Daily Lesson Log SCHOOL GRADE LEVEL 10

in

MAPEH
TEACHER LEARNING AREA ARTS

TEACHING DATE AND QUARTER 3RD QUARTER

TIME

1ST DAY 2ND DAY

I.OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competencies/
Objectives
II. CONTENT
The learner…
 art elements and processes by synthesizing and applying prior knowledge and skills
 new technologies that allow new expressions in the arts
The learner creates artworks using available media and natural resources on local topics, issues, and concerns such as
environmental advocacies ecotourism, and economic and livelihood projects.
The learner… The learner…
 Identifies art elements in the various  Determines the role or function of
media-based arts in the Philippines artworks by evaluating their utilization and
(A10EL-IIIb-1) combination of art elements and principles
 Identifies representative artists as well as (A10PL-IIIh-2)
distinct characteristics of media-based arts  Uses artworks to derive the
and design in the Philippines traditions/history of a community
(A10EL-IIIa-2) (10PL-IIIh-3)
 Realizes that Filipino ingenuity is distinct,
exceptional, and on a par with global
standards
(A10PL-IIIh-1)
MEDIA-BASED ARTS AND DESIGN IN THE PHILIPPINES
A. Photography
1. George Tapan
2. John Chua
B. Film
1. Brillante Mendoza
2. Maryo J. de los Reyes
3. Laurice Guillen
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
A. Reviewing Previous
Lesson Or Presenting New
Lessons
B. Establishing A Purpose For
The Lesson
TG pages 144-148 TG pages 148-153
LM pages 282-269 LM pages 269-277
Lugue, V., R., Palu-ay, A., P., and Vergara, L., A., et. al. (2006). MAPEH for a better you.
Quezon City. LG&M Corporation
Perez, V., V., Luna, L., N., Tomas, C., E., et. al. (2004) MAPEH-CAT.
Quezon City. Saint Bernadette Publications, Inc
Ask the learners to recall The teacher will post The teacher will flash The teacher will ask
their experiences making different photos and different images and let the students to name
and using a pinhole let the learners name the students identify the different film makers
camera in Quarter 2 and famous Filipino themes/message of each and their crafts who
what they have learned photographers and photographs. made an
about the process of their artworks. (5 min) impact/contribution in
photography through their (5 min) the movie industry.
experiences. (5 min)
(5 min)
The teacher will show LIP Synch Game
different pictures from The teacher will ask the
different photographers. students to identify the
title of a movie by
Photos by George Tapan reading the lips of their
rappler.com classmates.
Photos by John K. Chua (10 min)
adphoto.com.ph
greatgreths.wordpress.com
The learners will point out
 how these samples of
photographs exemplify:
• artistic aspect
• communication aspect
(10 min)
C. Presenting Examples / Students will identify
Instances Of The New elements and principles of
Lesson arts that are present in the
given examples through
the help of the teacher.
(10 min)
The learners will watch a
movie clip of famous
Filipino film makers. They
are expected to describe
the movie in terms of:
• actors
• concept
Tinimbang Ka, Ngunit
Kulang, 1974, Lino
Brocka
https://www.youtube.co
m/watch?v=iUNokeeN8M
U
Tinimbang Ka, Ngunit
Kulang, 1974, Lino
Brocka
https://www.youtube.co
m/watch?v=iUNokeeN8M
U
Sister Stella L, 1984, Mike
de Leon;
https://www.youtube.co
m/watch?v=PwmPkAs0ck
I
Himala, 1982, Ishmael
Bernal
https://www.youtube.co
m/watch?v=wybe_elpHT
A
 Oro, Plata, Mata, 1983,
Peque Gallaga
https://www.youtube.co
m/watch?v=wybe_elpHT
A
(10 min)
D. Discussing New Concepts The teacher will discuss The teacher will discuss
And Practicing New Skills the photographs of George the evolution of Film
#1 Tajan and John K. Chua in making in the Philippines
the Learner’s Material. including themes,
• subjects message, recognize films
• style of all time, directors and
(10 min) its impact in our country.
(30 min)
E. Developing Mastery The teacher will ask the Group Task: Group Task: “Film-
(Leads To Formative learners to answer the “Photography- Moving Selfies” on
Assessment 3) following questions on Images with a page 276 of the
page 268 of the LMs Message” HORIZONS Grade 10
(25 min) LM page 268 Learner’s Materials.

 The students will  Each group will

go around the choose a catch
campus with tune of about two
their group. minutes in
length.
 Using any  Using any of the
available device available devices
in taking with video
photographs like capabilities
DSLR camera, (mobile phone
mobile phone, with video
android phone, camera, tablet
tablet, take with video
photos of your camera, digital
assigned video camera),
theme/concept each group will
  (human, our create a series of
school, “video selfies” of
landscape, themselves with
plants/trees the tune as a
animals/insects). background
music.
 Learners will  Using a video
select one photo editing program
taken by the (as discussed in
group members Quarter II),
to be submitted learners willwork
for printing. together in
synchronizing the
The final output will video segments
be collected by the with the beat and
teacher for the lyrics of their
exhibit activity. chosen song.
(35 min)  Learners will
submit their
outputs to be
used in the
culminating
activity.
(40 min)
F. Finding Practical What characteristic/s In what ways we can
Applications Of The can be developed in contribute to the
Concepts And Skills In this can kind of improvement of the
Daily Living activity? movie industry of our
country?
How it can help you (5 min)
as a student?
(5 min)

G. Making Generalizations What are the 1 Why is film making

And Abstractions About qualities of a considered a
The Lesson photograph that technology driven art?
makes it a powerful 2.What are the
 communication tool. elements and
(5 min) principles of art that
can be utilized in
creating a film?
3. What are the
values that a person
should possess to
become a great film
maker?
(10min)

H. Evaluating Learning The outputs of each The outputsof each

group shall be group shall be
assessed using the assessed using the
criteria below. criteria below.

 Technical  Cinematography
Aspect (Camera Work,
(Lighting & Placement,
Color) Movement &
(20 pts.) Lighting)
(20 pts.)
 Visual Impact
(Framing &  Production Design
Choice of (Location and
Viewpoint and Scenery)
Design (15 pts.)
Elements
&Principles)  Acting Facial
(15 pts.) Expressions
& Gestures)
 Content(Infor (15 pts.)
mation &
Subject
Matter)
(15 pts.)
I. Additional Activities For Preparing for the Preparing for the
Application And Quarter 3 “Exhibit of Quarter III “Exhibit
Remediation Media-Based Arts and on Media-Based Arts
Design and Design”

Guide the students in Note: This is to be

preparing their done simultaneously
photographs for the for the artworks
culminating exhibit at from the projects
the end of the for animation,
quarter by labelling advertising, comics
them with original illustration, and
titles, their group book design and
members’ names, illustration.
date and the device
used. Guide the students in
labelling each artwork
with the original title,
group members, date,
and the following
descriptive output of
the:

 manual
components (if
any)
 electronic
devices used
(digital camera,
laptop, tablet,
scanner,
printer, etc.)
 software
programs used
(image capture,
image
manipulation,
 animation, special
fonts, etc.)

V. REMARKS
VI. REFLECTION
A. No. Of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional 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 Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I NA
Wish To Share With Other
Teachers?

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