Lesson Plan in MAPEH 3 (ART)

Content Standards:
Demonstrates understanding of lines, texture, shapes and depth, contrast (size,
texture) through drawing.
Performance Standards:
Creates an artwork of people in the province/region. On the spot sketching of plants
trees, or building 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.
Learning Competency:
Distinguish the size of persons in the drawing to indicate its distance from a viewer.
Code: A3EL-Ia
Quarter: 1 Week: 3 Day: 1

I. Objectives:
1. Tell the difference of the sizes of persons/object in a picture in order to show
awareness of distance.
2. Draw a picture of a person/object in different sizes in a composition to show
distance
3. Give value on one ability and confidence in making an artwork showing distance.

II. Content:
Subject Matter: People/Object of Different Sizes
Materials: Pencil, bond paper, crayons video clips
Reference: K TO 12 Curriculum guide
Value: Self Confidence

III. Procedure:
A. Review
Types of Lines: Vertical lines, Horizontal lines, Slant lines, Zigzag lines,
Curved lines.
B. Motivation: Shows picture of beautiful scenery that shows depth
Ask: What have you observed in the picture?
(Let the pupils notice about the size of the object of the picture)

C. Presentation/Discussion
By using different type of lines, an artist can show depth in drawing. In
drawing composition, the sizes of objects differ because of their distance from the
viewer. Object looks smaller when they are far from the viewer and looks larger when
they are near.

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 D. Activity
Think of a view you would like to draw and put additional pictures of a person
according to the distance of a viewer. (Example: Rice field, playground, road and in a
beach).
E. Generalization
What makes the object seems small?
In a drawing, objects that are near to the viewer are bigger and smaller if it is far.

IV. EVALUATION
Use rubrics to assess their performance
Question 4 3 2
Very evident Evident Not Evident
1. Was able to draw the different sizes of
people/object in the picture to show their
distance without the help of others?
2. Is creativity manifested in the drawing?
3. Is confidence manifested by drawing the
different sizes of people in the picture to show
distance?
4. Is the artwork finished on time?

V. ASSIGNMENT
Bring picture of your community.

Reflection:

A. No. of learners achieve 80%:___

B. No. of learners who require additional activities for remediation:___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties di I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in MAPEH 3 (ART)

2
Content Standards:
Demonstrates understanding of lines, texture, shapes and depth, contrast (size,
texture) through drawing.
Performance Standards:
Creates an artwork of people in the province/region. On the spot sketching of plants
trees, or building 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.
Learning Competency:
Shows the illusions of space in drawing the objects and persons in different sizes.
Code: A3EL-Ib
Quarter: 1 Week: 3 Day: 2

I. Objectives:
At the end of 40 minutes, 100% of the learners are expected to:
1. Shows the illusion of space in drawing the objects and persons in different sizes.
2. Displays enjoyment in doing art activities.
II. Content:
Subject Matter: Illusion of Space
Integration:
Math, English
Strategies: 7 E’s
Materials: bond paper, pencil, coloring materials
References: TG in Arts pg. 9-12

III. Learning Tasks: (Depends on the Strategy used)

A. ELICIT (1 min.) Access prior knowledge
Ask the children to look at the picture they drew in the previous lesson. Let them examine the
picture: the sizes, objects, the distance, etc.
Then, ask:
How do we know that an object is near or far from the viewer’s eye?
B. ENGAGE (5 mins.)” Get the pupils mind focused on the topic”.
Show the following pictures:
Picture A. Picture B.

Picture of a road with Picture of two people of

buses, field of rice, and different sizes.
trees on the side of
different sizes.

Let the pupils give their own opinion or idea on the sizes and distance of objects in pictures A
and B.
Say:
The use of illusion of space is a technique or process used by an artist to show distance and
depth.
Show an example of a picture of objects and or people that shows illusion of space.
C. EXPLORE (20 mins.) “Provide pupils with common experience”
Group the class into 3.
Group 1 Draw a person in different sizes that shows an illusion of space.

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 Group 2 Draw an object in different sizes that shows an illusion of space.
Group 3 Identify an artwork that shows illusions of space.
D. EXPLAIN (7 mins.) “Teach the concept”
The teacher will facilitate the discussion. Let the group share their output.
E. ELLABORATE (5 mins.) “Pupils will apply the information learned in the concept”
How can you show the illusion of space in your artwork?
In drawing, the smaller the object, the farther the distance from the viewer on the other hand,
the bigger the object, the nearer its distance from the viewer. This is called illusion of space.
F. EVALUATE ( 2 min.) “How will you know that the students have learned the concept?”
What is the activity all about?
What is Illusion of Space?
How can we say that the object is near? Far?
G. EXTEND “Deepen conceptual understanding through the use of new context”
Create an artwork on the view of your barangay that shows the illusion of space

Assess the artwork of pupils using the rubrics below.

Rubric Very Evident Evident Not Evident
3 2 1
1. Illusion of space is shown in the artwork.
2. Persons and objects are included in the drawing.
3. Creativity is shown in the artwork by making it
different from others.
4. The artwork is finished according to the time
allotted.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? ___

Lesson Plan in MAPEH 3 (ART)

4
Content Standards:
Demonstrates understanding of lines, texture, shapes and depth, contrast (size,
texture) through drawing.
Performance Standards:
Creates an artwork of people in the province/region. On the spot sketching of plants
trees, or building 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.
Learning Competency:
Sketches on the spot outside or near the school to draw a plant, flower or tree showing
the different textures and shapes of each part, using only a pencil or a black crayon or ball
pen
Code: A3PL-Ic
Quarter: 1 Week: 3 Day: 3

I. Objectives:
At the end of 40 minutes, 100% of the learners are expected to:
1. Identify the texture and shapes of a natural and man made objects.
2. Draw on the spot sketches of objects seen in the school like plants, flowers, or
trees and objects found inside the room.
3. Develop awareness on texture of objects found in the natural environment
through drawing.

II. Content
Subject Matter: On-the-Spot Sketching/Pencil/pen Drawing
Strategy: Discovery Approach
Materials: Bondpaper, Crayon (black) pencil, a recycled hard board, sample
flower
Reference:

III. Procedure
A. Pre-Activity
1. Review: What kind of lines can be used to create geometric designs?
(Parallel lines, intersecting lines, curve lines, broken lines)
A. Activity Proper
1. Motivation: Show flower samples. Let the pupils take turns to examine and
identify the texture and shape of the sample in front.

2. Presentation/Discussion
Bring pupils outside the classroom to observe the flowers, plants and
trees in the campus. Let the pupils touch the bark/stem and discover different
texture and shapes of leaves and flowers of the plants.
Questions:
1. What are the different textures and shapes you have observed in the plants? Let
the pupil shares ideas. (Outside the classroom)
2. What will you do to things around you?
3. How will you take care of them, especially if you are the owner?
3. Activity 1
Let the pupils choose what to draw. (plant, flower, tree,). Present it to
the class.
4. Generalization

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 What is visual texture? Visual texture is the texture of an object
perceived without touching it. It can only be determined by looking at the object.

IV. Evaluation
Assess the artwork of pupils using the rubric below: (Activity 1)
Criteria 3 2 1
Very Evident Evident Not Evident
The artwork original and creative.
The visual texture is shown in the art
work.
Geometric design is used in the artwork.
The artwork is finish on time.

V. Assignment
Bring one picture of land formation.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? ___

Lesson Plan in MAPEH 3 (ART)

6
Content Standards:
Demonstrates understanding of lines, texture, shapes and depth, contrast (size,
texture) through drawing.
Performance Standards:
Creates an artwork of people in the province/region. On the spot sketching of plants
trees, or building 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.
Learning Competency:
Tells that in a landscape, the nearest object drawn is the foreground, the objects
behind the foreground are the middle ground, while the objects farthest away are the back
ground , and by doing this there is balance.
Code: A3PL-Id
Quarter: 1 Week: 3 Day: 4

I. Mga Tumong: Pagkahuman sa klase, 80% sa mga tinun-an ang gilauman nga:
1. Nailhan ang atubangan, tunga-tunga ug luyo sa usa ka alampat.
2. Nahatagan ug bili ang kaanindot sa mga talan-awon sa lokalikad, probinsya ug
rehiyon.
3. Nadibuho ang usa ka talan-awon nga adunay gipakita nga balanse.

II. Nilalaman:
Pagtulun-an: Pagdibuho og Talan-awon
Integrasyon: Mga Kahanas: Pagpakita og balanse ug pagkamamugnaon sa
pagdibuho og talan-awon
Learning Areas: Araling Panlipunan ug Agham ( Mga Porma sa Yuta ug Tubig )
Estratehiya: Teaching Modelling, Show and Tell, Discovery Approach
rehiyon pinaagi sa pagdibuho
Mga gamit sa pagtudlo: papel, lapis, krayola, mga nagkalain-laing porma sa yuta
ug talan-awon sa lokalidad, probinsya ug rehiyon, activity sheets
Mga Kasayuran:
MAPEH 3 K-12 Curriculum Guide
www.google.com/search?landforms
III. Pamaagi :
A. Balik-lantaw:
Unsa ang visual texture o grano sa panan-aw?
 Ang Visual Texture o Grano sa Panan-aw maoy grano nga makita
pinaagi sa pagtan-aw sa hulagway sa butang. Dili kini mahikap o
madungog.
B. Pag-aghat:
Magpakita ang magtutudlo ug mga hulagway sa mga porma sa yuta ug
tagnaon kini sa mga tinun-an pinaagi sa paghulagway sa ilang mga
kinaiya.
C. Buluhaton:
Gamit ang papel, lapis ug krayola, buhata ang mga mosunod:
1. Paghuna-huna ug us aka talan-awon sa inyong lokalidad,probinsya o
rehiyon nga gusto nimong idibuho.
2. Pagdesisyon unsa nga butang ang angay nimong iapil sa imong
dibuho.
3. Idibuho ang talan-awon nga magpakita sa atubangan, tunga-tunga ug
luyo.

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 4. Ipakita ang balanse sa imong dibuho.
5. Kolori ang imong dibuho ug hatagi ug ulohan.
6. Ipakita sa klase ang imong gidibuho ug isaysay ang imong kasinatian
sa pagdibuho sa talan-awon.
D. Pagtuki:
Adunay mga nagkalain-laing mga porma sa yuta nga makita sa atong
nasud nga Pilipinas. Tan-awon nato ug sutaon ang uban sa mga klase
niini.

Image Image

MOUNT APO SA CHOCOLATE HILLS

DAVAO SA BOHOL
Image
MAYON VOLCANO SA ALBAY

Pangutana :
1. Unsa nga butang sa Hulagway A ang duol sa imong panan-aw? Unsa nga butang
ang layo sa imong pana-aw?
2. Unsa nga butang sa Hulagway B ang duol sa imong panan-aw? Unsa nga butang
ang layo sa imong pana-aw?
3. Unsa nga butang sa Hulagway C ang duol sa imong panan-aw? Unsa nga butang
ang layo sa imong pana-aw?
4. Unsa ang timailhan nga adunay balanse ang usa ka alampat?
Ang nahimutangan sa artist makaapekto sa gidak-on sa idibuho. Ang foreground o
atubangan mao ang bahin sa talan-awon nga duol sa imong panan-aw. Ang middle
ground o tunga-tunga mao ang bahin sa talan-awon nga makita taliwala sa atubangan
(foreground) ug luyo (background). Ang background o luyo mao ang likod nga bahin
sa talan-awon ug layo sa imong panan-aw.

E. Generalisasyon:
Unsa ang timailhan nga adunay balanse ang usa ka alampat nga gidibuho?

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  Adunay mabatyagan nga balanse kon adunay atubangan, tunga-tunga
ug luyo diha sa komposisyon.
 Mapasigarbohon ba kamo sa mga anindot nga talan-awon nga makita
sa atong lokalidad, probinsya ug rehiyon?
F. Aplikasyon:
Ilha ang atubangan, tunga-tunga ug luyo sa mga hulagway sa ubos.

Musuan Peak sa Musuan,

Maramag, Bukidnon

Lake Apo sa Guinoyoran,

Valencia City, Bukidnon

III. Ebalwasyon:

Idibuho ang kung ikaw uyon ug kung ikaw dili uyon.

RUBRIC
1. Nadibuho ba nako ang atubangan tunga-
tunga ug luyo diha sa dibuho aron makita
ang balanse.
2. Ako ba nga nadibuho ang talan-awon o mga
porma sa kayutaan makita sa lokalidad,
probinsya o rehiyon?
3. Mapasigarbohon ba ako sa pagpakita sa
uban sa akong gidibuho nga mga talan-
awon?
4. Ako ba nga nahuman ang alampat sa
gitakda nga oras?

IV. Buluhaton sa balay:

Pagdibuho ug usa ka talan-awon nga imong makita sa inyong palibot ug ilha ang
atubangan, tunga-tunga ug luyo.

Reflection:

A. No. of learners who earned 80% in the evaluation: ___________

B. No. of learners who require additional activities for remediation: _________

9
 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/supervisor can help me solve?
_____________________________________________
G. What innovation or localized materials did I use/discover which I wish to share with
other teachers?___________________________________________

Lesson Plan in MAPEH 3 (ART)

Content Standards:

10
 Demonstrates understanding of lines, texture, shapes and depth, contrast (size,
texture) through drawing.
Performance Standards:
Creates an artwork of people in the province/region. On the spot sketching of plants
trees, or building 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.
Learning Competency:
Creates a pencil or pen drawing of scene in daily life, where people in the
province/region show their occupation by the action they are doing/
Describe the way of life in the cultural community
Code: A3PL-Ie & A3PR-Ih
Quarter: 1 Week: 3 Day: 5

I. Objectives:
At the end of the period, 100% of the pupils are expected to:
1. Identify the different works of people in a province or region
2. Create a pencil or pen drawing showing occupation by the action they are
doing in daily life.
3. Give importance to one’s culture by sharing the way of life

II. Content:
Subject Matter: Pen and Pencil Drawing
Integration: Share relevant information (English 3)
Strategies: 7 E’s
Materials: pencil or pen, bond paper, Manila paper, crayon, PowerPoint (Different
Occupation)
References: TG p.144-146, Learners materials p.139-142

III. Learning Task:

A. Elicit
Let the pupils remember what they did during their previous art session
Why sketching is important?

B. Engagement
The teacher will ask:
What do you want to be when you grow up? Why?
C. Exploration
What do you mean by the word OCCUPATION?
Ask the pupils to act out what they want to be when they grow up.
D. Explanation
The teacher will show picture/PowerPoint about different occupation in the
province.
Then the teacher will ask the following:
1. What kind of work or occupation shown in the picture?
2. Are there farmers in your place?
3. How important are their works in the community?
4. Describe the way of life of people living in your community.
The pupils will group into 3 to perform the following activities.
Group 1: write a 4-line jingle about occupations of the people in your place.
Group 2: make a short drama about occupation of the people in your place.
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 Group 3: draw three kinds of work or occupation in your place.
E. Elaboration
The teacher will ask what are the works or occupation of the people in their
place/ Province/ Region.

IV. Evaluation:
Draw one kind of occupation that you see in your place.
The teacher will use rubrics in assessing the pupils output.(refer to LM p.142)

V. Enrichment:
Ask the pupils to list down occupation of the people in the community.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in MAPEH 3 (ART)

Content Standards:

12
 Demonstrates understanding of lines, texture, shapes and depth, contrast (size,
texture) through drawing.
Performance Standards:
Creates an artwork of people in the province/region. On the spot sketching of plants
trees, or building 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.
Learning Competency:
Create a geometric design by contrasting two kind of lines in terms of type or size.
Code: A3PR-If
Quarter: 1 Week: 4 Day: 1

I.Objectives:
At the end of 40 minutes, 100% of the learners are expected to:
1. Name the two kinds of lines in terms of type or size.
2. Create a geometric design with contrasting lines.
3. Show appreciation of own design and of others through an art exhibit.

II. Content:
Subject Matter: Creating two kinds of lines in terms of type or size
Integration: Araling Panlipunan 3 (Naipaliliwanag ang kahalagahan ng mga
makasaysayan lugar at ang mga saksi nito sa pagkakakilanlang kultura ng sariling
lalawigan at rehiyon. )
Strategies: Explicit Teaching, Cooperative leaning
Materials: Pictures of two kind of lines
Reference: MAPEH 3 TG pp. 128-130, LM pp. 121-123

III. Learning Tasks:

A.
Show picture of beautiful scenery found in the community. Let the pupils talk
about the picture.
B. Motivation
Show picture of beautiful scenery found in the community. Let the pupils talk
about the picture.
Chocolate Hills

The world around us is filled with natural shapes. What natural shapes do you
see? Being more observant around us help us to develop our skills in drawing.
C. Modelling/Presentation
Show picture to the class.
Vertical Lines Horizontal Line Slant Line Zigzag Lines Curved Lines
A picture of mountains, trees and
sun using different lines.

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 Let the pupils name the kinds of lines shown in the picture.
Teacher discuss that in a drawing, you can see several linear designs or
shapes. Linear designs are designs out of different kinds of lines that form
rectangles, triangles, and circles. The kinds of lines are straight and curve line,
while the types of lines are thin and thick. Teacher show the class how to draw
thick and thin, straight and curve lines.
Call pupils to come to the front to draw the two kinds and types of lines.
D. Guided Practice
1. Divide the class into five groups. Let the group draw the things or places
that they can see inside the community. Instruct the class what lines to be
drawn. Choose one reporter to describe and discuss what kind & types of
lines they used in doing the art activity.
E. Independent Practice
Art Activity “Paghimo og Disenyo Alang sa Pagputos og Regalo”
Processing of Art work
Encourage the pupils to post their artworks on the board. Ask the pupils:
What experiences inspire them to create the design for a gift wrap?
What makes your artwork special and different from others?
F. Generalization
What are the kind of lines?
What are the types of line?
How did you draw a geometric design?

H. Evaluation
Assess the artwork of pupils using the rubric below:

Criteria 3 2 1
Very Evident Evident Not Evident
The artwork original and creative.
The kinds of lines and their characteristics
are shown in the art work.
Geometric design is used in the artwork.
The artwork is finish on time.

I. Assignment /Enrichment
Look for a picture of cloth with geometric design from old magazines or
newspaper.
Reflection:

A. No. of learners achieve 80%:___

B. No. of learners who require additional activities for remediation:___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___

14
 E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties di I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in MAPEH 3 (ART)

Content Standards:

15
 Demonstrates understanding of lines, texture, shapes and depth, contrast (size,
texture) through drawing.
Performance Standards:
Creates an artwork of people in the province/region. On the spot sketching of plants
trees, or building 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.
Learning Competency:
Sketches on the spot outside or near the school to draw a plant, flower or tree showing
the different textures and shape of each part, using only a pencil or a black crayon or ballpen
Code: A3PR-Ig
Quarter: 1 Week: 4 Day: 2

I. OBJECTIVES
At the end of 40 minutes, 100% of the learners are expected to:
1. Discuss visual texture in a still life drawing with the use of cross hatch lines and
dots.
2. Draw a life drawing that shows visual textures using lines, dots and colors.
3. Show appreciation of ones skill in using variety of lines, dots in artwork.

II CONTENT
Subject Matter: Visual Texture
Still Life drawing using Cross Hatch Lines or dots
Integration: Value your Artwork/Effort
Strategy: Discovery/Sampling
Materials: Bond paper, color pencil, sample of Cross Hatch Line or dots art
Reference: https://www.thoughtco.com/what-is-crosshatching-1123048
The 21st Century MAPEH in ACTION pages 78 & 82

III PROCEDURE
A. Pre-Activity
1. Review: The teacher will ask what are the works or occupation of the people in
their place? Province? Region?
B. Activity Proper
Motivation: Show a picture of a pineapple and mango. Let the pupils describe the
pineapple and the mango. Which one looks smooth? What about the part that looks
rough.
C. Presentation/Discussion
Rough and smooth are two contrasting ideas in texture. Straight and thin lines are
used to show smoothness and rough, crooked, and thick lines are used to convey roughness.
Crosshatching is an extension of hatching, which uses fine parallel lines drawn
closely together to create the illusion of shade or texture in a drawing.
Crosshatching is the drawing of two layers of hatching at right-angles to create a
mesh-like pattern. Multiple layers in varying directions can be used to create textures.
Crosshatching is often used to create tonal effects, by varying the spacing of lines or by
adding additional layers of lines. Crosshatching is used in pencil drawing, but is particularly
useful with pen and ink drawing, to create the impression of areas of tone, since the pen can
only create a solid black line.

Alternate Spellings: cross-hatching

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 E. Activity: Sketch on the spot
Draw any plants, flowers or trees that show different texture and shape of each part. Use
pencil a black crayons or a pen. Finish your artwork and show it to the class.
F. Generalization
What are the two contrasts in texture? Rough and Smooth
What elements are to be emphasized in sketching natural objects like plants, flowers
or trees. Cross Hatching.

IV. EVALUATION
Make your own sketch drawing anything seen inside the classroom. Do this is your
scrapbook.

V. ASSIGNMENT
Draw somebody doing a certain job: use paper and pencil drawing.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in MAPEH 3 (ART)

Content Standards:

17
 Demonstrates understanding of lines, texture, shapes and depth, contrast (size,
texture) through drawing.
Performance Standards:
Creates an artwork of people in the province/region. On the spot sketching of plants
trees, or building 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.
Learning Competency:
Sketches and colors and view of the province/region with houses and buildings
indicating the foreground middle ground and back ground by the size of objects
Code: A3PR-Ii
Quarter: 1 Week: 4 Day: 3

I. Objectives:
A. Describe the historical houses/ buildings in one’s province/ region.
B. Make Sketches of historical houses/buildings that show unique features.
C. Give importance to the historical houses and buildings in one’s
province/region.
II. Content
Subject Matter: Historical Houses and Buildings
Integration: (Naipaliliwanag ang kahalagahan ng mga makasaysayan lugar at ang
mga saksi nito sa pagkakakilanlang kultura ng sariling lalawigan at rehiyon.)
Strategies: Explicit Method, Collaborative Learning
Materials: Pictures of historical houses and buildings in the province or region.
References: MAPEH TG pp .147-148 and LM pp: 143-144
III. Learning Tasks
A. Review
What are the works or occupations of the people in your province or region?
B. Motivation
The Tulogan at Kaamulan
Park Malaybalay City

Teacher present a picture of historical houses /buildings.

Have you ever seen a house like this in our place?
Where can this houses/ buildings found?
Let the pupils talk about the picture.
C. Modeling/ Presentation
Teacher present a pictures of different historical houses/buildings in the
province or region.

The Tulogan at Monastery Torre ni David

Kaamulan Park Transfiguration in Malaybalay City
Malaybalay City San Jose
Malaybalay

Kampo ni Juan Rodriguez Ozamis Mansion

in Manolo Ancestral house in in Misamis
Fortich Barangay Aquada Occidental
Bukidnon Misamis Occidental 18
 Statue of Divine The Bonbon
Mercy Misamis Chuch Ruin in
Oriental Camiguin

Teacher names and discuss with them the importance of structure of different
houses and buildings in the province/ region.
Teacher discuss the background, middle ground and fore ground on each
picture.
D. Guided Practice
A. Divide the class into four groups. Let the pupils arrange the
Cut out picture of historical houses/ buildings paste it on a paper and name
the historical houses/building. Each group will write a description about
the picture and present it through songs, rhymes, poem or rap.
B. Teacher divide the class into six groups. Each group are given a picture of a
historical houses/buildings in the province/region. The group name and label the
background, middle ground and foreground of the historical houses/buildings. The
group may choose one member to present and discuss their output.
E. Independent Practice
Art Activity:
“Drawing of Houses or buildings with designs”
Pupils may choose the historical houses/ buildings presented in the lesson.
Encourage the pupils to post their artworks on the board.
Processing of Art Outputs:
Let the pupils describe the kinds of lines and shapes they used to make their
drawings of historical houses or buildings unique and different.
F. Generalization
What are the historical houses/buildings in our province/region?
What have learned in our activity?
Why is it important to preserve and take good care of our historical houses?

IV. Evaluation
Assess the artwork of pupils using the rubric below:
Criteria 3 2 1
Very Evident Not
Evident Evident
The artwork show unique features of historical
houses/buildings.
Foreground, middle ground and background are shown
in the artwork.

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 Show appreciation and give importance to the historical
houses/buildings
The artwork is finish on time.

V. Assignment /Enrichment
Bring picture of historical houses/buildings in province or region.

Reflection:
A. No. of learners achieve 80%:___
B. No. of learners who require additional activities for remediation:___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties di I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share
with other teacher? ___

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