School: Lanao National High School Grade Level: 9

GRADES 9 Name of Teacher Cindy C. Pontillas Learning Area: MAPEH - ARTS

DAILY LESSON LOG Teaching Dates and Time: JUNE 16 – 20, 2025 (WEEK 1) Quarter: First

MONDAY TUESDAY WEDNESDAY THURSDAY Friday

I. OBJECTIVES
 Art elements and processes by synthesizing and applying prior knowledge and skills
A. Content Standard
 the arts as integral to the development of organizations, spiritual belief, historical events,
scientific discoveries, natural disasters/ occurrences, and other external phenomena
The learners...

B. Performance  performs / participates competently in a presentation of a creative impression

Standard (verbal/nonverbal) of a particular artistic period
 recognizes the difference and uniqueness of the art styles of the different periods (techniques,
process, elements, and principles of art)
The learner…

 analyzes art elements and principles in the production of work following the style of a western
and classical art
(A9EL-Ib-1)
C. Learning  identifies distinct characteristics of arts during the different art periods (A9EL-Ia-2)
Competencies/  identifies representative artists from various art periods (A9EL-Ia-3)
Objectives
 reflects on and derives the mood, idea, or message from selected artworks (A9PL-Ih-1)
 determines the use or function of artworks by evaluating their utilization and combination of art
elements and principles (A9PL-Ih-2)
 uses artworks to derive the traditions/history of an art period (A9PL-Ih-3)
 compares the characteristics of artworks produced in the different art periods (A9PL-Ih-4)

II. Classical Art

II. CONTENTS
I. Ancient Art
1. Prehistoric Art 2. Egyptian Art 3. Greek Art 4. Roman Art

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III. LEARNING
RESOURCES
A.References
1. Teacher’s Guide
pages
2. Learner’s Mateials Mapeh/Module Mapeh/Module Mapeh/Module Mapeh/Module
pages

3. Textbook pages

4. Additional Materials
from Learning
Resources (LR) portal
https://
www.youtube.com/
watch?v=84gTmKwL8KQ
https://www.youtube.com/watch?v=YKX-Rjb4rag
https://
B.Other Learning www.youtube.com/ http://www.historyforkids.net/roman-art.html
watch?v=oZOsR0TzbJ8
Resources http://
www.thesmartteacher.co
m/exchange/resource/
872/
Cave_Art_is...Rock_Art_

IV. PROCEDURES
A. Reviewing Orie ntation THE EVOLUTION OF ATRS LUCKY 7 POP UP MINDS
Previous Lesson and Diagnostic The teacher will ask
or Presenting The teacher will present the STUDENT GENERATED Teacher will asked the following
The New Lesson lesson using an animation QUIZbee the students questions
about a cave drawing that
comes to life, and travels The teacher will ask a What are the words that
question about the spring to your mind 1. What is the
through famous art pieces method of
previous topic Pre- when you hear
throughout time. “ANCIENT EGYPTIAN painting water
historic Art, a student
ARTWORKS” based pigments
https://www.youtube.com/ who will answer the
watch?v=84gTmKwL8KQ question correctly will be on a freshly
Possible answers;
the first and the same applied plaster?
The teacher will ask the student to ask questions Pyramid, symbols, Ans. FRESCO
students: Hieroglyphics, Tomb, 2. What is Pelike?
to challenge his or her
classmates. The LUCKY 7 etc. Ans. Wine
What is the idea/ story behind container
the video? student Generated
3. what are the
2
 Quizbee will continue 5mins three greek
How did the story of the cave until the seventh student collumns?
drawing start and end? answer the question Ans. DORIC,
correctly IONIC,
5mins
CORINTHIAN
(questions to be asked
are based on their 5mins
assignment)

Using a time line graph Hieroglyphs The teacher will play a video The teacher will show
(see pp 140-141 LM MAPEH about GREEK ARTS a picture of The
Arts 9) from Ancient Art to Students will write their Coliseum.
Medieval Art Period and own name using the https://www.youtube.com/
pictures as representation of hieroglyph alphabet. watch?v=YKX-Rjb4rag Ask the students
Art forms let the students Remember that the about the significance
classify the following images Ancient Egyptians of the Coliseum in the
into their respective periods. sometimes wrote in western history.
Ask the students the different directions.
following questions: 5mins
B. Establishing A
Purpose For The (see attached activity) The teacher will ask this
1. How did you classify
Lesson question;
the different artworks
Asked the students the
into their respective What is the video all about?
following questions:
periods?
2. What was your basis of 1. What is hyroglipics? How can Greek artworks
classification? 2. What could be the be used to derive the
idea of Ancient traditions/history of
Egyptians about this Classical Period?
5mins way of writting?

10 mins

C. PresentIng
Examples/ The teacher will locate the pictures The teacher will show a CONCEPT MAPPING STORY TELLING
Instances of The to where it should belong and picture of a pyramid The teacher will story tell
New Lesson present the topic for the day on PRE about Rome using the
HISTORIC ARTS following pictures

NATURALISM  Head of Alexander

 The portonacio
3
 Sarchophagus
 The Colosseum
The teacher will collect
And ask this question: ideas to the students
How do pyramids help us abou the word
understand about life in NATURALISM
Ancient Egypt? 5mins
After collecting ideas
5mins present the lesson by
stating;
“Greek style was a
taste of Western
Realism or
NATURALISM”

The teacher will discuss the The teacher will present The teacher will discuss Using a video clip the
following prehistoric art: the following through the following: teacher will discuss
 Painting pictures: the Roman Art
D. Discussing New Greek painting
 Sculpture
Concepts And  Egyptian painting  Fresco https://
Practicing New architecture  Hieroglyphics  Encaustic www.youtube.com/
Skills #1  Pyramid of Giza  Vase painting
watch?
Greek architecture
20 minutes v=RM2D7iJHWXQ

The teacher will

differentiate Greek Gallery walk
Gallery walk
orders of the GREEK Students will explore
Students will explore multiple
ARCHITECTURE by multiple texts or images
texts or images that are placed
drawing images on that are placed outside
outside the room. The teacher
E. Discussing New the board using the the room. The teacher
will also discuss the lesson
Concepts And following descriptions will also discuss the
Practicing New (Pre-historic paintings, sculpture
lesson (Pre-historic
Skills #2 and architecture) and facilitate DORIC- simplest paintings, sculpture
the learning process.
IONIC- scroll and architecture) and
facilitate the learning
10mins
CORINTHIAN- encantus process.
leaves

4
 ACTIVITY TIME: Fill in the box with the Let’s play The teacher will group
Analyzing Primary Source characteristics and DRAW IT? GOT IT? the students into 3
function that would best and will be asked to
The teacher will group the describe the painting, The class will be divided compare and contrast
students into 5 and provide sculpture and into two (ex. GIRLS vs. paintings of different
different pictures of pre architecture of Ancient BOYS) periods, sculptures
historic arts. Members of the Egypt Each group will chose a and architectures
group will answer the member to pick an using the following
following questions Ancient Egypt Egyptian art work and indicators:
individually. Their leader will PAINTINGS draw it on the board
collect best answers and Characterist Function their remaining group  Name of the
chose a representative to ics members will guess the paintin(sculptu
discuss. word by analyzing each re or
element presented. The
architecture)
F. Developing 1. Describe the picture SCULPTURES group will decide for
Mastery 2. What do you think is their best answer. If  Period and era
Characteristi Function
(Leads To the message of the cs they got it wrong, the when it was
Formative artifact ? other group may answer created
Assessment 3) 3. Is this artifact it. It will be done  Material used
significant? Why? Or ARCHITECTURE simultaneously. Until the  Use of
why not? Characteristi Function best group got 3 correct elements of
20min cs answer. If it ties at 3
arts
points, the teacher will
draw tie breaking  Distinctive
picture characteristics

10mins PELIKE MYRON 15mins

LEKANIS DORIC
LEBES GAMIKOS
IONIC CORINTHIAN
PARTHENON
10mins

G. Finding Practical DRAW YOUR ANSWER Teacher will ask the students to The teacher will ask the The teacher will ask the
Applications Of The students will answer this relate Egyptian art work to students to name at least 3 students:
Concepts And question by drawing his or her idea some Philippine artworks. establishments here in the
Skills In Daily on the board. 5mins Philippines with a touch of What is the greatest
Living What are the implications of Ancient Greek architecture. contribution of Roman Arts
art in the modern society? to the modern world?
(or emoticons about the emotion 5mins
that can be derived from the art
5
 works)

The teacher will ask the FREEDOM WALL The teacher will ask the The students will
following questions: following question recite functions of
Students will be grouped Roman paintings,
 What are the into 3. PAINTING,
 What are the use sculpture and
characteristics and SCULPTURE and
elements of arts that ARCHIRECTURE or function of architecture.
H. Making make the following Greek artworks ?
Generalizations archaeological Members of the group will  How does Greek
And Abstractions discoveries effective be asked to write word or architecture
About The artwork? phrase in a differ from the
Lesson cartolina/manila paper to Ancient Artworks
 What are the noticeable be posted on the board .
influences of Ancient art 5 mins
to the modern world? These are words that they
can still remember, they
5mins can relate to, or words
and phrase to describe
Egyptian Artworks.

The teacher will collect the Identify the following: Answer this question:
students’ individual papers Identify 5 elements or
in the activity  The most characteristic of arts How does the
Analyzing Primary substantial ancient that make GREEK ART sculpture of Rome,
source. structure of the visually unique. “The Portonacio
The teacher will score their world Sarcophagu”s differ
answers using this rubrics  Egyptian tomb in from Myron of Greece
the form of flat
I. Evaluating Focus and details 5pts roofed rectangular 5 mins
Learning Word choice 3pts structure
Grammar 2pts  A system of writing
using picture
symbols used in
 ancient Egypt
 A large vault used
for burying dead
Smallest pyramid in the
pyramid of Giza

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 Do attached worksheet Do attached worksheet In a short bond paper Draw a Student will write an essay
CAVE ART IS... Ancient Civilization house using the 3 Greek about the evolution of arts
J. Additional columns identify the columns from Ancient period to
Activities For and write the difference of the
classical period
Application or following.
Remediation
Question and answer.
Create 3 questions about the topic
K. Assignment and provide answer.

V. REMARKS

VI. REFLECTION

A. No. of Learners Who Earned

80% In The Evaluation.
B. No. of Learners Who Require
Additional Activities For
Remediation Who Scored Below
80%
C. Did The Remedial Lessons
Work?

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 Teachers?

Prepared by:

CINDY C. PONTILLAS

Teacher 1 Checked by:

7
JENNELYN P. LOREJAS

Master Teacher 1