School: LEYTE NORMAL UNIVERSITY Grade Level: III

GRADES 1 to 12
Teacher: Learning Area: ARTS
DAILY LESSON LOG Teaching Dates and
Time: Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
A. Content Standard The learner demonstrates understanding of lines, texture, shapes and depth, contrast (size, texture) through drawing.

B. Performance Standard The learner creates an artwork of people in the province/region. On-the-spot sketching of plants trees, or buildings and geometric line designs shows a work of art based on
close observation of natural objects in his/her surrounding noting its size, shape and texture
C. Learning Competency/s: The learner create a geometric shows the illusion of space in Appreciates that artist create Tells that in a landscape, the Describe the way of life of people
design by contrasting two kinds drawing the objects and visual textures by using variety nearest object drawn is the in the cultural community.
of lines in terms of type or size persons in different sizes of lines and colors ( AEPL-Ic) foreground; the objects behind the (A3PL-Ie)
(A3PR-If) (A3PL-Ib) foreground are the middle ground,
while the objects farthest away are
the background, and by doing this
there is balance
(A3PL-Id)
II CONTENT Kinds of lines and their Illusion of Space Visual Texture
Characteristics
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages Active MAPEH 3 LM p. 106-107 MAPEH LM pp. 8-10 Curriculum Guide, LM pp. 132-135
3. Text book pages
4. Additional Materials from PILOT SCHOOL - MTB MLE PILOT SCHOOL - MTB MLE DepEd Resource. Art 3 Unang PILOT SCHOOL - MTB MLE Lesson 4 PILOT SCHOOL- MTB MLE Lesson 3
Learning Resources Lesson 6 Markahan-Modyul 3:
Paglinang sa Tekstura ng
Larawan Juen,J. (2020).
https://depedtambayan.net/
arts-3-unang-markahan-
modyul-3-paglinang-sa-
tekstura-ng-larawan/
B. Other Learning Resources Pencils, short bond paper, arts materials (pencil, crayon, PowerPoint presentation, Pencils, Crayon, Bond paper Pencil or pen, bond paper, and
sharpener, eraser, and coloring laptop, TV or projector, eraser.
color pencil,) short
materials Ballpen, Pencil, Crayon and
bondpaper watercolor , A4 bondpaper,
 activity sheets.
IV. PROCEDURES
A. Reviewing previous lesson or Show a picture of the house and show pictures of objects in Recap: What is visual texture? Why is sketching important before
presenting the new lesson let them talk about what part of different sizes into its you do the final drawing?
their house they love the most. position. Ask about the illusion of space Let the pupils recall what they did
and let the learners talk about during their previous art session.
it.

B. Establishing a purpose for the Show an illustration of lines. Ask the pupils, how do you Ask the learners to group Ask the pupils to show the pictures Ask the pupils to make or draw
lesson Ask the pupils to describe the know if the object or the themselves into 5 and Give a of land formations they brought to designs using lines and shapes on a
kinds of lines and their person is near or far away set of jigsaw puzzle for them the class. Let them say something paper, on air, on the blackboard,
characteristics. from you? to assemble. about it. or anywhere they want.

Let the pupils look at the picture

below.

C. Presenting Examples/instances Show pictures or drawings with show a picture that shows Ask the learners: Tell the pupils that there are famous a. What do you mean by the
of new lesson geometric design. (Use the the illusion of the space. Let landscapes and land formations in word occupation?
pupils artwork if there is any) the learners examine the ● What picture was the Philippines. b. What do you want to be
picture that is shown. Let the formed in the when you grow up? Why?
learners notice the distance puzzle?
and sizes of the people or ● What have you Tell the pupils to act out or show a
objects inside the picture. noticed in the pantomime about what they want
picture? to be when they grow up.

Say: Look and examine the

drawing. Does the picture show
different kinds of lines?
D. Discussing new concepts and In the drawing, you can see In the drawing, the smaller A visual texture is a texture What objects in the pictures are There are many kinds of works or
practicing new skills #1 several linear designs. Linear the object, the farther its that can only be noticed by nearest to the viewer? occupation in different places of
designs are designs out of distance from the viewer. On looking at the picture of an our country. Each region or
different kinds of lines that form the other hand, the bigger object. What objects in the pictures appear province has its major source of
rectangles, triangles, circles. The the object, the nearer its farthest to the viewer? income. It depends on the
kinds of lines are straight and distance to the viewer. This is topographical situation, climate,
curved while the types of lines called the illusion of space. and culture of a place.
are thin and black.
In some works of Ben Cabrera
(local artist) and Ron C. Guthrie
(foreign artist), pointillism was
used in creating daily life scenes.

E. Discussing new concepts and Introduce to the class the The use of Illusion of space is Introduce the two lines: Explain to the class about the Show the painting of Fernando
practicing new skills #2 following idea: The weave a technique or a process used importance of the three different Amorsolo entitled. "Planting Rice"
patterns and the lines and colors by an artist to show distance, ● Crosshatch lines, layers in an image.
used in the woven textiles of the depth, and width in an these are marks ● These “layers” are more
different ethnic groups/ artwork. of two or more commonly known as
indigenous people (T'nalak of sets of foreground, middle
T'boli, Ifugao, etc.) emphasize intersecting ground, and background —
their cultural heritage. parallel lines. each of which plays a vital
role in a photo’s unique
On that note, connect the idea ● Pointillism is a composition.
above that through lines and ● The element of the photo Ask pupils:
technique done
patterns, we can create a simple closest to you makes up
by applying small
and geometric artwork out of the foreground. The a. What kind of work or
dots to a surface
this like gift wrapping. After that, furthest element away occupation is shown in
to form a picture.
discuss to the class the concepts, from you is the the picture?
steps and the importance of background, while the b. Are there also farmers in
creating a design in gift middle ground makes up your place?
wrapping. the area in between. c. Aside from farming, what
other works or
occupations of people are
found in the province or
region?
d. How important are their
works to the community?
e. Describe the way of life of
 people living in your
community.
F. Developing mastery Art Activity 1: Making a design Activity 1: Drawing of Activity: Sun and Moon! Activity 1. Building with sand Activity
(Leads to Formative Assessment) for a Gift Wrap. Community
Directions: Draw a 🌞 if you Directions: Make an interactive Distribute the activity cards to the
(Refer to LM Active MAPEH 3 p. ( Refer LM MAPEH 3 p. 9) think the statement is true, sand tray that is individual sized. two groups. After a five-minute
106) and 🌜 if the statement is Have students use their fingers to group discussion and preparation,
false. push the sand aside to form each pupils should present their group
Directions: Get your short bond Direction: Draw a town with landform. output (group artwork-group song
paper, art materials, and people in different sizes in its with action presentation)
coloring materials and BE position. Prepare your
CREATIVE in terms of making materials. BE CREATIVE AND
your own design of your gift UNIQUE to your output.
wrap.
G. Finding Practical applications of Encourage the pupils to post Let the learners present their Let the learners present their Motivate the pupils to present their Ask the pupils:
concepts and skills their artworks on the board. outputs. output and let them present outputs.
it. ● Did you enjoy the
Ask them what experiences What do you notice about ● Ask them how the sand is activity? Why? Why not?
inspire them to create that your drawing? formed? ● What kind of works or
design for their gift wrap? What occupations do people in
makes their artworks special and your province or region
unique from others? Aside from have?
using it as a gift wrap, where ● In what ways can we be
else can they use their design? proud of the works or
occupations of the people
in our place?
H. Making generalizations and Post Activity: Post Activity: Post Activity
abstractions about the lesson 1. Generalization 1. Generalization Generalization Generalization
● Ask: What 1. Generalization What is Visual Texture? There is a feeling of Ask:
makes your ● How can you show How can we apply pointillism balance when there is What are the works or occupations
design artistic the illusion of space in your drawing? foreground, middle of the people in your province or
and creative? in your artwork? ground, and background in region?
2. Value Integration the composition.
2. Values Integration 2. Values Integration How will you value your
Ask: ● How can you show artwork and that of others?
● How can you appreciation for Values Integration Values Integration
make your gift your own artwork ● How can you preserve the Ask:
design unique and the works of beauty of nature in your How can you give importance to
from others? others? place? people's way of life or culture in
● How can you 3. Application ● Let the pupils share their the community?
show ● Refer to TAKE THE thoughts and ideas.
appreciation of CHALLENGE on LM
others page 10
artworks?
I. Evaluating Learning Art Activity 2: Creative Paper Use the rubrics in assessing Evaluation Activity 2.
Bag (for instructions, refer to LM the outputs of the learners. Direction: On a short bond
paper, think of an object Use rubrics in assessing the pupils'
Active MAPEH 3 p.107 TAKE THE Let the pupils do ART Activity
CHALLENGE) that you want to draw. “Landscape Drawing” on page 133 output.
Apply Pointillism and Cross of LM.
Use the rubrics in assessing the hatch in your drawing. Your
artwork of the pupils. works will be graded based
on the given criteria below.

Creativity - 40%
Craftsmanship - 20%
Techniques - 20%
Use of Materials -15%
Effort - 5%
Total - 100%
J. Additional activities for Assignment: Look for a picture Assignment: Get four bond Assignment: Make an Assignment:
application or remediation of cloth with geometric designs papers, scissors, and glue. advance reading about the Draw at least one land formation or
from old magazines and Cut the three bond papers topic colors and lines for landscape found in their
newspapers. Ask the assistance into different sizes of object our next meeting. locality/province.
of your parents and guardians in and paste it on the bond
cutting the picture. paper in different position.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
on the formative assessment
B. No. of Learners who require
additional activities for remediation
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 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?