DETAILED LESSON PLAN IN ARTS GRADE 1

I. Learning Objectives
At the end of the lesson,
students are able to:
a. Describe and name the
different kinds of lines;
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
c. Appreciate the importance of
lines in an artwork.
I. Learning Objectives
At the end of the lesson,
students are able to:
a. Describe and name the
different kinds of lines;
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
c. Appreciate the importance of
lines in an artwork.
I. Learning Objectives
At the end of the lesson,
students are able to:
a. Describe and name the
different kinds of lines;
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
c. Appreciate the importance of
lines in an artwork.
I. Learning Objectives
At the end of the lesson,
students are able to:
a. Describe and name the
different kinds of lines;
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
c. Appreciate the importance of
lines in an artwork.
Learning Objectives
At the end of the lesson,
students are able to:
a. Describe and name the
different kinds of lines;
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
c. Appreciate the importance of
lines in an artwork
Learning Objectives
At the end of the lesson,
students are able to:
a. Describe and name the
different kinds of lines;
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
c. Appreciate the importance of
lines in an artwork
Learning Objectives
At the end of the lesson,
students are able to:
a. Describe and name the
different kinds of lines;
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
c. Appreciate the importance of
lines in an artwork
Learning Objectives
At the end of the lesson,
students are able to:
a. Describe and name the
different kinds of lines;
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
c. Appreciate the importance of
lines in an artwork
Learning Objectives
At the end of the lesson,
students are able to:
a. Describe and name the
different kinds of lines;
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
c. Appreciate the importance of
lines in an artwork
Learning Objectives
At the end of the lesson,
students are able to:
a. Describe and name the
different kinds of lines;
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
c. Appreciate the importance of
lines in an artwork
Learning Objectives
At the end of the lesson,
students are able to:
a. Describe and name the
different kinds of lines;
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
c. Appreciate the importance of
lines in an artwork
Learning Objectives
At the end of the lesson,
students are able to:
a. Describe and name the
different kinds of lines;
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
c. Appreciate the importance of
lines in an artwork
I. Learning Objectives
At the end of the lesson, students are able to:
a. Describe and name the
different kinds of lines;
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
c. Appreciate the importance of
lines in an artwork.
a. Describe and name the
different kinds of lines;
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
c. Appreciate the importance of
lines in an artwork.
a. Describe and name the different kinds of lines;
b. Used line to draw representation of people, animals and things or anything that could be seen
around them, and

b. Use lines to draw

representations of people,
animals and things or
anything that could be seen
around them; and
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
c. Appreciate the importance of lines in an artwork.

II. Subject Matter

Topic: Lines
Reference: Grade 1 Teacher’s
Guide Quarter 1
Materials: cartolina paper,
printed pictures, glue, scotch
tape, pentel pen,
chalk
Topic: Lines
Reference: Grade 1 Teacher’s
Guide Quarter 1
Materials: cartolina paper,
printed pictures, glue, scotch
tape, pentel pen,
chalk
Topic: Lines
Reference: Grade 1 Teacher’s
Guide Quarter 1
Materials: cartolina paper,
printed pictures, glue, scotch
tape, pentel pen,
chalk
Topic: Lines
Reference: Grade 1 Teacher’s
Guide Quarter 1
Materials: cartolina paper,
printed pictures, glue, scotch
tape, pentel pen,
chalk
Topic: Lines
Reference: Grade 1 Teacher’s
Guide Quarter 1
Materials: cartolina paper,
printed pictures, glue, scotch
tape, pentel pen,
chalk
Topic: Lines
Reference: Grade 1 Teacher’s
Guide Quarter 1
Materials: cartolina paper,
printed pictures, glue, scotch
tape, pentel pen,
chalk
Topic: Lines
Reference: Grade 1 Teacher’s Guide Quarter 1

Materials: cartolina paper,

printed pictures, glue, scotch
tape, pentel pen,
chalk
Materials: cartolina paper,
printed pictures, glue, scotch
tape, pentel pen,
chalk
Materials: cartolina paper,
printed pictures, glue, scotch
tape, pentel pen,
chalk
Materials: cartolina paper,
printed pictures, glue, scotch
tape, pentel pen,
chalk
Materials; Cartolina paper, printed pictures, glue, scotch tape, pentel pin, chalk.

III. Procedure
TEACHER STUDENT
A. Preliminary Activities
Prayer

Jesus, teach me day by day in what

Let us stand to to do and say. Make me gentle and

loving. Guide us always and protect
us in harm. In Jesus name we pray.

do the prayer. Amen

Jesus, Good morning teacher.

Let us stand to
do the prayer. (Students are participating)
(expected answer)
Jesus, None teacher.

Let us stand to do the prayer. Jesus, teach me

day by day in what to do and say. Make me
gentle and loving. Guide us always and
protect us in harm. In Jesus name we pray.
expected answer)
Amen
Our Lesson yesterday is all about
1. Greetings Primary colors.

Good morning class. (expected answer)

Red, blue, and yellow
2. Cleanliness and Orderliness

Please arrange your chairs and pick up

some pieces of paper and kindly throw it in
the garbage can.

4. Checking of attendance
Who are absents?

Very Good!

B. Review

What was our lesson yesterday?

(Choose one student)
(students participating)
What are the primary colors?

Very good!

Primary colors include red, blue and yellow.

Primary colors cannot be mixed from other
colors. They are the source of all other (expected answer)
colors. About lines teacher.
Now let’s move on to our next topic.

C. Motivation

Now, we will have our activity. All you need

to do is to paste the picture that you think
best describes the given word. (students participating)
Line is the path of a point moving in
1. Vertical lines space.
2. Horizontal lines
3. Diagonal lines
4. Zigzag lines
5. Curved lines

D. Lesson Proper

Do you have any idea what we are going to

discuss for today class?

Very good!
Our discussion for today is all about Lines
and its type.

Everyone please read the meaning that is

written on the board.
(expected answer)
A line in art is defined as a point moving in Vertical lines, teacher.
space, and it’s one of the seven elements of
art (line, color, shape, form, texture, value,
space).

There are five types of Line

1. Vertical lines
2. Horizontal lines
3. Diagonal lines
4. Zigzag lines
5. Curved lines

I have here pictures and try to guess what

type of line is this.

expected answer)
Horizontal lines, teacher.

What type of line is this?

Very good!

Vertical lines are straight up and down lines

that are moving in space without any slant
and are perpendicular to horizontal lines.
They suggest height and strength because
they extend towards the sky and seem
unshakeable. (expected answer)
Diagonal lines, teacher.

Next one, what type of line is this?

Very good!

Horizontal lines are straight lines parallel to

the horizon that move from left to right. They
suggest width, distance, calmness, and (expected answer)
stability. Zigzag lines, teacher.

What type of line is this?

Very good!

Diagonal lines are straight lines that slant in

any direction except horizontal or vertical.
When in use, they suggest movement or lack (expected answer)
of stability. Curved lines, teacher.

What type of line is this?

Very good!

Zigzag lines are a series of diagonal lines

joined at ends. They can convey action and
excitement, as well as restlessness and
anxiety.

What type of line is this?

Very good!

Curved lines are lines that bend and change

direction gradually. They can be simply wavy
or spiral. Such lines convey the feelings of
comfort and ease, as well as sensual quality as
they remind us of the human body.

E. APPLICATION

Now I will give a group activity since you

already know the types of lines. I will group
you into 4 groups, alphabetically arranged.
All you have to do is to draw with the use of
the different types of lines that we discussed
earlier. It’s up to you if you will include
people's faces, animals, houses, schools, or
anything you see around us.

Each group will be graded based on the

rubric.
Criteria Very Good Fair 15
Good 25 point
40 pts. point
(expected answer)
Creativity Yes, teacher.
-includes
own ideas
(students participating)
Behavior (expected answer)
-not too
noisy and Yes, teacher.
focus on the
task
(expected answer)
Teamwork
The path of a point moving through
collaboration
space, teacher!
and
 participate in
a group to (expected answer)
complete a Vertical line, horizontal line,
task diagonal line, curved line, and
Content zigzag line, teacher!
proper used
of line and
present the
five types of
Vertical lines, teacher.
line.

You are given five minutes to work on your

task.
expected answer
Are we clear class? Zigzag lines, teacher.
F. Generalization
Did you understand our lesson for today's
class?

What is a line again?

Very good class! (expected

What are the type of lines?
answer)
Very good class! None, teacher.
What type of line is this?
(expected
answer)
Very good None, teacher.
(expected answer)

class!
None, teacher.
What type of
line is this? (expected answer)
Very good class!
What type of line is this? 1. TRUE
2. TRUE
3. TRUE
4. FALSE
5. FALSE

Very good class!

Do you have any question and clarification
class?

G. Evaluation
II’
• I. True or False: Write true if the
statement is
• correct and false if the statement is
wrong.
• ___1. Curved lines are lines that bend
and
• change direction gradually.
• ___2. Zigzag lines are a series of
diagonal
• lines joined at ends.
• ___3. Diagonal lines are straight lines
that
• slant in any direction except horizontal
or
• vertical.
• ___4. Vertical lines are straight lines
parallel
• to the horizon that move from left to
right.
• ____5. Horizontal lines are straight up
and
• down lines that are moving in space
without
• any slant and are perpendicular to
 horizontal
• lines.

II. Draw the following line.

1. Curved line
2. Vertical line
3. Horizontal line
4. Zigzag line
5. Diagonal line

Let us stand to
do the prayer.
Jesus, teach me
day by day in
what to do
and say. Make
me gentle and
loving. Guide
us always and
protect us in
harm. In Jesus
name we pray.
Amen
Let us stand to
do the prayer.
Jesus, teach me
day by day in
what to do
and say. Make
me gentle and
loving. Guide
us always and
protect us in
harm. In Jesus
name we pray.
Amen
H. Assignment

Get your assignment notebook and

copy this one.
Direction: draw a house that uses the
different type of lines (horizontal,
vertical, diagonal, zigzag, and curved
line).

b. Use lines to draw

representations of people,
animals and things or
anything that could be seen
around them; and
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
I. Learning Objectives
At the end of the lesson,
students are able to:
a. Describe and name the
different kinds of lines;
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
c. Appreciate the importance of
lines in an artwork.
I. Learning Objectives
At the end of the lesson,
students are able to:
a. Describe and name the
different kinds of lines;
b. Use lines to draw
representations of people,
animals and things or
anything that could be seen
around them; and
c. Appreciate the importance of
lines in an artwork.