Date:___________________________

FIRST QUARTER (1 Day) LESSON 1

I. Objectives:
1. Distinguishes the size of persons in the drawing to indicate its
distance from the viewer.
-Tells that the bigger the drawing, the nearer it looks to the
viewer.
-Tells that the smaller the drawing, the farther it looks to the
viewer.
2. Draws the size of persons to indicate its distance from the viewer.
3. Shows appreciation in one’s artwork.

II. Subject Matter:

Lesson: Distinguishing the Size of Persons in the Drawings to Indicate

its Distance from the Viewer

Reference: K to 12, Grade 3 Learning Competencies, p.12
Materials: art materials, pictures of 2 persons and other objects
that show near and far distances

III. Procedure:
Gawain:
Iparinigangawitna “Malaki at Maliit” (Himig: Who Builds The
Community)

Malaki, maliit
Lumilipadangmga pipit (2x)
Malayo, malapit
Lumilipadangmga pipit (2x)
Lumilipadangmga pipit
Malakipagmalapit
Kung malayo’ymaliit (4x)
See Learner’s Material,Gawain 1, page 1
B. Development of the Lesson
1. Ask: What is the song all about?
In terms of distance, when do you say that the bird is big?
small?
How does it look like when it is near? far?

2. Show 2 pictures of the same kind. One is bigger than the other
to giveemphasis to their size when near or far.
Ask: Which of these pictures shows that it is near you? (big)
Which of these pictures shows that it is far from you? (small)

3. Show 2 pictures of persons.

Ask: Which of the pictures shows that it is near? far?
 4. Present more pictures persons or objects of 2 contrasting
distance.

5. How does a person look like when it is near?

(A person looks bigger when he/she is near the viewer)

How about when he is far?

(A person looks smaller when he/she is far from the viewer)

C. Application:
Group work: (Draw lots)
Group I: Draw 2 pictures of plants/trees of the same kind with
contrasting distance.
Group II: Draw 2 pictures of houses of the same kind with
contrastingdistance.
Group III: Draw 2 pictures of mountains of the same kind with
contrastingdistance.
Group IV: Draw 2 pictures of persons with contrasting distance.
See Learner’s Material

Presentation of Outputs

D. Synthesis:
Ask: Did you like your drawing? Why? Why not?
How did you feel while you were doing the activity? Why?
Did you enjoy doing the activity? Why? Why not

IV. Evaluation:
See Learner’s Material

Direction: Draw 2 pictures of your favorite person in contrasting distance.

V. Agreement
Draw 2 pictures of your friendshowing near and far.
Date:___________________________

FISRT QUARTER (1 Day) LESSON 2

I. Objectives:
1. Shows the illusion of space in drawing the objects and persons in
different sizes
2. Displays enjoyment in doing art activities.

II. Subject Matter:

Lesson:Showing the Illusion of Space in Drawing the Objects and
Persons in Different Sizes
Reference: K to 12, Grade 3 Learning Competencies, p.12
Materials: art materials, pictures of 2 persons and other objects that
show near and far distances

III. Procedure:
I. Preliminary Activity:
Say: Let us sing the song “Malaki, Maliit”
(Show a picture of Jose walking in front of his house near the school
and a picture of Carlos flagging down a tricycle in front of his
house.)

B. Development of the Lesson:

1. Ask: Whose house is near the school?
Whose house is far from the school?
And now, I’m going to tell you a story about Jose and Carlos.

Ang bahay ni Jose ay malapit sa paaralan. Naglalakad siya sa

pagpasok sa paaralan araw-araw. Malayo naman sa paaralan
ang bahay ni Carlos. Sumasakay siyang traysikel sa pagpasok sa
paaralan. Pareho silang maagang pumasok sa paaralan.
Tumutulong sila sa paglilinis ng kanilang silid aralan at kapaligiran.

See Learner’s Material

2. Comprehension:
Ask: What is the story all about?
Whose house is near the school?
Whose house is far from the school?
How does Jose go to school?
How about Carlos?
What do they do upon arriving in school?
What good characteristics do Jose and Carlo have/possess?
If your house is also near the school like Jose, will you do the
same? Why?
If your house is far from the school like Carlos, will you also
ride? on a tricycle? Why?
 3. Let the pupils look at the picture.
Ask: How does Jose’s house look like? Why?
How about Carlos’ house? Why?

4. Present more pictures of persons or objects that shows near and far.

5. Ask: How does a person or object look like when it is near?

How about when it is far?
(A person/object looks big when it is near and small when it is far.)

C. Application:
Group Work: A Race
Each group is given an envelope with sets of pictures showing near
and far.
Let each group classify the sets of pictures into 2: One showing near
and another showing far. The first group to classify the picture correctly
with the shortest time will be declared winner.
See Learner’s Material

D. Synthesis:

Ask: Did you enjoy doing the activity? Why? Why not

IV. Evaluation:
Direction: Draw a picture of two trees or objects with different distances
which you can see outside your classroom.

V. Agreement:
Draw 2 pictures of your favorite toys showing near and far.
See Learner’s Material

Date:___________________________

FIRST QUARTER ( 1 Day) LESSON 3

I. Objectives:
 1. Creates a pencil or pen of a scene in daily life, where people in
the province/region show their occupation by the action they
are doing.
2. Acts out the different occupations in the community.
3.Shows appreciation of the different occupations in the
community.

II. Subject Matter:

Lesson:Creating a Pencil or Pen Drawing of a Scene in Daily Life
Reference: K to 12, Grade 3 Learning Competencies, p.12
Materials: pictures/cut-outs of community helpers, pen/pencil, bond
paper, cartolina, crayons

III. Procedure:
A. Preliminary Activity:
Introduce “KatulongsaPamayanan”. (This can be sung to the tune
of “The Farmers in the Dell” or it can be presented as a Jazz Chant.)

KatulongsaPamayanan

Mgamagsasakasakabukiran
O, mgabukidkanilangtinatamnan.

Angmgagurosa ‘ting paaralan

O, mahalngguroangmga mag-aaral.

Mgakarpinterosaatingpamayanan
O, kayhusaynilanggumawangbahay.

See Learner’s Material

B. Development of the Lesson:
1. Ask: Who are the community helpers mentioned in the
song/chant?
What do the farmers love to do? Teachers? Fishermen?
Are they important to us? Why?
How about you? Whose father is a farmer?
Whose parent is a teacher? Fisherman?
Who are the other community helpers not mentioned in the
song/chant?
What do these community helpers do?

2. Group Activity
Group the children into several groups. Let each group draw
a community helper whom they admire most.

Presentation of Output
Ask: Why did you choose to draw that community helper?
 C. Application:
Game: Fish and Act:
Divide the class into 3 or 4 groups.
Place the pictures of different community helpers inside a box. Each
picture must have a metal paper clip or a safety pin. An improvised
fishing rod will be used to catch “fish”. Ask a representative of each
group to catch a “fish” and the group will act out what the
community helper in the “fish” does. The group who will perform
best the activity will be declared the winner.

See Learner’s Material

D. Synthesis:
Ask: Did you enjoy doing the activity? Why? Why not?
How did you feel while you were drawing your favourite community
helper?
Are you proud of your work? Why?

IV. Evaluation:
Individual Activity
Draw your favourite community helper.

See Learner’s Material

V. Agreement:
Draw yourself as a community helper in the future.

Date:___________________________

FIRST QUARTER (2 Days) LESSON 4

I. Objectives:
1. Tells that in a landscape, the nearest object drawn is the
foreground; the objects behind the foreground are the middle
 ground; while objects farthest away are the background, and by
doing this there is balance.
2. Sketches and colors a view of the province/region with houses
and buildings indicating the foreground, middle ground, and the
background by the size of the objects.
3. Shows appreciation of one’s art work and that of his/her
classmates.

II. Subject Matter:

Lesson: Telling that in a Landscape, the Nearest Object Drawn is the
Foreground; the Objects behind the Foreground are the
Middle Ground; while Objects Farthest away are the
Background, and by Doing this there is Balance.
Sketching and Coloring a View of the Province/Region with
Houses and Buildings Indicating the Foreground, Middle
ground, and the Background by the Size of the Objects.

Reference: K to 12, Grade 3 Learning Competencies, p.12

Materials: art materials, pictures of a landscape showing balance

III. Procedure:
J. Preliminary Activities:
1. Review the Song, “Big and Small”

B. Development of the Lesson:

1. Show the picture based from the description below:
(To the illustrator and teacher: Prepare a picture showing a big
nipa hut as foreground with blooming flowers in front of it. Behind it
is a rice field with a stream running through it which serves as the
middle ground drawn in medium size. Farther behind is a
mountain range and in between two mountains is a peeping sun
which serves as the background drawn in smaller size.)

2. Comprehension:
Ask: What can you see in the picture?
What are the nearest objects in the picture?
Why do you say that these are the nearest objects?
(This is what you call the foreground)
What are the farthest objects in the picture?
Why do you say that these are the farthest?
(This is what you call the background)
What are the objects in between the nearest and the
farthest objects?
(This is what you call the middle ground)

3. Show more pictures with foreground, middle ground and

background.
 4. Generalization:
Ask: How can you identify the foreground of a landscape? the
middle ground? the background?

C. Application:
Group work: “Show and Tell”
1. Divide the class into several groups.
2. Let each group sketch a landscape showing foreground, middle
ground and background.
3. Call a representative from each group to show their output and
tell something about it.

D. Synthesis:
Ask: Did you enjoy doing the activity? Why? Why not

IV. Evaluation:
Individual Activity
Sketch and colour your favourite views showing foreground, middle
ground, and background.

V. Agreement
Bring a picture showing foreground, middle ground, and background.
Date:___________________________

FIRST QUARTER (2 Days) LESSON 5

I. Objectives:
1. Sketches on-the-spot outside or near the school to draw a plant,
flowers or a tree showing the different textures and shapes of
each part using only a pencil or black crayon or ballpen.

II. Subject Matter:

Lesson: Sketching On-the-Spot Outside or Near the School to Draw
a Plant, Flowers or a Tree Showing the Different Textures and
Shapes of Each Part Using Only a Pencil or Black Crayon or
Ball pen.

Reference: K to 12, Grade 3 Learning Competencies, p.12

Materials: art materials, realia

III. Procedure:
J. Preliminary Activities:
“Show and Tell”
Call on some pupils to present their assignments. Let them show and
tell about the picture that they have brought to the class.

B. Development of the Lesson

1. Ask the pupils listen while you read the poem below.
LahatngBagaynaMakulay at Maganda

Lahatngbagaynamaganda at mabuti,
Lahatngnilalangmaliit man o malaki
Lahatngbagaynakamangha-mangha‘tmakulay.
Lahatngito’ydyosang may alay.

Bawatbulaklaknanamumukadkad
Bawatibongumaawit at lumilipad
Angmaganda at matingkadnilangkulay
AngPanginoonangsyang may bigay.

Angmgakulaylilangkabundukan
At mgailognaumaagossakanyangpaanan
Angpagsikat at paglubongng haring araw
AngdakilangDiyoslahatang may lalang.

Angmaginawnahanginkapagtaglamig,
At maalinsangangarawnamankung tag-init
Angmasagananganisaatingmgabukid
AngdakilangDiyosang may bigay at hatid
Angmatataasnapunosamgakagubatan
At angmalawaknatingmgakaparangan
 Mga along humahampassadalampasigan
NararapatsaDiyosatingpasalamatan.

BiniyayaanNiyatayo n gating paningin

Ng labingnagsasabingkabutihangangkin
At lahatngbagaynatumutukoy din
Kung gaanokadakilaangPanginoonnatin.

2. Let the pupils read the poem.

3. Ask the following questions:

- What is the poem all about?
-What are the things created by God that was mentioned in the
poem?
-What are the words that describe these things?
-How do we take care of all these things created by God?

4. Say: Get your art materials and let’s go out. Look at the things
around you. Observe their texture and shape.

Remember:
1. Participate actively.
2. Concentrate on the task given.
3. Avoid picking flowers and leaves of plants.

5. Ask the following questions:

- What is the texture of the object that you have sketched?
-What shapes can you see on your sketch?

C. Application:
Group activity
Divide the class into several groups. Distribute to each
Group a sheet of paper containing the following table.
 Group _____

Directions: List down the objects you observe around and tell their texture
and shape.

Object Texture Shape

See Learner’s Material

D. Synthesis:
Ask: Did you enjoy the activity?
Did you observe proper behavior while doing the activity?

IV. Evaluation
Choose an object that you have observed and sketch it using your pencil or
black crayon.

See Learner’s Material

V. Agreement
Observe the plants on your way home. Choose a plant that you have seen and
sketch it using pencil or black crayon.
Date:___________________________

FIRST QUARTER (2 Days) LESSON 6

I. Objectives:
1. Creates a geometric design by contrasting two kinds of lines in
terms of type or size.
2. Appreciates that artists create visual textures by using a variety of
lines and colors.

II. Subject Matter:

Lesson: Creating a Geometric Design by Contrasting Two Kinds of
Lines in Terms of Type or Size
Reference: K to 12, Grade 3 Learning Competencies, pp.13

Materials: art materials, realia, downloaded painting from

http://wiki.answers.com/Q/What_are_the_eight_types_of_lines_in_visual_art#slid
eshow_catimages=callout_0.0

II. Procedure:

DAY 1

A. Preliminary Activities:
Call on some pupils to present their assignments. Let them show
their sketch and describe lines that they can see in their sketches

B. Development of the Lesson

1. Show the following painting or any similar painting or drawing

that has different kinds of lines.

http://wiki.answers.com/Q/What_are_the_eight_types_of_lines_in_visual_art#slid
eshow_catimages=callout_0.0
 2. Ask the pupils the kind of lines that they can see in the painting.

3. Let the pupils look at the table below with different lines.

(illus. of a vertical line) (illus. of a concave line)

(illus. of a horizontal line) (illus. of a convex line)

(illus. of a slanting line) (illus. of a spiral line)

(illus. of a zigzag line) (illus. of a scroll line)

(illus. of a broken line) (illus. of a wavy line)

Ask: What do you notice with the lines on the first column?
What do you call these lines?
What do you notice with the lines on the second column?
What do you call these lines?
What can you say about the size of these lines?
Which of these lines are long? Short?

C. Divide the class into several groups. Instruct the pupils to look around the
classroom and identify objects that have straight and curve lines. Let them list
down the names of objects following the format below.

Straight Curved
 See Learner’s Material

5. Let the pupils look at these objects again. Let them classify these objects
according to their sizes by following the format below.

Long Short

IV. Evaluation:
Directions: Write the correct kind of lines of the following.
1. raindrops _______________
2. flagpole _______________
3. fence _______________
4. umbrella _______________
5. lightning _______________
6. bench _______________
7. ball _______________
8. spoon _______________
9. waves _______________
10. zipper _______________
See Learner’s Material

V. Agreement
List down 5 objects with straight lines and 5 objects with curved lines.