Semi-Detailed LESSON PLAN in ARTS
Learning Area: ARTS Grade Quarter: Duration:
DLP No.: 1
Level: 2 1 40 min
Describes the different styles of Filipino artists when they Code:
Learning
create portraits and still life (different lines and colors) A2EL-Ia
Competency/ies:
Key Concepts /
Understandings to
Different lines and colors
be Developed:
1. Objectives
Identifies the different styles of Filipino artists when they create portraits
Knowledge and still life (different lines and colors)
Skills Draw an object using different lines and colors
Appreciates the different styles of Filipino artists when they create
ATTITUDE portraits and still life (different lines and colors)
Values Patriotism
2. Content/Topic LINES different lines
3. Learning
Resources/ MELC MAPEH 2 p.367
Materials /
Equipment TG pp. 126-127 LM 199-201
4. Procedures (indicate the steps you will undertake to teach the lesson and indicate the no.
of minutes each step will consume)
Teach the Song: Ang Mga Isda
Ang mga isda na lumalangoy
4.1 Ay mahal ng Diyos di kumukupas
Introductory
Activity Ang mga isda na lumalangoy
(5 minutes)
Ay mahal ng Dios di kumukupas
Huwag ka ng malungkot
O praise the Lord
4.1-
Activity Show pictures of sea creatures or if you can, show an aquarium or
actual fish.
Look at the different sea creatures and tell what their differences are
based on size, shape and texture."
Where can we see the texture of an animal?
4.3-Analysis
Do you know how to create texture in an artwork?
Abstraction
Demonstrate how to create texture. (After putting a color as the base, one
(5 minutes)
may put spots or lines to create texture)
How do we create texture in painting pictures?
4.5Application
*5 minutes Let the pupils apply texture on a drawn fish by coloring it.
5. Assessment (indicate whether it is thru Observation and/ or talking/conferencing to
learners and/or Analysis of Learners’ Products and/or Tests) 10 minutes
.
1. Instruct the learners to display their finished art works through a mobile of sea creatures.
2. Help the learners appreciate their art works through the rubrics in module Ipagmalaki Mo
6. Assignment (indicate whether it is for Reinforcement and /or Enrichment and/or
Enhancement of the day’s lesson and/or Preparation for a new lesson) 2 minutes
7. Wrap-Up/ Ask the following questions.
Concluding
Activity 3 What are the different lines?
Minutes What are the different colors?
Prepared by:
Author: Gina C. Providencia School: Abis Central School
Position/Designation: T-III Division: Negros Oriental
Email Address:
Contact Number: 09533570726
[email protected] Semi-Detailed LESSON PLAN in ARTS
Learning Area: ARTS Grade Quarter: Duration:
DLP No.: 2
Level: 2 1 40 min
Differentiates the contrast between shapes and colors
Code:
Learning of different fruits or plants and flowers in one’s work
A2EL-Ib
Competency/ies: and in the work of others
Key Concepts /
Contrast between shapes and colors
Understandings to be
Developed:
I. Objectives
Points out the contrast between shapes and colors of different fruits
Knowledge or plants and flowers in one’s work and in the work of others
Arrange the different fruits or plants to show overlapping of shapes
Skills and contrast of colors and shapes in his colored drawing
ATTITUDE Appreciate an artwork that shows contrast and overlap
Values Resourcefulness
II. Content/Topic Shapes (Natural Shapes)
III.Learning MELC MAPEH 2 p.367
Resources/
Materials / TG p.122
Equipment
IV. Procedures (indicate the steps you will undertake to teach the lesson and indicate
the no. of minutes each step will consume)
Show once more the pupil’s output in the past two lessons then
discuss what concept has been applied in an artwork. (Contrast –
4.1 Introductory overlap)
Activity (5
minutes)
4.1-Activity Prepare cut-out pictures of symmetrical and asymmetrical objects
cut into halves.
Sample of cut-out pictures.
Give each pupil half of the picture.
Let the pupils stand and look for the one who holds the other half of
his/her picture by singing the song below to the tune of “Are You
Sleeping Brother John”
Tell children to go back to their cut-outs, what pair is divided
equally? (ball, tennis racket, baseball bat)
Pupils with cut-outs divided equally will stand and show their cut-
outs to the class then post them on the board.
Into how many parts are these figures divided? (Two)
What can you say about the parts? (Both sides are the same/balance or
equal.)
Are the parts on both sides the same? (Yes)
Tell pupils that those pictures whose halves are the same/balance or equal
are called symmetrical. Emphasize the word symmetrical by letting the
pupils say and spell the word repeatedly to facilitate retention.
Tell pupils that a symmetrical shape is a shape that, if you draw a straight
line from one point of it to the other, will cut the shape exactly in half, the
same image is on both sides. For example, if you cut a perfect square in
4.3-Analysis half from top to bottom, both sides are symmetrical.
Now focus on those pupils holding cut-outs not equally divided and let
them show their cut-outs to the class. Ask them how the halves of their cut-
out differ from those of the symmetrical shapes.
Tell pupils that those pictures whose halves are not same/balance or equal
are called asymmetrical. Tell them that if you cut an asymmetrical shape in
half from top to bottom, both sides just won’t match.
Tell pupils that a symmetrical shape is a shape that, if you draw a straight
line from one point of it to the other, will cut the shape exactly in half, the
Abstraction same image is on both sides. For example, if you cut a perfect square in
(5 minutes) half from top to bottom, both sides are symmetrical.
4.5Application
*5 minutes
Now focus on those pupils holding cut-outs not equally divided and let
them show their cut-outs to the class. Ask them how the halves of their cut-
out differ from those of the symmetrical shapes.
Tell pupils that those pictures whose halves are not same/balance or equal
are called asymmetrical. Tell them that if you cut an asymmetrical shape in
half from top to bottom, both sides just won’t match
V. Assessment (indicate whether it is thru Observation and/ or Talking/conferencing to learners
and/or Analysis of Learners’ Products and/or Tests) 10 minutes
.
Instruct the students to work on Ipagmalaki Mo. Be ready with star
stamp pad or smiley stamp pad.
VI. Assignment (indicate whether it is for Reinforcement and /or Enrichment and/or
Enhancement of the day’s lesson and/or Preparation for a new lesson) 2 minutes
VII. Wrap-Up/
Concluding Activity Enumerate the different shapes.
3 Minutes
Prepared by:
Author: Gina C. Providencia School: Abis Central School
Position/Designation: T-III Division: Negros Oriental
Email Address:
Contact Number: 09533570726
[email protected] Semi-Detailed LESSON PLAN in ARTS
Learning Area: ARTS Grade Quarter: Duration:
DLP No.: 3
Level: 2 1 40 min
Draws the different fruits or plants to show overlapping of
Code:
Learning shapes and the contrast of colors and shapes in his colored
A2EL-Ic
Competency/ies: drawing.
Key Concepts /
Understandings to
Overlapping of shapes and the contrast of colors and shapes
be Developed:
I. Objective
s
Composes the different fruits or plants to show overlapping of shapes
Knowledge and the contrast of colors and shapes in his colored drawing
Skills Draw the flowers that are found in the locality
ATTITUDE Appreciate one’s work and the work of others
Values Love for others
II. Content/Topic Colors Contrasting
TG p. 130-133
III.Learning
Resources/ K-12 CG p 16
Materials /
MELC MAPEH 2 p.367
Equipment
IV. Procedures (indicate the steps you will undertake to teach the lesson and indicate the
no. of minutes each step will consume)
4.1 Show the different flowers in the basket.
Introductory
Let the pupils touch and smell the flowers.
Activity
(5 minutes)
Ask:
a. What did you feel while touching and smelling the flowers? Why?
(Unsa ang inyong bati-on samtang inyong gihik ug gisimhotan ang mgabulak?
Ngano man?)
4.1-Activity b. What are their colors and shapes?
(Unsa man ang ilang mga bulok/kolor ug porma?
c. Observe their colors. What have you noticed?
(Obserbahi ang ilang kolor. Unsa ang inyong namatikdan niini?)
4.3-Analysis
Process:
1. Divide the class into 4 groups.
2. Distribute manila paper with the “table” below.
Abstraction
(5 minutes)
3. Let the pupils compare and contrast the shapes and colors of the flowers by
filling out the appropriate columns.
4. Let them discuss their observations to the class.
5. Guide the pupils to come up with concept of contrasting colors (dark and
light) and shapes.
6. Demonstrate how contrast in colors and shapes can be achieved in art by
showing pictures with light and dark shade.
Doing Our Art:(Group Work)
1. Introduce the art activity for the day “Flowers”.
2. Tell the pupils to get the materials needed for the activity.
4.5Application 3. Explain the steps in doing the activity:
a. Choose one flower you like and draw it in an oslo/ bond paper.
*5 minutes
(Pagpili ug usa ka bulak nga imong ganahan ug idibuho kini sa oslo/bond paper.)
b. Color it is using light and dark shade.
V. Assessment (indicate whether it is thru Observation and/ or Talking/conferencing to learners
and/or Analysis of Learners’ Products and/or Tests) 10 minutes
.
Color the shapes of the flower with a darker shade of color.
(Kolori ang porma sa bulak ug mas ngiob nga kolor.)
(Refer to Learner’s Material Ika-upat nga Pagtulon-an, Ikatulong Buluhaton)
VI. Assignment (indicate whether it is for Reinforcement and /or Enrichment and/or
Enhancement of the day’s lesson and/or Preparation for a new lesson) 2 minutes
VII. Wrap-Up/ Name an object that shows overlapping of shapes and the contrast of
Concluding colors and shapes.
Activity 3
Minutes
Prepared by:
Author: Gina C. Providencia School: Abis Central School
Position/Designation: T-III Division: Negros Oriental
Email Address:
Contact Number: 09533570726
[email protected] Semi-Detailed LESSON PLAN in ARTS
Learning Area: ARTS Grade Quarter: Duration:
DLP No.: 4
Level: 2 1 40 min
Draws from an actual still life arrangement Code:
Learning
A2EL-Id
Competency/ies:
Key Concepts /
Understandings to
Actual still life arrangement
be Developed:
I. Objectives
Knowledge Identify variations of colors and shapes of leaves and trees
Skills Draws from an actual still life arrangement
ATTITUDE Appreciate the different colors and shapes of leaves and trees
Values Love of nature
II. Content/Topic COLORS contrasting
III.Learning MELC MAPEH 2 p.367
Resources/
Materials / TG 134 = 137
Equipment
IV. Procedures (indicate the steps you will undertake to teach the lesson and indicate the
no. of minutes each step will consume)
Introduce the song “Alimukoy Sa Kahoy”
Alimukoy, alimukoy, alimukoysakahoy
Ayaw tuguti nga putlon ang kahoy
Kon imong putlon, mobaha ang sapa
4.1Introductor Modahili ang yuta paingon sa dagat
y Activity
(5 minutes)
Ask: What is the song about?
What will happen if we cut trees?
Look at the things around us. What do you see?
4.1-Activity Show picture of a flower.
Let the pupils study the flower.
1. Can you identify into what group does the picture belong?
2. Can you name a flower in the picture and tell its color and
4.3-Analysis shape?
3. What is the texture of the flower?
Can you identify the lines used to draw the flower?
.In drawing the actual still life such as the flower be reminded of its
Abstraction actual color, shape and the texture so that your drawing will look
(5 minutes) exactly the same as of the original.
Draw the objects you chose with the correct shape and color. They can
4.5Application arrange the objects so that some are in front, and some are in the
*5 minutes back.
V. Assessment (indicate whether it is thru Observation and/ or Talking/conferencing to learners
and/or Analysis of Learners’ Products and/or Tests) 10 minutes
.
1. Put on the table several objects that are being used in the school
every day.
Let the learners select three things and draw it with the correct shape and
color. They can arrange the objects so that some are in front, and some are
in the back
VI. Assignment (indicate whether it is for Reinforcement and /or Enrichment and/or
Enhancement of the day’s lesson and/or Preparation for a new lesson) 2 minutes
VII. Wrap-Up/
Concluding Sing the Song “Alimukoy Sa Kahoy”
Activity 3 Minutes
Prepared by:
Author: Gina C. Providencia School: Abis Central School
Position/Designation: T-III Division: Negros Oriental
Email Address:
Contact Number: 09533570726
[email protected] Semi-Detailed LESSON PLAN in ARTS
Learning Area: ARTS Grade Quarter: Duration:
DLP No.: 5
Level: 2 1 40 min
Draws a portrait of two or more persons - his friends, his family, Code:
Learning showing the differences in the shape of their facial features A2EL-If
Competency/ies: (shape of eyes, nose, lips, head, and texture of the hair
Key Concepts /
Understandings to
Use lines and shapes in drawing a person’s face.
be Developed:
I. Objective
s
Knowledge Use different lines and shapes in drawing a person’s face
Draws a portrait of two or more persons – his friends, his family, showing
Skills the differences in the shape of their facial features (shape of eyes, nose,
lips, head, and texture of the hair).
ATTITUDE Appreciate the uniqueness of every individual
Values Love of family
Colors Contrasting COLOR
II. Content/Topic
III.Learning MELC MAPEH 2 p.367
Resources/
Materials / TG pp 117-118
Equipment
IV. Procedures (indicate the steps you will undertake to teach the lesson and indicate the no.
of minutes each step will consume)
4.1 1. Review on the different lines and shapes seen in the parts of a face.
Introductory
Activity
(5 minutes)
1. Ask the students to look around their class.
4.1-Activity Ask the pupils to choose a classmate.
As you look at your classmate’s face, can you imagine what shape
4.3-Analysis should you use if you are to draw him or her?
Do your classmates look the same? (no) They are different. What
Abstraction elements of art willl you use in order to draw their portrait? In drawing
(5 minutes) a portrait, lines and shapes are essential.
4.5Application Using lines and shape let the pupils draw the face of their classmate.
*5 minutes
V. Assessment (indicate whether it is thru Observation and/ or Talking/conferencing to learners
and/or Analysis of Learners’ Products and/or Tests) 10 minutes
1. Ask the pupils to name the lines and shapes of the faces they
drew because this skill will be needed by the learners in drawing
the parts of the faces.
2. Instruct the learners to display their finished art works.
3. Appreciate the art works of the learners through the rubrics that
was prepared by the teacher.
VI. Assignment (indicate whether it is for Reinforcement and /or Enrichment and/or
Enhancement of the day’s lesson and/or Preparation for a new lesson) 2 minutes
VII. Wrap-Up/
Concluding
Activity 3 Name the different lines and shapes.
Minutes
Prepared by:
Author: Gina C. Providencia School: Abis Central School
Position/Designation: T-III Division: Negros Oriental
Email Address:
Contact Number: 09533570726
[email protected] Semi-Detailed LESSON PLAN in ARTS
Learning Area: ARTS Grade Quarter: Duration:
DLP No.: 6
Level: 2 1 40 min
Draws a portrait of two or more persons - his friends, his
family, showing the differences in the shape of their facial Code:
Learning
features (shape of eyes, nose, lips, head, and texture of A2EL-If
Competency/ies:
the hair
Key Concepts /
Understandings to
Using different lines and shapes
be Developed:
I. Objective
s
Draws a portrait of two or more persons - his friends, his family, showing
Knowledge the differences in the shape of their facial features (shape of eyes, nose,
lips, head, and texture of the hair
Skills Use different lines and shapes in drawing a person’s face
ATTITUDE Appreciate the uniqueness of every individual
Values Love for others
II. Content/Topic Variety of lines, shapes
III.Learning MELC MAPEH 2 p.367
Resources/
Materials /
Equipment
IV. Procedures (indicate the steps you will undertake to teach the lesson and indicate the
no. of minutes each step will consume)
4.1 1. Introduce the song:
Introductory I’m a Special Person”
Activity (5
minutes) I’m a special person
There’s no one like me
I’m glad I am “Alma”
That’s my name, that’s me
God thinks I am special
I think you’re special too
God loves me ‘cause I am me and you are you’
1. What is the song about?
2. Look at your classmates do you see similarities in your faces?
How about differences?
Look at the shape of the faces of your classmates identify their
4.1-Activity
similarities and differences
Draw two faces of your classmates and be able to identify the shapes
4.3-Analysis and lines used in your drawing.
Every individual has similarities and differences. To draw a portrait of
Abstraction individuals we need to use lines and shapes to show their similarities
(5 minutes) and differences.
V. Assessment (indicate whether it is thru Observation and/ or talking/conferencing to learners
and/or Analysis of Learners’ Products and/or Tests) 10 minutes
Decorate the portrait you’ve drawn and display it. Follow the rubrics for
your rating
VI. Assignment (indicate whether it is for Reinforcement and /or Enrichment and/or
Enhancement of the day’s lesson and/or Preparation for a new lesson) 2 minutes
VII. Wrap-Up/
Concluding
Activity 3 Name the different shapes and lines.
Minutes
Prepared by:
Author: Gina C. Providencia School: Abis Central School
Position/Designation: T-III Division: Negros Oriental
Email Address:
Contact Number: 09533570726
[email protected] Semi-Detailed LESSON PLAN in ATRS
Learning Area: ARTS Grade Duration:
DLP No.: 7 Quarter:
Level: 2 40 min
Learning Narrates stories related to the output Code:
Competency/ies: A2EL-Ih3
Key Concepts /
Understandings to
Elements of Art
be Developed:
I. Objective
s
Knowledge Identify the elements of art shown in an output.
Skills Shares stories related to the output
ATTITUDE Appreciates an artwork that comes from one’s imagination
Values Creativity
Body in motion still life (fruits/ plants) and drawing of imaginary landscape
II. Content/Topic
III.Learning MELC MAPEH 2 p.367
Resources/
Materials /
Equipment
IV. Procedures (indicate the steps you will undertake to teach the lesson and indicate the
no. of minutes each step will consume)
4.1
Introductory
Activity
(5 minutes)
1. Show a picture and allow the pupils to study it.
What is the picture all about?
What are the elements of arts shown in the picture?
4.2-Analysis
Do you think you can use the elements of arts to make a drawing you like?
Abstraction Lines, colors, shape, and texture are elements of arts used to make a drawing
appear real.
(5 minutes)
4.3Application Draw a picture from your imagination and apply lines, colors, shapes
*5 minutes and texture to make the drawing attractive and look real.
V. Assessment (indicate whether it is thru Observation and/ or Talking/conferencing to learners
and/or Analysis of Learners’ Products and/or Tests) 10 minutes
.
1. Instruct the learners to display their finished art works.
2. Help the learners to appreciate their art works. Which work shows
action well?
VI. Assignment (indicate whether it is for Reinforcement and /or Enrichment and/or
Enhancement of the day’s lesson and/or Preparation for a new lesson) 2 minutes
VII. Wrap-Up/
Concluding
Activity 3 Name the elements of Arts.
Minutes
Prepared by:
Author: Gina C. Providencia School: Abis Central School
Position/Designation: T-III Division: Negros Oriental
Email Address:
Contact Number: 09533570726
[email protected] Semi-Detailed LESSON PLAN in ARTS
Learning Area: ARTS Grade Quarter: Duration:
DLP No.: 8
Level: 2 1 40 min
Learning Narrates stories related to the output Code:
A2EL-Ih3
Competency/ies:
Key Concepts /
Understandings to
Narrates Stories
be Developed:
I. Objective
s
Knowledge Translates our imagination and dream into a drawing
Skills Creates an imaginary landscape or world from a dream or a story
ATTITUDE Appreciates an artwork that comes from one’s imagination
Values Creativity
II. Content/Topic Body in motion still life (fruits/ plants) and drawing of imaginary
landscape
MELC MAPEH 2 p.367
III.Learning
Resources/
Materials /
Equipment
IV. Procedures (indicate the steps you will undertake to teach the lesson and indicate the
no. of minutes each step will consume)
. Instruct the learners to do the MAGPAKITANG GILAS:
4.1
We can draw from our imagination. Close your eyes and imagine how our
Introductory
world will look after 100 years?
Activity
(5 minutes)
How does our world look 100 years from now?
4.2-Analysis Do you think we will see the same model of cars, buildings, roads, gadgets,
and appliances that we are seeing now?
Abstraction You can use your imagination to create a drawing.
(5 minutes)
1.From your imagination draw in your paper our world 100 years from now.
Remember that the more imaginative, the more fantastic, and the more it is far
4.3Application from real then the more will your drawing be appreciated.
(5 minutes)
2. Let the learners think of a title for their drawings.
V. Assessment (indicate whether it is thru Observation and/ or talking/conferencing to learners
and/or Analysis of Learners’ Products and/or Tests) 10 minutes
.
1. Instruct the pupils to work on IPAGMALAKI MO.
A. Help the learners display their artworks on the blackboard.
B. Let the learners appreciate the art works by using the rubric prepared by the
teacher.
VI. Assignment (indicate whether it is for Reinforcement and /or Enrichment and/or
Enhancement of the day’s lesson and/or Preparation for a new lesson) 2 minutes
VII. Wrap-Up/
Concluding
Activity 3 The teacher will present an illustration. Let the learners narrate the story.
Minutes
Prepared by:
Author: Gina C. Providencia School: Abis Central School
Position/Designation: T-III Division: Negros Oriental
Email Address:
Contact Number: 09533570726
[email protected]
