This document outlines a lesson plan on ancient art periods including Prehistoric Art, Egyptian Art, Greek Art, and Roman Art. The objectives are for students to analyze art elements and principles from different periods, identify characteristics of each period's art, and compare artworks across periods. The lesson contains procedures for introducing each period through videos, images and discussions. Activities include classifying artworks, analyzing primary sources, and comparing paintings, sculptures and architectures between periods. Formative assessment involves analyzing students' descriptions of prehistoric art artifacts. The lesson aims to find practical applications of ancient art concepts in daily life.

1. Annex1B to DepEd Order No. 42,s. 2016
1
MONDAY TUESDAY WEDNESDAY THURSDAY
I. OBJECTIVES
A. Content Standard
 art elements and processes by synthesizing and applying prior knowledge and skills
 the arts as integral to the development of organizations, spiritual belief, historical events, scientific discoveries,
natural disasters/ occurrences, and other external phenomena
B. Performance Standard
The learners...
 performs / participates competently in a presentation of a creative impression (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)
C. Learning Competencies/
Objectives
The learner…
 analyzes art elements and principles in the production of work following the style of a western and classical
art
(A9EL-Ib-1)
 identifies distinct characteristics of arts during the different art periods (A9EL-Ia-2)
 identifies representative artists from various art periods (A9EL-Ia-3)
 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. CONTENTS
Daily Lesson
Log in
MAPEH
SCHOOL Looc National High School GRADE LEVEL 9 MAPEH
TEACHER Dixson Gumapac LEARNING AREA ARTS
TEACHING DATE AND
TIME
QUARTER 1st 1st week

2. Annex1B to DepEd Order No. 42,s. 2016
2
I. Ancient Art
1. Prehistoric Art
II. Classical Art
2. Egyptian Art 3. Greek Art 4. Roman Art
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
p 179, p 190, pp 196-197 pp. 180-181, pp 191-192, pp 197-198 pp.181-184, p 192, pp 198-199 pp.184-185, pp 192-193, p
199
2. Learner’s Mateials pages pp 141-142 , p 153, pp 159-160 p 143 p 154, pp 161-162 pp 144-146 , p 155, p 163 pp 147-149, p 156, p 164
3. Textbook pages
Perez, A., M., Santos., A., E., P., and Santarin., J., V., et. al. (2006). ACTIVE MAPEH III. Activity-Based and
Intergrative Worktext in Music, Arts, Physical Education and Health for High School Students. Manila. Magallanes
Publishing House
Perez, V., V., Luna, L., N., and Tomas C., E., et. al. (2004). MAPEH-CAT IV. Music, Art, Physical Education, and
Health-Citizenship Advancement Training. Quezon City. St. Bernadette Publishing House Corporation
Perez, V., V., Luna, L., N., and Tomas C., E., (2004). MAPEH III. Music, Art, Physical Education, and Health.Quezon
City. St. Bernadette Publishing House Corporation
Santiago G., B., Defensor, M., D., and Vergara, L., A., et. al. (2004). MAPEH III. A Worktext in Music, Arts, Physical
Education and Health. Manila. St. Agustine Publications, Inc.
4. Additional Materials from
Learning Resources (LR)
portal
B. Other Learning
Resources
https://www.youtube.com/wat
ch?v=84gTmKwL8KQ
https://www.youtube.com/wat
ch?v=oZOsR0TzbJ8
http://www.thesmartteacher.c
om/exchange/resource/872/Ca
ve_Art_is...Rock_Art_Is
https://www.youtube.com/watch?v=YKX-Rjb4rag
http://www.historyforkids.net/roman-art.html

3. Annex1B to DepEd Order No. 42,s. 2016
3
IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting The
New Lesson
THE EVOLUTION OF ARTS
The teacher will present the
lesson using an animation
about a cave drawing that
comes to life, and travels
through famous art pieces
throughout time.
https://www.youtube.com/w
atch?v=84gTmKwL8KQ
The teacher will ask the
students:
What is the idea/ story
behind the video?
How did the story of the
cave drawing start and end?
5mins
LUCKY 7
STUDENT GENERATED
QUIZbee
The teacher will ask a
question about the previous
topic Pre-historic Art, a
student who will answer the
question correctly will be
the first and the same
student to ask questions to
challenge his or her
classmates. The LUCKY 7
student Generated Quizbee
will continue until the
seventh student answer the
question correctly
(questions to be asked are
based on their assignment)
POP UP MINDS
Teacher will asked the
students
What are the words that
spring to your mind when
you hear “ANCIENT
EGYPTIAN ARTWORKS”
Possible answers;
Pyramid, symbols,
Hieroglyphics, Tomb, etc.
5mins
The teacher will ask
the following questions
1. What is the
method of painting
water based
pigments on a
freshly applied
plaster?
Ans. FRESCO
2. What is Pelike?
Ans. Wine
container
3. what are the three
greek collumns?
Ans. DORIC,
IONIC,
CORINTHIAN
5mins
B. Establishing A Purpose
For The Lesson
Using a time line graph
(see pp 140-141 LM MAPEH
Arts 9) from Ancient Art to
Medieval Art Period and
pictures as representation of
Art forms let the students
classify the following images
into their respective periods.
Hieroglyphs
Students will write their
own name using the
hieroglyph alphabet.
Remember that the
Ancient Egyptians
sometimes wrote in
different directions.
The teacherwill playa video
aboutGREEK ARTS
https://www.youtube.com/w
atch?v=YKX-Rjb4rag
The teacher will show a
picture of The Coliseum.
Ask the students about
the significance of the
Coliseum in the western
history.
5mins

4. Annex1B to DepEd Order No. 42,s. 2016
4
Ask the students the
following questions:
1. How did you classify
the different artworks
into their respective
periods?
2. What was your basis
of classification?
5mins
(see attached activity)
Asked the students the
following questions:
1. What is hyroglipics?
2. What could be the
idea of Ancient
Egyptians about this
way of writting?
10 mins
The teacherwill ask this
question;
What isthe videoall about?
How can Greek artworks be
used to derive the
traditions/history of
Classical Period?
10mins
C. PresentIng Examples/
Instances of The New
Lesson
The teacherwill locate the
picturestowhere itshould
belongandpresentthe topic
for the day onPRE HISTORIC
ARTS
The teacher will show a
picture of a pyramid
And ask this question: How
do pyramids help us
understand about life in
Ancient Egypt?
5mins
CONCEPT MAPPING
NATURALISM
The teacher will collect
ideas to the students abou
the word NATURALISM
After collecting ideas
present the lesson by
stating;
“Greek style was a taste
of Western Realismor
NATURALISM”
5mins
STORY TELLING
The teacherwill storytell
aboutRome usingthe
followingpictures
 Headof Alexander
 The portonacio
Sarchophagus
 The Colosseum
5mins

5. Annex1B to DepEd Order No. 42,s. 2016
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D. Discussing New Concepts
And Practicing New Skills
#1
The teacher will discuss
the following prehistoric
art:
 Painting
 Sculpture
 architecture
The teacher will present the
following through pictures:
 Egyptian painting
 Hieroglyphics
 Pyramid of Giza
20 minutes
The teacher will discuss the
following:
Greek painting
 Fresco
 Encaustic
 Vase painting
Greek architecture
15 minutes
Using a video clip the
teacher will discuss the
Roman Art
https://www.youtube.co
m/watch?v=RM2D7iJHW
XQ
15 minutes
E. Discussing New Concepts
And Practicing New Skills
#2
Gallery walk
Students will explore
multiple texts or images
that are placed outside the
room. The teacher will also
discuss the lesson (Pre-
historic paintings, sculpture
and architecture) and
facilitate the learning
process.
10mins
The teacher will
differentiate Greek orders of
the GREEK ARCHITECTURE
by drawing images on
the board using the
following descriptions
DORIC- simplest
IONIC- scroll
CORINTHIAN- encantus
leaves
5mins
F. Developing Mastery
(Leads To Formative
Assessment 3)
ACTIVITY TIME:
Analyzing Primary Source
The teacher will group the
students into 5 and provide
Fill in the box with the
characteristics and function
that would best describe the
painting, sculpture and
architecture of Ancient Egypt
Let’s play
DRAW IT? GOT IT?
The teacher will group
the students into 3 and
will be asked to compare
and contrast paintings of
different periods,

6. Annex1B to DepEd Order No. 42,s. 2016
6
different pictures of pre
historic arts. Members of the
group will answer the
following questions
individually. Their leader will
collect best answers and
chose a representative to
discuss.
1. Describe the picture
2. What do you think is
the message of the
artifact ?
3. Is this artifact
significant? Why? Or
why not?
20min
Ancient Egypt
PAINTINGS
Characteristic
s
Function
SCULPTURES
Characteristics Function
ARCHITECTURE
Characteristics Function
10mins
The class will be divided
into two (ex. GIRLS vs.
BOYS)
Each group will chose a
member to pick an Egyptian
art work and draw it on the
board their remaining group
members will guess the
word by analyzing each
element presented. The
group will decide for their
best answer. If they got it
wrong, the other group may
answer it. It will be done
simultaneously. Until the
best group got 3 correct
answer. If it ties at 3 points,
the teacher will draw tie
breaking picture
PELIKE MYRON
LEKANIS DORIC
LEBES GAMIKOS IONIC
CORINTHIAN
PARTHENON
10mins
sculptures and
architectures using the
following indicators:
 Name of the
paintin(sculpture
or architecture)
 Period and era
when it was
created
 Material used
 Use of elements
of arts
 Distinctive
characteristics
15mins
G. Finding Practical
Applications Of Concepts
And Skills In Daily Living
DRAW YOUR ANSWER
The studentswill answerthis
question bydrawinghisorher
ideaonthe board.
What are the implicationsof
Ancientartin the modern
society?
(or emoticonsaboutthe
emotionthatcan be derived
fromthe art works)
5mins
Teacherwill askthe studentsto
relate Egyptianartwork to
some Philippineartworks.
5mins
The teacherwill ask the
studentstoname at least3
establishments hereinthe
Philippines withatouchof
Greekarchitecture.
5mins
The teacherwill askthe
students:
What is the greatest
contributionof Roman
Arts to the modernworld?

7. Annex1B to DepEd Order No. 42,s. 2016
7
H. Making Generalizations
And Abstractions About
The Lesson
The teacher will ask the
following questions:
 What are the
characteristics and
elements of arts that
make the following
archaeological
discoveries effective
artwork?
 What are the
noticeable influences of
Ancient art to the
modern world?
5mins
FREEDOM WALL
Students will be grouped
into 3. PAINTING,
SCULPTURE and
ARCHIRECTURE
Members of the group will
be asked to write word or
phrase in a cartolina/manila
paper to be posted on the
board .
These are words that they
can still remember, they can
relate to, or words and
phrase to describe Egyptian
Artworks.
10 mins
The teacher will ask the
following question
 What are the use or
function of Greek
artworks ?
 How does Greek
architecture differ
from the Ancient
Artworks
5 mins
The students will recite
functions of Roman
paintings, sculpture and
architecture.
I. Evaluating Learning
The teacher will collect the
students’ individual papers
in the activity
Analyzing Primary
source.
The teacher will score their
answers using this rubrics
Focus and details 5pts
Word choice 3pts
Grammar 2pts
Identify the following:
 The most substantial
ancient structure of
the world
 Egyptian tomb in the
form of flat roofed
rectangular structure
 A system of writing
using picture symbols
used in ancient Egypt
 A large vault used for
burying dead
Identify 5 elements or
characteristic of arts that
make GREEK ART visually
unique.
5 mins
Answer this question:
How does the sculpture
of Rome, “The
Portonacio Sarcophagu”s
differ from Myron of
Greece

8. Annex1B to DepEd Order No. 42,s. 2016
8
 Smallest pyramid in
the pyramid of Giza
J. Additional Activities For
Application or
Remediation
Do attached worksheet
CAVE ART IS...
Do attached worksheet
Ancient Civilization
In a short bond paper Draw
a house using the 3 Greek
columns identify the
columns and write the
difference of the following.
Student will write an
essay about the
evolution of arts from
Ancient period to
classical period
K. Assignment
Question and answer.
Create 3 questions about the
topic 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

9. Annex1B to DepEd Order No. 42,s. 2016
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To Share With Other
Teachers?