SUBJECT School Isler’s Superior High Inc.

Grade Level 8
DAILY Teacher Aiza M. Razonado Quarter 1st
LESSON Teaching Dates September 18- 21,2023 Learning Area Arts
LOG Time 8:45am-9:45am Topic Arts of Southeast Asia

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed, additional lessons, exercises,
and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the Curriculum Guides.
A. Content Standard  Arts elements and
processes by synthesizing
and applying prior
knowledge and skills
 The salient features of the
arts Southeast Asia by
showing the relationship of
the elements of art and
processes among culturally
diverse communities in the
region
 Southeast Asian countries
as having a rich artistic and
cultural tradition from
prehistoric to present times
B. Performance Standards The learners…
 creates artworks showing
the characteristic elements
of the arts of Southeast Asia
 exhibits completed
artworks for appreciation
and critiquing
C. Learning  Analyzes elements and  Identifies characteristics  Reflect on and derive  Appreciates the
Competencies / principles of art in the of arts and crafts in the mood, idea, or artifacts and art objects
Objectives (Write the LC production of arts and crafts specific countries in message from selected in terms of their
Code) inspired by the cultures of Southeast Asia: Indonesia artifacts and art objects utilization and their
Southeast Asia (A8EL-Ib-1) (batik, wayang puppetry); (A8PL-Ih1) distinct use of art
Malaysia (modern batik, elements and principles
wau, and objects made (A8PL-Ih-2)
from pewter); Thailand
(silk fabrics and Loi
Kratong Lantern Festival);
Cambodia ( Angkor Wat
and ancient temples);
Singapore (Merlion), etc.
(A8EL-Ia-2)
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the Curriculum Guide, the content can be tackled in a week or two.
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide
pages
2. Learners’ Materials
pages
3. Textbook pages
4. Additional Materials
from Learning laptop
Resources Portals
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so the students will learn well. Always be guided by demonstration of learning by the students which
IV. PROCEDURES you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous WORLD MAP The teacher will ask these What are the popular What are the two
lesson or presenting the presentation: questions: Vietnamese fabrics? categories of batik
new lesson Ask the students to point  What are the Answers: design?
out the different Southeast characteristics of silk  Shantung taffeta
Asian Countries on the Map. fabrics?  Bengaline weave What is the difference
Possible answer: Cambodia,  What are the two types  Ebony satin between hand-painted
Thailand, Laos, Vietnam, of Cambodian weaving? What are the symbols batik to Block printed
Indonesia, Malaysia, usually used by the Laos batik?
Singapore, and Brunei. in their Sihns costumes?

Answer: Crabs, snakes,

butterfies, and birds.
B. Establishing a purpose Let the students answer the Picture analysis:
for the lesson question:  The teacher will flash
What is fabric? different kinds of
Picture Showing: motifs/designs of
“BATIK“ fabric
Using powerpoint
presentation, the teacher
will flash the different kinds
of fabrics. Let the students
observe the pictures.
C. Presenting examples/ The teacher will ask the The student will ask the
instances of the new following questions: s e questions :
lesson  What are the elements  What is a Batik?
being used in designing  Describe the
fabrics? techniques being used in
 Give examples of different batik Making
fabrics in Southeast Asian  What are the elements
countries and characteristics of
Batik?
D. Discussing new The teacher will discuss the Discussion on the
concepts and practicing following: following:
new skills #1  Silk fabric (thai)  Categories of batik
 Silk weaving in Cambodia designs
 Types of Cambodian  Two types of batik
Weaving (PowerPoint produced
presentation) https://youtu.be/7u
d6Hgv3odQ
https://youtu.be/5n
9NOPWcWFU
https://youtu.be/eU
Et5C8vDl4
E. Discussing concepts and The teacher will discuss e teacher will discuss the
practicing new skills #2 the following :  following:
Cambodian textiles A. Differentiate:
particularly the natural  Malaysian batik
dyes.  Significance of  Indonesian
cotton textiles in Batik
Cambodia  Lao weaving  Singaporean
tradition  Vietnamese Batik
fabrics o Shantung taffeta B. Brunei
o Bengaline weave o traditional textile
Ebony satin C. Four different
https://youtu.be/ZSfvs - ways of batik.
sm5h0
https://youtu.be/1ylJzLn
Z-XM
F. Developing mastery Activity Picture identification
(Leads to Formative Using the elements and whether it is
Assessment 3) principles of design, the  Malaysian Batik
student s will create an  Indonesian Batik
example of Laos women’s  Singaporean Batik
Sihn using indigenous
materials such as, paper,
magazines, sacks, plastics,
old clothes etc
G. Finding practical Ask the students: 1.What is the aesthetic .
applications of concepts As a grade 8 student, how value of Batik making in
and skills in daily living can you help in the our daily lives?
preservation in this kind of
art?
Cite examples of fabric
design that is similar to
Philippine fabrics.
H. Making generalizations What is the significance of How batik making affects
and abstractions about fabric design in Philippine the development of once
the lesson arts today? culture?
I. Evaluating learning Quiz Identify the What can you say about
following: the Southeast Asian
1.It is to create patterns, fabric design?
weavers tie and dye portions
of weft yarn before weaving How indigenous people
begins. established small
Ans: ikat technique business enterprises and
2.The Lao women’s produced traditional
traditional ankle - longskirt products to generate
is called _____. supplementary income
Ans: Sihn to support their
3.It yields with single or livelihood?
two-color fabrics.
Ans: Uneven twill
4.An all-natural lustrous silk
hand-woven in southern
Vietnam and naturally dyed
using ebony fruit pods.
Ans: Ebony satin
5.Weaving patterns in
Vietnam containing
centuries old symbols and
characters.
Ans: Old jacquard looms
J. Additional activities for
application or
remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what
VI. REFLECTION help your Instructional Supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% in the
evaluation.
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 it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
used/discover which I
wish to share with other
learners?

Prepared by:

AIZA M. RAZONADO
___________________________________________________ _______________________________
Printed Name & Signature of Teacher Date

Checked/Approved by:

LEO H. ABERION, Ph.D. ________________________________

School Principal Date