School: DepEdClub.
com Grade Level: 1
GRADES 1 to 10
Teacher: Bea Rose P. Castillo Learning Area: ART
DAILY LESSON LOG
Teaching Dates and
Time: SEPTEMBER 29 – OCTOBER 3, 2025 (WEEK 1) Quarter: 1ST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I OBJECTIVES
A. Content Standard The learner demonstrates understanding of the visual elements of art, specifically lines, through observing, identifying, and describing different kinds of lines found in the environment
and artworks.
B. Performance Standard The learner creates simple artworks that make use of lines to express ideas, feelings, and creativity, while demonstrating patience, neatness, and imagination.
C. Learning identifies different lines used by artists in drawing A1EL-Ic
Competency/s: creates a drawing to express one’s ideas about oneself, one’s family, home and school A1PR-Ie-1
tells that ART is all around and is created by different people A1EL-Ia
II CONTENT LINES (KINDS OF LINES)
A1EL-Ia
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Arts 1 TG – Quarter 1, pp. 1–3
2. Learner’s Materials Arts 1 LM – Quarter 1, pp. 1–2 Learner’s Materials pages: Arts 1 Arts 1 LM – Quarter 1, p. 5 Arts 1 LM – Quarter 1, pp. 6–7 Arts 1 LM – Quarter 1, pp.
pages
LM – Quarter 1, pp. 3–4 8–9
3. Text book pages Arts and Health 1, pp. 5–6 Arts and Health 1, pp. 7–8 Arts and Health 1, p. 9 Arts and Health 1, pp. 10–11 Arts and Health 1, pp. 12–
13
4. Additional Materials
from Learning Resources
B. Other Learning Laptop, television, “Lines Song” video, Pictures of a tree, flagpole, horizon, Pictures of a ladder, slide, and roof; Pictures of lightning, Pictures of artworks made
Resources
flashcards with pictures of objects and table; chalkboard; yarn or colored straws or paper strips; chart mountains, rainbow, waves, with lines; crayons,
(tree, rope, smile, book), crayons, and popsicle sticks for forming lines; paper for demonstrations. and banana; crayons and bond markers, and coloring
bond paper. projector or printed visuals. paper; manila paper for group materials; bond paper;
activities. flashcards with objects
showing different lines.
IV. PROCEDURES
A. Reviewing previous The teacher asks the class: “Children, Teacher asks pupils to define a line The lesson begins with a review of Pupils play “Line Freeze.” As The teacher begins with a
lesson or presenting the what did we talk about yesterday?” and show one in the air with their vertical and horizontal lines. Pupils music plays, the teacher calls game of “Line Charades.”
new lesson Pupils recall that they studied primary fingers. stretch their arms up to represent out a line type, and pupils One pupil poses as a line,
colors. Teacher then calls on vertical lines and side to side to freeze into that line shape. and classmates guess the
volunteers to name examples of red, represent horizontal lines. type.
blue, and yellow objects.
B. Establishing a purpose The teacher says: “Today we will Teacher says: “Lines can go in many The teacher explains: “Some lines are The teacher says: “Some lines The teacher says: “Today
for the lesson discover something very important in directions. Today we will study two not standing and not lying down. They are sharp and pointy. Others we will use all the lines we
art. It helps us draw, write, and even of them.” are leaning. Let’s find out what they are smooth and round. Let’s learned to make our own
move. Let us find out what it is.” are.” meet them today.” artwork.”
C. Presenting The teacher plays a video song about Teacher shows a tree and a table. The teacher shows a picture of a The teacher shows pictures of The teacher shows artworks
Examples/instances of new lines. Pupils sing and dance along. ladder leaning on a wall. Pupils lightning and a rainbow. made entirely of lines.
lesson Teacher asks afterwards: “What did observe and say it is slanting. Pupils guess which lines
you see in the video? Did you notice were used.
different shapes and patterns?”
D. Discussing new Teacher explains: “Those shapes and Teacher draws a vertical line on the The teacher draws a diagonal line and The teacher draws a zigzag line The teacher reviews
concepts and practicing movements are made of lines. A line is board. “This is a vertical line. It goes explains: “This is called a diagonal and explains: “Zigzag lines go vertical, horizontal,
new skills #1 a mark we can draw. It can go up, up and down like a tree or line. It slants or leans.” Pupils repeat up and down, sharp and diagonal, zigzag, and curved
down, sideways, or around. Lines help flagpole.” Pupils repeat the term and give examples such as a ladder, a pointy.” lines on the board. Pupils
us make shapes, letters, and pictures.” and give examples. slide, and a roof. recall examples for each.
E. Discussing new Teacher shows pictures of a tree trunk, Teacher draws a horizontal line. Pupils arrange straws to form The teacher draws a curved Pupils are divided into five
concepts and practicing table top, smile. Pupils identify the “This is a horizontal line. It goes diagonal lines. line and says: “Curved lines groups. Each group creates
new skills #2 lines they see. side to side, like the floor or bend smoothly, like a smile or a a drawing using only one
horizon.” Pupils repeat and give rainbow.” Pupils give more assigned line type.
examples. examples.
F. Developing mastery Pupils practice by drawing different Pupils draw vertical and horizontal Pupils draw diagonal lines in Pupils draw zigzag and curved Groups present their work
(Leads to Formative simple lines on the board and in their lines in notebooks. notebooks. lines in their notebooks. and explain how lines were
Assessment) notebooks. Teacher checks if they can important in their pictures.
produce straight and curved marks.
G. Finding Practical Teacher asks: “Look around the Pupils walk around class identifying Pupils draw simple house with Pupils decorate borders using Pupils create their own
applications of concepts classroom. Can you see things that objects with vertical or horizontal diagonal roof. zigzag and curved lines. “Line Art” using all five lines
and skills look like lines?” Pupils point to lines. on bond paper.
blackboard edges, door frame,
window, etc.
H. Making generalizations Together, teacher and pupils say: “A Pupils say: “Vertical goes up and The class chants together: “Diagonal The class chants: “Zigzag is The class says together:
and abstractions about the line is a mark that helps us draw and down. Horizontal goes side to side.” lines slant or lean.” sharp, curved is round.” “Lines are everywhere. They
lesson create.” help us draw, write, and
make art.”
I. Evaluating Learning Teacher shows pictures (tree, horizon, Pupils classify pictures into vertical The teacher shows objects, and pupils The teacher shows flashcards, The teacher gives a five-
smile). Pupils identify the presence of or horizontal lines. identify whether they show diagonal and pupils identify if they show item quiz where pupils
lines. lines. zigzag or curved lines. identify types of lines from
pictures.
J. Additional activities for “At home, draw three things you can Draw one object at home with Pupils will draw two objects at home Pupils will draw one zigzag and Pupils will draw five objects
application or remediation see that are made of lines. Label vertical lines and one with that have diagonal lines. one curved object at home. at home, each representing
them.” horizontal lines. one type of line.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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 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
to share with other
teachers?
Prepared by: Checked by:
BEA ROSE P. CASTILLO ARTHUR V. PASCUA