LESSON PLAN

for
CLASS OBSERVATION 2
(via Face to Face)

Demonstrated by:

JAYDEE JOYCE D. MERCADO

SHS Teacher II

Observed by:

MRS. MARICON P. AGPOON

Head Teacher I
OIC/ Office of the School Head
Teacher : JAYDEE JOYCE D. MERCADO Observer: MRS. MARICON P. AGPOON
Lesson : CONTEMPORARY ARTS PRODUCTION (Artistic Techniques)
Subject : Contemporary Philippine Arts of the Region
Date and Time: June 13, 2023 (7:30 – 8:30) Grade and Section: 12- Vagay

LESSON PLAN FOR COT 2 - RPMS

CONTENT STANDARD

The learner consolidates relevant concepts to plan for a production.

PERFORMANCE STANDARD

The learner designs a production using available materials and appropriate techniques.
DEFINING SUCCESS

TEACHING STRATEGIES MOST ESSENTIAL LEARNING COMPETENCIES

a) ICT-based instruction (Interactive
PowerPoint Presentation)
b) Individual Tasks
c) Interactive Discussion
d) Activity-based Instruction
e) Contextualized Learning Materials
 Applies artistic skills and techniques in the process
of creation. (CAR11/12AP-0f-h-15)
 Incorporates contemporary characteristics to one’s
creation with attention to detail. (CAR11/12AP-0f-h-
16)
 Creates the intended final product using appropriate
materials for the best possible output.
(CAR11/12AP-0f-h-17)

Reference: Department of Education SHS Curriculum Guide

I.LEARNING ENDSTATES:

THINK: Recognize and be familiar with the different artistic skills in art creation. (Activity 1: Can You Guess
the Technique?) (Activity 2: Fix Me!) Synchronous

FEEL: Discover the difference between and among the different artistic skills used in art creation.
DISCUSSION PROPER- Q&A)Synchronous

DO/COMMUNICATE: Create an art using the available resources in their surroundings/ community. (Activity
3: Be Natural!) (Activity 4: Rubby Dub Dub) (DISCUSSION PROPER- Q&A) Synchronous

LEAD: Explain how an art affect an individual to influence others to showcase their creativity. (Activity 5:
Let’s Paint) Synchronous

INTUIT: Determine an art that will express someone’s feelings and ideas. (Activity 5: Let’s
Paint)Synchronous
 BE: Effective and efficient art enthusiast. (Activity 2: Fix Me!) Synchronous and Asynchronous
ETHICAL FORMATION: Conveys accuracy in analyzing art as part of human development. (DISCUSSION
PROPER- Q&A) . (Activity 3: Be Natural!) (Activity 4: Rubby Dub Dub) Synchronous
SOCIAL RESPONSIVENESS: Shares knowledge and skills learned in addressing social problems by
integrating the things learned. (DISCUSSION PROPER- Q&A) (Activity 3: Be Natural!) (Activity 4: Rubby
Dub Dub) Synchronous

II. ESSENTIAL QUESTION:

1. How does an artist enhance artistic skills?
2. Why do we consider these artistic skills in art creation?
3. How does these localized arts affect the community?
LESSON CYCLE
Stages Activities Annotations
PRELIMINARY HOUSE RULES Indicator 5
ACTIVITIES Managed learner behavior constructively
THINK - SAFETY FIRST: Before starting the by applying positive and non-violent
class, the teacher will present the following class discipline to ensure learning- focused
rules: environment.
1. Respect your teacher and classmates.
HOW? (It is important to always impose rules
 Raise your hand to speak. inside the classroom before the start of
 Participate in class and don’t sleep. the session for this is one of the ways to
 Don’t talk while others are talking. teach the students the proper, safe and
 Make eye contact with the person you are appropriate behavior in class. In this way,
speaking with. uniformity inside the classroom will be
achieved. Thus, I always ensure that
2. Quickly follow teacher directions.
every student is free from disruptions by
HOW?
providing equal learning opportunities.)
 Immediately follow teacher’s direction.
 Help others follow teacher’s direction.
3. Be punctual and prepared.
HOW?
 Prepare all class materials to be needed
in class e.g. pen and paper
4. Say it in English!
HOW?
 Speak in English and also encourage
others to speak the language.

Checking of Attendance
(Integration of positive and non-violent discipline)
(Ensures learners active participation)
(Praise learners)
ACTIVATE Activity 1:
CAN YOU GUESS THE TECHNIQUE?
To stimulate the students’ interest, the teacher
will let learners have a game titled “Can You
Guess the Technique?”
The class will be divided into two groups
wherein each group must have a
representative to write the correct answer into
the board. The group who can write the correct
answer in the fastest way will be declared as
the winner.
COOL AGED : ___________________
Indicator 1
Applied knowledge of content within and
across curriculum teaching areas.
(On activity 1, I integrated other subjects
such as Social Sciences, Science and
others. Contextualization is also
observed through integrating real life
situations in the community.)
Indicator 3
Applied a range of teaching strategies to
develop critical and creative thinking, as
well as other higher-order thinking skills.
(By providing learners series of activities,
this will enhance their abilities to think
critically and effectively.)
Indicator 4
Managed classroom structure to engage
learners, individually or in groups, in
meaningful exploration, discovery and
hands-on activities within a range of
physical learning environments.
(Through learner-centered activities,
learners will be able to explore and
showcase their expertise, promote
collaboration by respecting
individualities.)
Indicator 6
Used differentiated, developmentally
appropriate learning experiences to
address learners’ gender, needs and
strengths, interests and experiences.
 Activity 2:
FIX ME!
Learners will have an activity wherein they will
assemble cut outs to form the image in a given
time. The group who will create the image the
fastest will be declared as the winner.
ACQUIRE LESSON PROPER
To make the students take part in the teaching-
learning-process, the teacher will integrate a
strategy of teaching which the “Q&A” is . Teacher (Some of the examples to be used in
will let the learners share their own ideas about discussing the topic will be integrated to
the topic.
Guide Questions:
1. How does an artist enhance artistic skills?
2. Why do we consider these artistic skills in
art creation?
(Every student have the equal
opportunity to partake on the class
discussion regardless of gender,
intellectual capability, strengths,
interests, experiences or age. In this
regard, everyone is encourage to answer
the possible questions that the teacher
will ask.)
Indicator 7
Planned, managed and implemented
developmentally sequenced teaching and
learning processes to meet curriculum
requirements and varied teaching
resources.
(Through sequenced teaching and
learning processes, learners will be able
to improve their critical thinking skills.)
Indicator 9
Designed, selected, organized and used
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements.
(By giving learners diagnostic, formative
and summative assessments, they will be
able to enhance their comprehension
skills.)
Indicator 1
Applied knowledge of content within and
across curriculum teaching areas.
other subjects.)
Indicator 2
Used a range of teaching strategies that
enhance learner achievement in literacy
and numeracy.
(Through an interactive discussion on the
different elements, learners will be able
to enhance their communication skills
specifically their accuracy and fluency in
speaking the English language and will
 3. How does these localized arts affect the be able to improve their comprehension
community? ability.)

Indicator 6
Used differentiated, developmentally
appropriate learning experiences to
address learners’ gender, needs and
strengths, interests and experiences.

(Every student have the equal

opportunity to partake on the class
discussion regardless of gender,
intellectual capability, strengths, interests
or age. In this regard, everyone is
encourage to answer the possible
questions that the teacher will ask.)
Indicator 7
Planned, managed and implemented
developmentally sequenced teaching and
learning processes to meet curriculum
requirements and varied teaching
resources.

(Through sequenced teaching and

learning processes, learners will be able
to improve their critical thinking skills.)

APPLY Activity 3: Indicator 2

BE NATURAL! Used a range of teaching strategies that
enhance learner achievement in literacy
In this activity, the teacher will let learners bring and numeracy.
out there "natural art supplies" from the landscape
—think leaves, twigs, flowers, bark, etc. Have (Through an interactive discussion on the
them glue the items to create a memorable collage different elements, learners will be able
to hang in their home! to enhance their communication skills
specifically their accuracy and fluency in
speaking the English language and will
be able to improve their comprehension
ability.)

Indicator 4
Managed classroom structure to engage
learners, individually or in groups, in
meaningful exploration, discovery and
hands-on activities within a range of
physical learning environments.

(Through learner-centered activities,

learners will be able to explore and
showcase their expertise, promote
collaboration by respecting
 individualities.)
Indicator 7
Planned, managed and implemented
developmentally sequenced teaching and
learning processes to meet curriculum
requirements and varied teaching
resources.

(Through sequenced teaching and

learning processes, learners will be able
to improve their critical thinking skills.)

Indicator 9
Designed, selected, organized and used
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements.

(By giving learners diagnostic, formative

and summative assessments, they will be
able to enhance their comprehension
skills.)
ASSESSMENT Activity 4:
RUBBY-DUB DUB Indicator 1
Applied knowledge of content within and
Let learners look around and gather things that across curriculum teaching areas.
have texture. Let them place a flat object with
texture underneath a sheet of white paper. They (On activity 1, I integrated other subjects
can make a rubbing of it with the side of their such as Social Sciences, Science and
pencil or crayon. Have learners explain their art in others. Contextualization is also
observed through integrating real life
situations in the community.)

Indicator 4
Managed classroom structure to engage
learners, individually or in groups, in
meaningful exploration, discovery and
hands-on activities within a range of
physical learning environments.
class.
(Through learner-centered activities,
Activity 5: learners will be able to explore and
LET’S PAINT! showcase their expertise, promote
https://theartyteacher.com/online-art-games-for- collaboration by respecting
the-art-classroom/ individualities.)

Indicator 6
Used differentiated, developmentally
appropriate learning experiences to
address learners’ gender, needs and
strengths, interests and experiences.
 (Every student have the equal
opportunity to partake on the class
discussion regardless of gender,
intellectual capability, strengths, interests
or age. In this regard, everyone is
encourage to answer the possible
questions that the teacher will ask.)

Indicator 8
Selected, developed, organized and used
appropriated teaching and learning
resources, including ICT, to address
learning goals.

(Being in the 21st century, it is a must to

integrate ICT for learners to be equipped
with modernity and the technological
skills needed.)

Indicator 9
Designed, selected, organized and used
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements.

(By giving learners diagnostic, formative

and summative assessments, they will be
able to enhance their comprehension
skills.)

Demonstrated by:
JAYDEE JOYCE D. MERCADO
SHS Teacher II
Checked and approved by:

MARICON P. AGPOON
Head Teacher I
OIC/ Office of the School Head