GRADE 3 School SOUTHERN BAPTIST COLLEGE Grade Level THREE

DAILY LESSON PLAN Rocel Brillo, Bainor Nagle, Shadda Adil,

Teacher Jenny Binoy, Norainie Sandigan, Marato Learning Area Arts
Sebod, Jeson Mendoza, Karen Mae Armada.
Teaching Dates and Time 3rd
Quarter quarter, week 6
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
I. OBJECTIVES remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards
Understand the cultural and historical significance of mask.

B. Performance Standards Create their own mask using available materials

C. Learning Competencies/ Objectives (Write Use their thoughts and feelings to create a mask designed.
the LC code for each)
A3PR-IVF
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT Mask Making
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well
III. LEARNING RESOURCES as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide pages Art textbooks
2. Learner’s Materials pages
3. Textbook pages

4. Additional Materials from Learning Resource Cardboard, paint, brushes, rubber bands, glue, scissors, decorative materials (feathers, sequins, beads,
(LR) Portal
etc.)
B. Other Learning Resources Internet resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer
IV. PROCEDURES from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or presenting the
new lesson.
 The teacher will review the previous topic.

- Different forms of art.

• The teacher will show a variety of masks from different cultures.
B. Establishing a purpose for the lesson.
 C. Presenting examples/ instances of the new
lesson.
• What did you notice about the pictures?
• What do all masks have in common?
• Why do you think people used masks?
D. Discussing new concepts and practicing new
skills #1.
Mask – as a form of disguise or concealment, is usually worn over or in front of the face to hide the
identity of a person and by its own features to establish another being.
I Do Cultural significance of mask across different regions
 Ritual and Spiritual
 Social and Traditional Celebrations
 Symbolism and Expression
 Healing and protection
 Cultural identity and Heritage

 The teacher will demonstrate the process of making a mask using cardboard and other
E. Discussing new concepts and practicing new skills materials.
#2.

We Do 1. Get a cardboard or old folder just big enough to fit your face.
2. Sketch a shape you want for your mask on the cardboard. Cut out the shape using scissors.
3. Put the shape on your face and mark the location of your eyes, nose, and mouth with a pencil.
4. Make holes for your eyes, nose and mouth using scissors.
5. Draw the eyebrows and enhance the eyes, nose, and mouth parts by using your water color or
crayons.
6. Add more shapes colors, and other materials to make your mask more attractive.
7. Make small holes for the rubber bands near the ear.

 The teacher will allow students continue working on their masks independently.
 Encourage creativity and individual expression.
You Do  Have each student present their mask to the class.
 The teacher will ask them to explain the inspiration behind their design.

G. Finding practical applications of concepts and

• What will you do if you wanted to design a mask?
 skills in daily living.
H. Making generalizations and abstractions about
the lesson.
• What was our discussion all about?
• Why do you think people used masks?

I. Evaluating learning.
 The teacher will evaluate the students work based on the following criteria:
1. Creativity – 50%
2. Neatness and Execution -30%
3. Understanding of the Lesson (based on the explanation of their design) -20%

J. Additional activities for application or

remediation.
ASSIGNMENT:

Write a short paragraph about the experience of making your masks and what you learned from it. Write it in a one whole
sheet of paper.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities for

remediation.

C. Did the remedial lessons work? No. of learners who

have caught up 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?
 Prepared by: Rocel D. Brillo

Teacher

Checked:

JOHN P. GULMAYO, MAED

Professor
Monitored by:

DR. DERBIE PADOJINOG

_______________________________________
Dean/PSDS/ PIC/ EPS