1. School V. Bagasina Sr. Memorial High School Grade Level 10
Teacher MARILOU M. NACARIO Learning Area MAPEH (Arts)
Time & Date April 12, 2022 Quarter THIRD
1. OBJECTIVE
(ANNOTATIONS)
-PPST INDICATORS/KRA
OBJECTIVES/RUBRIC INDICATOR TO
BE OBSERVED DURING THE
CLASSROOM OBSERVATION
Content Standard
The learner demonstrates understanding on
how movement, and costume affect the
creation and play/performance incorporated
with media
Performance Standard
The learner assumes the role as a member of
the production team in a stage play.
(A10PR-IVh-2)
Learning
Competencies/
Objectives
1. Identify and discuss the role in a stage
production.
2. Assume the role as a member of a
production team.
3. Appreciate the importance of each role in
a stage production team.
CONTENT ORIGINAL PERORMANCE
(Roles on a Stage Production)
LEARNING
RESOURCES
A. References Arts 10 Learners Packet, Horizon 10,
1. Teacher’s Guide
pages
pp. 162-164
2. Learner’s Materials
pages
pp 312-315
3. Textbook pages
4. Additional
Materials
Downloaded videos
https://www.youtube.com/watch?v=NpB741
wv4lk,
https://www.youtube.com/watch?v=o-
gLbgpzCc8,
PowerPoint presentation, students’ material
for the group presentation, TV Set, Speaker
PROCEDURE
A. Reviewing
Previous Lesson
or Presenting the
new lesson
Preliminaries
Greetings
Opening Prayer
Setting of Class Norms
WELCOME
When you
Enter this room
Learning is fun and
Cooperation is expected
Our positive attitude and
Mutual respect are part of
Everything we do and say!
Checking of Attendance
Checking of Assignment
Presentation of Lesson and Objectives
Review/Recap pictures
TASK STRATEGY: PARADE OF PICTURES
Identify whether each of the given a THEATER
GROUP or NOT. All you have to do is to CLAP
ONCE if it is a THEATER GROUP, THUMBS
DOWN if it is not.
RPMS KRA 2, Objective 5
COT Indicator 4
Established safe and secure learning
environments to enhance learning through
the consistent implementation of policies,
guidelines, and procedures
(MOV: New Normal Classroom Rules are
indicated in the PPT during the preliminaries)
2. B. Establishing
Purpose for the
Lesson
(Motivation)
TASK STRATEGY: PAINT ME A PICTURE
1. Ask the students to form a group of 8
members.
2. Let each group illustrate thru body
gestures with facial expression a
scenario dictated by the teacher.
3. Give the students a signal when to
freeze and when to move.
Scenarios:
a. Farm Scene
b. Hospital Scene
c. Wedding Scene
PROCESS QUESTION:
How did you illustrate each scene properly?
VALUES INTEGRATION:
Why it is important to work as a team?
RPMS KRA 1, Objective 1
COT Indicator 1
Applied knowledge of content within and
across curriculum teaching areas.
(MOVs: Values Integration was presented
by relating the activity to the importance of
team work.)
C. Presenting
examples/Instanc
es of the new
lesson
TASK STRATEGY: Guess Who?
Rearrange the jumbled letters to form a new
word/s. A picture is given to help you
identify easily the word/s.
PROCESS QUESTION:
1. What do you think those pictures imply?
2. Do they have important role to play in a
theatre performance?
RPMS KRA 1, Objective 1
COT Indicator 1
Applied knowledge of content within and
across curriculum teaching areas.
(MOVs: English)
D. Discussing new
concepts and
practicing new
skills #1
TASK STRATEGY: VIEWING TIME
Show a video of a SAMPLE THEATRICAL
SHOW.
PROCESS QUESTIONS:
1. What is the video all about?
3. 2. Based on the short video, how will you
describe the role of each team member in
the stage production?
Teacher will discuss the role of the different
members in a stage production thru a power
point presentation.
RPMS KRA 1, Objective 3
COT Indicator 2
Displayed proficient use of Mother
Tongue, Filipino and English to facilitate
teaching and learning.
(MOV: During the discussion, teacher will
use mother tongue).
E. Discussing new
concepts and
practicing new
skills #2
ASK:
1. What is the importance of each role to the
stage performance?
2. What will happen if one of the members
does not function well?
RPMS KRA 1, Objective 3
COT Indicator 2
Displayed proficient use of Mother
Tongue, Filipino and English to facilitate
teaching and learning.
(MOV: During the discussion, teacher will
use mother tongue in clarifying and
emphasizing important points/concepts).
F. Developing
Mastery (Leads to
formative
Assessment
TASK STRATEGY: Talent mo, Show mo!
Differentiated Activities
Choose from the option below which you
feel you can easily perform the task or which
you love to do most.
Note: Limited to 8 students only per group. If
the chosen task has already 8 members
choose another option second to your choice.
OPTION 1
ACTOR/ACTRESS or DIRECTOR
Deliver a famous line in the movie in
different ways such as: excited, no
emotions at all, and original.
Walang Himala! Ang himala ay nasa puso ng tao!
Nasa puso nating lahat! Tayo ang gumagawa ng
himala.
OPTION 2
CHOREOGRAPHER/DANCER
Make a TIKTOK DANCE VIDEO with your
groupmates for 3 minutes. Chose an
appropriate music for your dance.
OPTION 3
DESIGNER (make-up and costume designer)
Choose a model from group and assemble
from any available clothes and accessories
a costume of indigenous people in your
locality. Apply make up to make the
portrayed character look natural.
OPTION 4
PLAYWRIGHT
RPMS KRA 3, Objective 9
COT Indicator 8
Designed, adapted and implemented
teaching strategies that are responsive to
learners with disabilities, giftedness, and
talents.
(MOVs: Performance Task in which
students can choose from the given task
based on their abilities/talent and
inclinations. In coming up with the
performance task, careful consideration
has been given to students’ Multiple
Intelligences.)
RPMS KRA 2, Objective 6
COT Indicator 5
Maintained learning environments that
promote fairness, respect, and care to
encourage learning.
(MOV: A rubric is used to rate students’
performances)
RPMS KRA 1, Objective 1
COT Indicator 1
Applied knowledge of content within and
across curriculum teaching areas.
(MOVs: P.E and ICT since student will be
making a TikTok dance video,
TLE (Garments), since students will be
making costumes.)
4. Create a script about the coming F2F classes’
scenario. (You can use Bicol, Tagalog or
English)
OPTION 5
SONG WRITER (Sound Director)
Compose a jingle either in Bicol, Tagalog or
English for Covid 19 prevention and control.
Rubrics for the Presentation
CRITERIA Excellent
(10)
Good
(8)
Fair
(5)
Content Highly
unique,
conveys
strong
message
Somewhat
original,
conveys a
message.
Questiona
ble
originality,
message is
unclear
Over-all
Impact
Engages
audience
immediate
ly
Attracts
audience
attention
Does not
attract
attention
of
audience
Teamwork
and
Discipline
All
members
of the
group are
actively
participate
Few
members
of the
group are
actively
participate
Only 3
members
of the
group are
actively
participate
Note:
70% of the result shall be included in the
PERFORMANCE TASK and another 30% for
the WRITTEN TASK.
(DepEd Order 31, s.2016)
RPMS KRA 3, Objective 10
COT Indicator 9
Adapted and used culturally-appropriate
teaching strategies to address the needs
of learners from indigenous groups.
(MOV: A task that would lead to recognize
the indigenous costume and colorful
culture of indigenous people.)
RPMS KRA 2, Objective 5
COT Indicator 4
Established safe and secure learning
environments to enhance learning
through the consistent implementation of
policies, guidelines, and procedures.
(MOV: DepEd Order 31, s. 2016, while
doing the task constant reminder about
behaviour and discipline is important and it
is also part of the criteria.)
G. Finding Practical
application of
concepts and
skills in daily
living
If you are given the chance to choose which
role in a theatrical show do you think fits
you best? Why?
H. Making
generalizations
and abstractions
about the lesson
Who are responsible for the physical
appearance of the different characters on
stage? For physical set-up and mood of the
performance area?
What makes up a great theatrical show?
I. Evaluating
Learning
Who’s Responsible?
1. What is the creator of the script for stage
performance called?
a. Playwrite
b. Playwright
c. Script writer
d. Stage play
2. Which of the following is responsible for the
physical appearance of the different
characters on stage?
a. Director
b. Production designer
c. Costume designer
d. Sound designer
3. Which member of the production team
shadows the director?
a. Production manager
b. Sound designer
c. Technical director
d. Lighting designer
4. Out of the many roles required in a stage
production, which of the following is NOT
involved in the physical set-up and mood of
the performance area?
a. Lighting
b. Sound
c. Set
d. Make-up
5. Who is the overall artistic coordinator of the
entire theatrical production?
a. Lighting
RPMS KRA 2, Objective 7
COT Indicator 6
Maintained learning environments that
nurture and inspire learners to
participate, cooperate and collaborate in
continued learning.
(MOV: Written Test and interpretation of
result)
5. Prepared by;
MARILOU M. NACARIO
MAPEH Teacher
Checked by:
BLESILDA B. FAJARDO
Master Teacher I/Observer
Noted:
JIMMY P. SERTAN
Secondary School Principal I
b. Sound
c. Director
d. Producer
ANSWER KEY
1. B, 2. B, 3. C, 4. D, 5. C
After checking:
Test Interpretation:
5 - Excellent
4 - Great job
3 - Good
2 below - Better
J. Additional
activities for
application
Watch a stage play in YouTube and observe
how the plot is developed. Write your
observations in your notebook
https://www.youtube.com/watch?v=o-
gLbgpzCc8
https://www.youtube.com/watch?v=XFiQWz
U5wSQ
https://www.youtube.com/watch?v=NpB741
wv4lk
RPMS KRA 2, Objective 8
COT Indicator 7
Applied a range of successful strategies
that maintain learning environments that
motivate learners to work productively by
assuming responsibility for their own
learning.
(MOV: Extension work/activity)
1. REMARKS
(Additional
Annotation)
RPMS KRA 1, Objective 4
COT Indicator 3
Used effective verbal and non-verbal classroom communication strategies to support
learner understanding, participation, engagement, and achievement
(MOV: Clear instructions/Directions evident in all tasks/activities)
