practical application of Ask:
concepts and skills in daily What is the importance of writing in dealing
living with current social issues?
11
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning The script of each group shall be graded
based on the suggested criteria.
Effectiveness of the lines - 6
Storyline - 4
Stageability - 5
Total 15
(Note: The teacher may create his/her own
criteria.)
J. Additional activities for
application or remediation
● Assignment/Agreemen
t (______ minutes).
Fill-in below any of the
four purposes
● Reinforcing/strengthen
ing the day’s lesson
● Enriching/inspiring the
day’s lesson
● Enhancing/improving
the day’s lesson
V. REMARKS
VI. REFLECTION
B. No. of learners who earned 80% in
the evaluation
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?
materials did I use/discover which I
wish to share with other teachers?
12
Grade 10
I. OBJECTIVES
A. Content The Learner…
Standards
demonstrates understanding of how theatrical elements
(sound, music, gesture, movement and costume) affect the
creation and communication of meaning in a theater
play/performance incorporated with media
demonstrates understanding of theater and performance as a

synthesis of arts.
B. Performance The Learner…
Standards
creates appropriate costumes, props, set accessories,
improvised lighting and other decor for Philippine plays
creates/improvises appropriate sound, music gesture, and

movements for a chosen theatrical composition
participates in an original performance inspired by local

Philippine stories/myths, and events relevant to current issues.

Competencies/O
bjectives contributes to the conceptualization of an original performance
(Write the LC A10PR-IVd-4
Code for each)
assumes the role of a character as an actor/performer, or
production staff (director, choreographer, light designer, stage
manager
A10PR-IVh-2
II. CONTENT ORIGINAL PERFORMANCE WITH THE USE OF MEDIA
(Preproduction)
III. LEARNING
RESOURCES
A. References
1. Curriculum Page/s 89
Guide
2. Learner’s Page/s 318-319
Materials
3. Textbook
pages
4. Additional Reading materials regarding Philippine stories/myths.
Materials
IV. PROCEDURES
A. Reviewing And the Winner is…

previous lesson
13
or presenting 1. Read to the class the script made the day before by the
the new lesson winning group.
2. Acknowledge the group’s work in front of the class.
3. For the understanding of everyone, explain why their work
was the best.
Alloted time: 5 minutes

B. Establishing a It’s a Matter of Choice
purpose for the 1. The class shall make a stage play about a Philippine
lesson legend.
2. Choices of legends shall be given by the teacher.
Sample legends:
Daragang Magayon
(Illustrated by Henny Ray Daet)
Hudhud Hi Aliguyon
(Illustrated by Henny Ray Daet)
Si Malakas at Si Maganda
Note: The teacher may add other options.

C. Presenting The teacher shall lend the class a reading material about the
examples/instan chosen legend for further information.
ces of the new
lesson Alloted time: 3 minutes
D. Discussing new Application
concepts and
14
practicing new 1. Assign the winning group in the script writing to lead other
skills #1 groups in working on the script of the chosen legend.
2. The class shall be divided depending on the number of
scenarios in the legend.
3. Each group shall be assigned to work on the script of a
certain scene.
E. Discussing new
concepts and
practicing new
skills #2
F. Developing
mastery
(Leads to
Formative
Assessment 3)

application of How does it feel to contribute to the conceptualization of an
concepts and original performance?
skills in daily
living Alloted time: 3 minutes
H. Making
generalizations
and abstractions
about the lesson
I. Evaluating The script of each group shall be graded based on the
learning suggested criteria:
Effectiveness of the lines- 6

Storyline- 4
Stageability- 5
TOTAL- 15
J. Additional Agreement:
activities for
application or Reproduce the scripts for the consumption of the class for the
remediation upcoming rehearsals.
 Assignm
ent/Agre
ement
(______
minutes).
Fill-in
below
any of
the four
purposes
 Reinforci
ng/streng
thening
15
the day’s
lesson
 Enriching
/inspiring
the day’s
lesson
 Enhancin
g/improvi
ng the
day’s
lesson
Preparing for the
new lesson
16
Grade 10
Quarter Fourth Week 6, 7, & 8
I. OBJECTIVES
1. how theatrical elements (sound, music, gesture,
Philippine plays.
composition.creates artworks using available media
current issues.
(Write the LC Code for actor/performance, or production staff (director,
each) choreography, light designer, stage manager)
A10PR-IVh-2
2. contributes to the conceptualization of an original
performance
A10PR-IVd-4
A10PR-IVf-g-5
II. CONTENT
MEDIA
(Preproduction)
C. References
5. Teacher’s Guide pages HORIZONS (Music and Arts Appreciation for Young
Filipinos),
6. Learner’s Materials HORIZONS (Music and Arts Appreciation for Young
pages Filipinos),
Learner’s Material , pages 316
7. Textbook pages
17
IV. PROCEDURES
K. Reviewing previous Activity: LIGHTS, CAMERA, ACTION!
lesson or presenting the 1. Assign a director for the stage play.
new lesson 2. The assigned director shall conduct the casting for
the characters.
L. Establishing a purpose for Ask:
the lesson “What are the other important roles in a theatrical
play?”
M. Presenting The rest of the class shall be divided into the
examples/instances of the following groups:
new lesson Choreographers
Costume Designers
Props Designers
Set Designers
Sounds Boardsmen
Technical Staff
N. Discussing new concepts ACTIVITY: REHEARSAL MODE
and practicing new skills 1. Give the class 40 minutes for their tasks.
#1 2. As the class works, make sure to roam around as
a facilitator.
O. Discussing new concepts
and practicing new skills
#2
P. Developing mastery
(Leads to Formative
Assessment 3)
Q. Finding practical Ask:
application of concepts Do you think you belong to the group you are part
and skills in daily living of? Why or why not?
R. Making generalizations
and abstractions about the
lesson
S. Evaluating learning The class shall be graded for their:
Workmanship - 20
Note: The same process may be done for 3 days.
T. Additional activities for
● Assignment/Agree
ment (______
minutes). Fill-in
below any of the
four purposes
● Reinforcing/strengt
hening the day’s
lesson
● Enriching/inspiring
18
the day’s lesson
● Enhancing/improvi
ng the day’s lesson
V. REMARKS
VI. REFLECTION
C. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who
scored below 80%
lesson
D. No. of learners who
continue to require
remediation
strategies worked well?
Why did these work?
encounter which my
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
19
Grade 10
I. OBJECTIVES
1. how theatrical elements (sound, music,
gesture, movement, and costume) affect the
creation and communication of meaning in a
theater play/performance incorporated with
media.
2. theater and performance as a synthesis of
arts.
accessories, improvised lighting, and other
décor for Philippine plays.
2. creates/improvises appropriate sound,
music, gesture, and movements for a chosen
theatrical composition, creates artworks using
available media and natural resources on local
topics, issues, and concerns such as
environmental advocacies, ecotourism, and
economic and livelihood projects.
3. participates in an original performance
inspired by local Philippine stories, myths and
events relevant to current issues.
(Write the LC Code for actor/performance, or production staff (director,
each) choreography, light designer, stage manager)
A10PR-IVh-2
2. contributes to the conceptualization of an
original performance
A10PR-IVd-4
A10PR-IVf-g-5
4.improvises accompanying sound and rhythm
performance with the use of different media
A10PR-IVf-g-6
II. CONTENT
ORIGINAL PERFORMANCE WITH THE USE

OF MEDIA
(PERFORMANCE)
20
D. References
1. Teacher’s Guide pages HORIZONS (Music and Arts Appreciation for
Young Filipinos),
2. Learner’s Materials HORIZONS (Music and Arts Appreciation for
pages Young Filipinos),
Learner’s Material , pages 316
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson Present the rubrics for the presentation.
or presenting the new Suggested Rubrics:
lesson Characterization: 15
Production: 10
Overall performance: 15
Ensemble: 10
TOTAL: 50
NOTE: The teacher may create his/her own

rubrics.
B. Establishing a purpose for Ask:
the lesson “What are your expectations for today’s
activity?”
C. Presenting Set your expectations to the class.
examples/instances of the
new lesson
D. Discussing new concepts Performance Proper
and practicing new skills #1
E. Discussing new concepts

and practicing new skills #2
(Leads to Formative
Assessment 3)
G. Finding practical application Ask:
of concepts and skills in How did you find your performance?
daily living Rate your own performance in a scale of 1-10;
1 being the lowest and 10 being the highest.
Explain your answer.
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning Please refer to the rubrics shown in the
presentation of new lessons.
J. Additional activities for

21
●
Assignment/Agreem
ent (______
minutes). Fill-in
below any of the four
purposes
● Reinforcing/strength
ening the day’s
lesson
● Enriching/inspiring
the day’s lesson
● Enhancing/improving
the day’s lesson
V. REMARKS
VI. REFLECTION
D. No. of learners who earned
80% in the evaluation
below 80%
lesson
D. No. of learners who continue
to require remediation
strategies worked well? Why
did these work?
encounter which my
help me solve?
other teachers?
22

Grade 10 - Arts (Fourth Quarter)

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Grade 10 - Arts (Fourth Quarter)

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DAILY

Division: Tabaco City Division EPS: MARIA TERESA P. BORBOR

Team Member Role in the DLP Development

Week No Learning Competency Page

A. Content The learner demonstrates understanding of…

C. Learning The learner…

E. Discussing new concepts and

demonstrates understanding of theater and performance as a

creates/improvises appropriate sound, music gesture, and

participates in an original performance inspired by local

C. Learning The learner…

A. Reviewing And the Winner is…

Alloted time: 5 minutes

Note: The teacher may add other options.

Alloted time: 5 minutes

Alloted time: 30 minutes

G. Finding practical Ask:

Effectiveness of the lines- 6

ORIGINAL PERFORMANCE WITH THE USE

NOTE: The teacher may create his/her own

E. Discussing new concepts

J. Additional activities for

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