The daily lesson log outlines a MAPEH art class for grade 7 students that focuses on the arts and crafts of the Luzon highlands and lowlands. Over the course of the week, students will learn about traditional techniques, elements and principles of art, and cultural influences found in Luzon crafts. They will participate in hands-on activities like craft making, group presentations, and mounting an exhibit to demonstrate their understanding of how history and culture are reflected in the local arts. The goal is for students to appreciate Luzon's rich artistic traditions and their relevance to Philippine identity.

1. 1
Daily Lesson Log
in
MAPEH
SCHOOL APARRI SCHOOL OF ARTS AND
TRADES
GRADE
LEVEL
7
TEACHER MS. BETTINA FELICE T. SANCHEZ LEARNING
AREA
ART
TEACHING DATE AND
TIME
SEPTEMBER 12-16, 2022
8:20-9:20 (7 Pear) 10:40-11:40 (7Amethyst)
1:00-2:00 (7 Emerald) 2:00-3:00 (7 Amber)
3:00-4:00 (7 Sapphire)
QUARTER 1st
QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRI
DAY
I. OBJECTIVES
A. Content standard  art elements and processes by synthesizing and applying prior knowledge and skills
 the salient features of the arts of Luzon (highlands and lowlands) by showing the relationship of
the elements of art and processes among culturally diverse communities in the country
 the Philippines as having a rich artistic and cultural tradition from precolonial to present times
B. Performance standard The learners…
 create artworks showing the characteristic elements of the arts of Luzon (highlands and lowlands)
 exhibit completed artworks for appreciation and critiquing
C. Learning competencies/
Objectives
The learners create
crafts that can be
The learners derive
elements from
The learners are able to
shows the relationship
The learners are able to
Mount an exhibit using
assemble with local traditions/history of of the development of completed Luzon (highlands
materials, guided by a community for crafts in specific areas and lowlands)- inspired arts
local traditional one’s artwork. of the country, and crafts in an organized
techniques (e.g., habi,
lilip, etc).
(A7PR-If-2) according to
functionality, traditional
manner (A7PR-Ig-5)
(A7PR-Ic-e-1) specialized expertise,
and availability of
resources (e.g. pottery,
weaving, jewelry,
baskets) (A7PR-If-3)

2. 2
The learners are able to
show the relationship of
Luzon (highlands and
lowlands) arts and
crafts to Philippine
culture, traditions, and
history (Islamic
influences, Spanish
heritage, and American
legacies in education,
business,
modernization, and
entertainment, as well
as in indigenous
practices, fiestas, and
religious and social
practices) (A7PR-Ih-4)
II. CONTENTS
ARTS and CRAFTS of LUZON (HIGHLANDS and LOWLANDS)
Arts and Crafts of Luzon
(Highlands and
Lowlands)
 Attire, Fabrics, and
Tapestries
 Crafts and
Accessories, and
Body Ornamentation
 Everyday objects
I. Elements of Art
 Line
 Shape and Form
 Value
 Color
 Texture
 Space
Arts and Crafts of
Luzon (Highlands and
Lowlands)
 Attire, Fabrics,
and Tapestries
 Crafts and
Accessories, and
Body
Ornamentation
 Everyday objects
I. Elements of Art
 Line
 Shape and
Form
 Value
 Color
Arts and Crafts of Luzon
(Highlands and Lowlands)
 Attire, Fabrics, and
Tapestries
 Crafts and
Accessories, and
Body
Ornamentation
 Architectures
 Sculptures
(gods/rituals)
 Everyday objects
I. Elements of Art
 Line
 Shape and Form
 Value
Arts and Crafts of Luzon
(Highlands and Lowlands)
 Attire, Fabrics, and
Tapestries
 Crafts and Accessories,
and Body
Ornamentation
 Architectures
 Sculptures
(gods/rituals)
 Everyday objects
I. Process
Drawing and Painting
 Sculpture and
Assemblage
 Mounting an exhibit:

3. 3
II. Principles of Art
 Rhythm,
Movement
 Balance
 Emphasis
 Harmony, Unity,
Variety
 Proportion
III. Process
Drawing and Painting
Sculpture and
Assemblage
 Texture
 Space
II. Principles of Art
 Rhythm,
Movement
 Balance
 Emphasis
 Harmony,
Unity, Variety
 Proportion
 Color
 Texture
 Space
II. Principles of Art
 Rhythm,
Movement
 Balance
 Emphasis
 Harmony, Unity,
Variety
 Proportion
Concept
Content / labels
Physical layout
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
OHSP Arts Module Q1
MISOSA5-module4
OHSP Arts Module Q1- Lesson 2
B. OTHER LEARNING
REFERENCES
Copiaco, H.P.; Lugue, V. P.; Ramirez, V. E.; et. Al. (2013).
Our world of MAPEH. Vibal group, Inc.,
Gregorio Araneta Ave., Quezon City.
Muyot, F. R.; Garcia, M. D.; Baarde, MC. G.; et. Al. (2013)
MAPEH on the Go 7. Sunshine Interlinks Publishing House, Inc.,
3/F Maine City Tower, 236 Tomas Morato Ave.,
Brgy. South Triangle Quezon City.
Limjoco, M.F.; Lapuz, D. M.; Jeniebre, J.L.; et. Al. (2013)
Journey towards MAPEH. KLEAFS Publishing.
Block 609, Lot 1 Phase 6, Metrogate, Meycauyan II

4. 4
Loma de Gato, Marilao, Bulacan.
Copiaco, H.P.; Lugue, V. P.; Ramirez, V. E.; et. Al. (2013).
Ejoy life with Music and Arts. SD Publications, Inc.,
Gregorio Araneta Ave., Quezon City.
A. Reviewing Previous
Lesson or Presenting New
Lessons
The teacher will ask the
students.
What are the examples
of highlands and
lowlands artworks
influenced by internal
and external factor?
5 mins
Arrange the Metacards into
correct order/sequence of
making a Habi.
5 mins
What are the significance
of the tradition and
history to the derived
elements of community
arts and crafts.
5 mins
What are the roles
played by different
factors that enhanced
and influenced the arts
and crafts of Luzon.
5 mins
B. Establishing A Purpose For
The Lesson
I got it Right!
The teacher will ask the
students to feel the object
inside the box. Give each
student 5 seconds and let
him/her guess the
mystery object.
Example objects:
Clay, coconut leaf,
magazine etc.
The teacher will briefly
explain the role of the
objects to the different
arts and crafts of Luzon.
Knock1 Knock! Who is there?
The teacher will ask two
volunteers, 1 Girl and 1 Boy.
The two students will pick
one word and they will be
given 2 minutes to think of a
Knock! Knock!
1st
word is Tradition
2nd
word is History
3rd
word is Elements
The teacher will give a
piece of clay for each
group. Ask them to form
objects out of it. One
volunteer will discuss the
output of the group.
The teacher will ask the
following questions:
 Were the group
able to discuss
the object to be
presented?
 Did all the
members of the
group agree with
the object
presented?
Picture Frame
The teacher will give a
theme or subject where
each group will present
through actions in a
static position.
Based on the situations
given, what do you think
is the core substance of
the activity?

5. 5
5 mins
5 mins
 What are the
different factors
that contribute to
the success of the
group output?
5 mins
5 mins
C. Presenting Examples /
Instances of the New
Lesson
The teacher will present
different arts and crafts
that are assembled using
available materials
through traditional
method.
Let the students analyze
and observe the
materials used in the
different examples
presented.
Ask the students the
following questions:
 What are the
materials used in
the object?
 What do you
think is the
process or
technique used to
create such work?
The teacher will present a
video exhibiting the unique
arts and crafts of Luzon in
relation to history and
tradition of their respective
community.
(Note: The teacher can also
post arts and crafts instead.)
Ask the students the
following questions:
 What are the
communities or
places shown in the
video?
 What particular
art/craft highlighted
in the video clip?
 What elements and
principles can be
derived from the
given art/craft?
 Do you think that the
tradition and history
of the community
somehow reflected in
their arts and crafts?
The teacher will present
different arts and crafts
from highlands and
lowlands of Luzon
through a simple video
presentation.
The teacher will ask the
following questions:
 What arts and
crafts were
presented in the
video?
 Where are these
products coming
from?
 How significant
are the objects to
their community?
 What are the
factors that
contribute to the
development of
their arts and
crafts?
 What do you
think is the
relevance of their
works to the
The teacher will show
different pictures of Mini-
Exhibit conducted in the
school.
(Note: If there are no
available photos.
Teachers can simply cut
or print different
exhibits.)
Ask the students the
following questions:
 What are the
characteristics of
an exhibit?
 What makes an
exhibit good or
appealing?
 How important
are the themes or
the subject of the
exhibit?

6. 6
5 minutes 10 minutes
culture and
tradition we
have?
10 minutes 5 minutes
D. Discussing New Concepts
and Practicing New Skills
# 1
The teacher will discuss
the different techniques
and traditional method in
creating different arts
and crafts of Luzon.
The teacher will discuss
elements and principles
derived from
traditions/history of a
community.
15 minutes
The teacher will discuss
the relationship of the
development of crafts in
specific areas of the
country, according to
functionality, traditional
specialized expertise, and
availability of resources
(e.g. pottery, weaving,
jewelry, baskets)
10 minutes
The teacher will discuss
the procedure of the
exhibit and the criteria
for their task.
5 minutes
E. Discussing New Concepts
and Practicing New Skills
# 2
The teacher will discuss
the relationship of Luzon
(highlands and lowlands)
arts and crafts to
Philippine culture,
traditions, and history
(Islamic influences,
Spanish heritage, and
American legacies in
education, business,
modernization, and
entertainment, as well as
in indigenous practices,
fiestas, and religious and
social practices)
10 mins
F. Developing Mastery
(Leads To Formative
Assessment 3)
The students will create
a Habi or Lilip using
available local materials.
Picture analysis (Group
Activity)
Write down the different
factors that contribute to
the development of the
following art forms.
The students will have
25 minutes to put up
their exhibit.

7. 7
The teacher will present
and demonstrate the
process of the activity.
The teacher will explain
the criteria for the
activity.
30 mins
The teacher will distribute
reading materials for each
group.
Let the students read,
understand and analyze the
artwork assigned in their
group.
Ask the students to describe
the object presented.
What are the elements and
principles observed in the
assigned object?
Identify and discuss some
factors that contribute to the
features of the object.
(Tradition and History).
15 mins
 Carving
 Pottery
 Metal Work and
Jewelry
 Weaving
5 mins
The students will go
around to take a look of
others work/exhibit.
20 mins
G. Finding Practical
Applications of the
Concepts And Skills In
Daily Living
The teacher will ask the
following questions:
 What particular
values you have
learned from the
activity?
The teacher will ask the
following questions:
 How important is
tradition and history?
 As a student, what
particular tradition do
The teacher will
distribute a small piece
of paper with a picture of
Jar.
The students will be
given 5 minutes to
The teacher will ask the
following questions:
 What particular
characteristic of
yours was
developed

8. 8
 How can you
apply this in to
your day-to-day
activity?
5 minutes
you think must be
carried on by every
individual? Why?
 How important are
the arts and crafts of
highlands and
lowlands to the
culture, tradition and
history of our
country?
The teacher will sum-up all
the answers drawn from the
students
5 minutes
design their own jar. Ask
volunteers to say
something about their
work.
The teacher will ask the
questions:
 What particular
character of yours
do you think is
reflected in your
work?
 Do you think that
there are also
factors that
hinder you to able
to work out you
design?
 If you have a
chance to
enhance/ develop
an artwork of
Luzon, what
would it be and
why?
5 minutes
through the
activity?
 What is your
participation/cont
ribution in order
to put up your
group exhibit?
 As a student,
were you able to
appreciate the
value and the
message of the
works you have
witnessed?
5 minutes
H. Making Generalizations
and Abstractions About
the Lesson
The teacher will ask
volunteers from the class
to present his/her work.
Let the students discuss
the materials, process
and technique he/she
The teacher will ask a
volunteer to connect the
word from the board to its
corresponding origin. After
which, the teacher will ask
the student to discuss how
tradition/history of the
Big Group Sharing
Ask each group to
answer the following
questions:
The teacher will post
elements and principles
on the board. Let the
students arrange words
and identify which is an
element and a principle.

9. 9
used in order to organize
his/her work.
The teacher will
summarize the answers
drawn out from the class.
5 minutes
community brought into
piece of work derived from
different elements.
5 minutes
What are the different
factors that influenced
the art forms of Luzon?
How were the indigenous
communities able to
preserve the design of
their folk arts?
5 minutes
The teacher will ask the
students the following
questions;
 How do these
elements and
principles work in
arts and crafts of
Luzon?
 Give/Name
examples of arts
and crafts coming
from places in
Luzon. Discuss
their function and
significance to its
origin.
 What are the
relevance of the
tradition and
history to the
development of
their crafts?
10 minutes
I. Evaluating Learning List Down the 5 steps on
how to make a Habi
artwork.
5 minutes
Identify the elements
derived from different
artworks of Luzon.
 The feel, real or
implied; of an object
or its surface
 Shows an object in
space, the mass or
positive space it
occupies.
Table completion.
Factors that influenced
the arts and crafts of
Luzon.
See attachment
The teacher will give
his/her feedback to the
exhibit presented by
each group. The teacher
will announce the best
group.
(Note: The teacher can
also give simple awards
like Most Creative
presentation, Most

10. 10
 Area enclosed when
both sides of a line
meet.
 Thelightnessordarkness
ofanobjectorcolor.
 Proper distribution
betweenobjects
5 minutes
5 minutes
Organize presentation,
Best Artwork etc.)
5 minutes
J. Additional Activities for
Application and
Remediation
Name 5 local materials
and products made out
of it.
Example:
Buri Leaves-Banig,
Basket etc.
Define the following
elements.
 Color
 Lines
 Shape
 Value
 Form
Identify the similarities
and differences of the
highlands and lowlands
arts and crafts using
Venn Diagram.
K. Assignment Research on other arts and
crafts from Luzon influenced
by different factors. (Islamic
influences, Spanish
heritage, and American
legacies in education,
business, modernization,
and entertainment, as well
as in indigenous practices,
fiestas, and religious and
social practices)
Bring different decorative
materials for the final
performance task
tomorrow.
The teacher will also
remind the students to
bring their previous
outputs/ best works for
the exhibit.
V. REMARKS
VI.REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation

11. 11
B. No. of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
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 Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?
Prepared by: Checked & verified: Recommending Approval: Approved:
BETTINA FELICE T. SANCHEZ CIELO V. ADDATU SOL U. CALATA NIMFA A. ALAGAO, Ph.D
Teacher -III Master Teacher I Master Teacher I Principal III
Subject Teacher MAPEH Department Head JHS Coordinator School Head