Matatag K to 10 Curriculum School Grade Level IV

Daily Lesson Log (DLL) Name of Teacher Learning Area English

Teaching Dates and Time (Week 3) Quarter 4

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners demonstrate their expanding knowledge of vocabulary and grammatical structures, literal and inferential comprehension of literary and
Standards informational texts, and composing and creating processes; and apply their receptive and productive skills in order to produce culture-specific texts based on
their purpose, context, and target audience.
B. Performance The learners apply literal and inferential comprehension of literary and informational texts and produce culture-specific narrative and expository texts
Standards (recount) based on their purpose, context (national holidays), and target audience using simple, compound, and complex sentences, and age-appropriate and
gender-sensitive language.
C. Learning Cluster 2: Viewing and Representing – 4 Sessions
Competencies Learning Competency
1. Identify visual elements using space (three-dimensional, four-dimensional, and proportional). (EN4VR-IV-1)
2. Derive meaning based on the visual elements. (EN4VR-IV-2)
A. Interpret lines, shapes, and colors used to convey meaning;
B. Interpret images/ideas that are explicitly used to influence viewers (symbolism);
C. Identify the purpose of the visual text.
3. Identify real or make-believe, fact or non-fact images. (EN4VR-IV-3)
4. Create a visual text drawn from the visual elements learned. (EN4VR-IV-4)
D. Learning Identify visual elements Interpret lines, shapes, and Interpret lines, shapes, and Identify real or make-believe, Create a visual text drawn
Objectives using space (three- colors used to convey colors used to convey fact or non-fact images. from the visual elements
dimensional, four- meaning; meaning; (EN4VR-IV-3) learned. (EN4VR-IV-4)
dimensional, and Interpret images/ideas that are Interpret images/ideas that
proportional). (EN4VR-IV- explicitly used to influence are explicitly used to
1) viewers (symbolism); influence viewers
Derive meaning based on (symbolism);
the visual elements.
(EN4VR-IV-2)
II. CONTENT FOCUS Cluster 2: Viewing and Representing
Topic 1:
1. Identifying visual elements: using space
Subtopic/s:
1.1. Three-dimensional
1.2. Four-dimensional
1.3. Proportional
Topic 2:
2. Deriving meaning based on the visual elements.
 Subtopic/s:
2.1. Interpreting lines, shapes, and colors used to convey meaning, symbolism, and purpose of visual text
Topic 3:
3. Identify real or make-believe, fact or non-fact images.
Topic 4:
4. Create a visual text drawn from the visual elements learned.
III. LEARNING RESOURCES
A. References MATATAG K to MATATAG K to MATATAG K to MATATAG K to Curriculum MATATAG K to
Curriculum Guide Curriculum Guide Curriculum Guide Guide Curriculum Guide
B. Other Learning MATATAG Textbook MATATAG Textbook MATATAG Textbook MATATAG Textbook MATATAG Textbook
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before the Lesson / Pre-Lesson Proper
Activating Prior Lesson Review Review: Identifying Visual TRUE or FALSE. TRUE or FALSE. Identify if the statement id
Knowledge Quiz Bee: Elements of Elements Using Space 1. Straight lines in a design 1. A dove is often used as a True or False.
Short Story, Figures of typically convey a sense of symbol of peace and innocence 1. An image of a unicorn
Speech, Sound Devices 1. Which of the following is calmness and stability. in various forms of art and is a real, factual
Mechanics: an example of a three- 2. Curved lines in artwork are media. representation of an
• Each learner must dimensional space? often used to convey 2. The color black in a painting animal.
bring a small whiteboard for a) A flat photograph of a movement, softness, or is frequently used to represent 2. A photograph of a
the quiz bee. landscape. natural forms. hope and positivity. cityscape with
• There shall be b) A cube on a table. 3. The use of bright, warm 3. In many cultures, an apple skyscrapers, streets, and
three rounds: Easy, c) A drawing of a circle on a colors (like red or yellow) can symbolize temptation or cars is a real, factual
Average, Difficult piece of paper. can evoke feelings of energy, knowledge, especially in image.
• 1 Point for each d) A movie projection on a passion, and warmth. reference to religious or 3. An image of a dragon
question in Easy Round, 3 screen. 4. Geometric shapes such as mythological contexts. flying in the sky is based
Points for Average, and 5 squares and triangles are 4. The use of a snake in on fact and represents a
points for Difficult 2. Which of the following often associated with organic, artwork typically represents real creature.
• The scope of the best represents the idea of natural forms in art. wisdom and rejuvenation in 4. A photograph of the
quiz bee shall be the past four-dimensional space? 5. The color blue is often most cultures. Earth from space
lessons only. a) A moving object through associated with feelings of 5. A skull in an image is showing continents and
time in a video. tranquility, calm, and commonly used as a symbol of oceans is a real, factual
b) A 3D sculpture in a gallery. sometimes sadness or death or mortality. image.
c) A landscape drawing with melancholy. 5. An image of a zombie
perspective. Answers: walking through a
d) A spinning cube shown True graveyard is based on real,
from multiple angles. False factual events.
True
3. In visual art, proportions False
are used to adjust the relative True
size of objects to one another.
 Which of the following best
illustrates proportional space?
a) A figure drawing where the
head is depicted much larger
than the body.
b) A tree in a drawing that is
the same size as the
background sky.
c) A grid pattern with equal
spacing on every side.
d) A painting of a mountain
that seems much closer than it
actually is.

4. What visual element in a

three-dimensional artwork
creates the illusion of depth?
a) The color of the objects.
b) The use of light and
shadow to show volume.
c) The texture of the surface.
d) The placement of objects
along the horizon line.

5. When designing a building,

architects often consider
proportional space. Which of
the following is an example
of proportional space in
architecture?
a) A large doorframe that is
half the height of the building.
b) A staircase that is too steep
to walk up comfortably.
c) A window that is smaller
than the door in the same
room.
d) A well-designed room with
windows and doors that
balance the proportions of the
space.
Lesson Analyze and share your Subtopic 2: Interpreting lines, shapes, and colors used to Topic 3: Identifying Real or Topic 4: Creating Visual
thoughts about the images. convey meaning, Symbolism, and Purpose of visual text Make-believe, Fact or Non- Text Drawn
Purpose/Intention To appreciate and interpret artworks appropriately, one must fact Images After being able to learn
understand and learn the seven (7) basic elements of visual art: the different Visual
Line, Space, Form, Texture, Value, and Color. Elements as well as the
Guide Questions: different purposes,
1. What can you say about meanings, and symbolism
the picture? of lines, shapes, and color,
2. How do you interpret as well as being able to
these abstract paintings? learn how to distinguish
3. What can you say about real/ factual images and
the way the lines, shapes make-believe/ non-factual
and colors were used? images.
4. What did you feel upon
looking at the images? Next, the learners will be
able to apply what they
have learned. They shall
now draw and create their
own artwork using what
they learned from the
previous discussions.
Lesson Language Activity 1: Word Hunt In this topic, we shall focus more on understanding the
Practice Ask students to unlock the importance of Lines, Shapes, and Colors to convey the
hidden words by finding the meaning of an artwork.
general terms in the word
hunt. Next, ask them to put
the words in the vocabulary
table alongside their
meanings.

During / Lesson Proper

Reading the Key Topic 1: Identifying Visual Lines are marks moving in a If lines and shapes convey Real/Realistic vs. Make- Visual Text is anything
Elements: Using Spaces space between two points. different meanings, then so believe Images that uses pictures and other
Idea/Stem Subtopic 1: Spaces of Arts Artists use many different do Colors. The symbolism of elements of visual arts
– Two, Three, and Four- types of lines, including colors is one of the most Real or Realistic Images are instead of words to convey
dimensional Spaces actual, implied, vertical, exciting aspects of visual said to be artworks that portray meaning, such as photos,
Forms of Arts horizontal, diagonal, and communication. As a real meaning in life. It could advertisements, movies,
In art, proportion refers to contour lines. Each line has a designer or a digital happen in real life, and it does television shows, cartoons,
the relationship between the different meaning, curve, journalist, you will make exist. On the other hand, make- artworks, books,
different-sized components length, thickness, and decisions on specific palettes believe images are the opposite, magazines, signages, and
within one composition. flexibility. of colors used for diverse and they do not occur in real any other that uses images
Proportion can make a projects. It does not matter if life; these are manifestations of instead of words.
composition appear more you work on a brand identity, imagination and combined
realistic or stylized, a poster or a website. Color illusions and fantasies, evoking
depending on the proportion choices can and will change make-believe artistry.
used. the meaning of whatever you
Because of the limits of create. Realistic images are considered
nature, art objects are “Factual” since they evoke
limited to the dimensions of Here are some of the most reality and can happen in real Often times, visual text is
space – and time. For this commonly used implied life, and it does exist. Also, it is best exemplified by road
reason, art objects fall into meanings of Colors: proven. On the contrary, make- signages. Signages now a
three categories: “Two- believe images are considered days doesn’t have words
dimensional Art”, “Three- “Non-factual” since they and are more solely
dimensional Art,” and evoke a non-realistic pictures.
“Four-dimensional Art.” perspective imagination and
Each category has divisions can not happen in real life; it
deriving primarily from does not exist and will not be
differences between the proven.
materials and approaches
used by the artist.
Two-dimensional art occurs
on flat surfaces, like paper,
canvas, or walls. This
dimension can be made
through drawing, painting,
or printing on a flat surface.
Examples:
 Three-dimensional art goes
beyond flat surfaces to
encompass height, width,
and depth. This dimension
can be made through
carving, modeling, casting,
or assembly.
Examples:

Four-dimensional art is a
creative concept that goes
beyond traditional three-
dimensional art by
introducing the element of
time as the fourth
dimension. In this context,
dimensions are typically
defined as length, width,
height, and time.
Examples:

Developing Types of Lines and their Some of the colors have the Examples: Real/Factual
Understanding of Key Implied Meaning in Arts: same symbolism; hence, it is Images
Idea/Stem in the hands of the artist to
 Vertical Lines – emphasize colors in an
straight up and down lines artwork. Color combinations,
that move in space without lightness, darkness, All examples are considered
any slant and are brightness, lightness, and the realistic and factual since
perpendicular to horizontal like are some of the aspects humans exist in real life, and
lines. They suggest height and affecting the impact of colors the same is true of animals.
strength because they extend in an artwork.
towards the sky and seem
unshakeable Examples:
Horizontal Lines – Make-Believe/Non-Factual
straight lines parallel to the Images
horizon that move from left to
right. They suggest width,
distance, calmness, and
stability. All examples are non-realistic
and non-factual since
superheroes like Superman do
• Diagonal Lines – not exist in real life. The same
straight lines that slant in any is true when talking about
direction except horizontal or flower and animal characters.
vertical. When in use, they
suggest movement or lack of
stability.
• Zigzag Lines – a
series of diagonal lines joined
at ends. They can convey
action and excitement, as well
as restlessness and anxiety.
• Curve Lines –lines
that bend and change
direction gradually. They can
be simply wavy or spiral.
Such lines convey feelings of
comfort, ease, and sensual
quality as they remind us of
the human body.
• Spiral Lines –
convey action, excitement,
restlessness, and anxiety.
Deepening Shapes are created when a
Understanding of Key line is enclosed. Shape is one
Idea/Stem of the seven elements of art,
and it has a variety of uses in
the creation of art. Shapes
play essential roles in the
creation of drawings and
paintings. Shapes help to
create complex drawings and
paintings, affect the
composition, and contribute
to the balance within a work.
We commonly see two
general types of shapes in an
artwork: Geometric Shapes
and Freeform Shapes.
Geometric Shapes - precise
shapes that can be described
using mathematical formulas.
Ex: Circle, square, triangle,
oval, rectangle,
parallelogram, trapezoid,
pentagon, pentagram,
hexagon, and octagon.

Freeform Shapes - also

called organic shapes, are
irregular and uneven shapes.
Their outlines may be curved,
angular, or a combination of
both

Shapes and their Implied

Meaning:
Squares - Strength,
Security, Reliability, and
Discipline.
Triangle –
Movement, Balance, Risk,
and Stability.
Circles – Eternity,
Universe, and Mystery
Spirals – Growth,
 Intelligence, Creativity, and
Modernity
After the Lesson / Post-Lesson Proper
Making Worked Example: What is the importance of Activity 2: Interpret Me! Real or Not! What is visual text?
Generalizations and Differentiated Tasks Lines, Shapes, and Colors to Mechanics: Identifying real/factual or
Abstractions Mechanics: convey the meaning of an • Different images are make-believe/non-factual
Group the class into 3. artwork? provided. images
Get out of the classroom • In each image, there Ask students to analyze the
and find a conducive will be three aspects of given images and identify
space/environment in the Visual Elements that you whether it is real/factual or
school where learners can need to fill out to complete make-believe/non-factual. Ask
use their imagination to the graphic chart. them to provide justification
create artwork. • You can make use for their answers.
of your notes/lectures as your
• Each group shall guide.
be given “Activity Kits” • Interpretation should
(manila paper, bond papers, be in three or more sentences.
markers, tape, scissors,
marking pens, crayons) –
the teacher can announce
this in class in advance or
be provided by him/her.
• Group 1: Make a
two-dimensional art, and
use the environment as your
inspiration for your output.
• Group 2: Make a
three-dimensional art, and
use the environment as your
inspiration for your output.
• Group 3: Make a
four-dimensional art, and
use the environment as your
inspiration for your output.
Evaluating Learning Human Figure Drawing: Examine the painting and Let’s Answer! Cut it out! Let’s Draw!
 Look at a figure identify the design elements, Identifying real/factual or Ask the students to create
drawing or a such as lines, shapes, and 1. 1. What emotion or make-believe/non-factual their own visual text using
sculpture of a colors. Describe how each concept is typically conveyed images the given elements of
human body. element contributes to the by straight lines in art? Materials Needed: visual arts.
 How are the composition and how it a) Chaos and unpredictability • Magazines or any
proportions of the impacts their reaction to the b) Calmness and softness material that they can get
head, arms, and work. c) Order and stability images
legs compared to d) Movement and energy • Scissors
the rest of the 2. Which of the following • Marking Pens
body? Are the shapes is most likely to • Glue
proportions convey a sense of organic or
realistic or natural forms? Mechanics:
exaggerated? How a) Square Using the magazines or
do these b) Circle resource materials that you
proportions impact c) Triangle have, complete the graphic
how we perceive d) Rectangle organizers with appropriate
the figure? 3. The use of warm colors images. Remember to be
(like red, orange, and yellow) careful when using scissors.
in art generally evokes which
of the following feelings?
a) Calm and serenity
b) Passion and energy
c) Mystery and elegance
d) Sadness and melancholy
4. Which type of line would
most likely be used to convey
movement or energy in an
artwork?
a) Straight line
b) Curved line
c) Jagged line
d) Horizontal line
5. What does the color blue
typically represent in visual
 art?
a) Happiness and excitement
b) Tranquility and calmness
c) Warmth and energy
d) Danger and aggression
Answer:
1. C
2. B
3. B.
4. B
5. B
Additional Activities Directions: For your Reflection on Learning:
for Application or takeaways, complete the Journal Writing
Remediation (if provided introduction Direction: Write a 10-
applicable) statements by adding what you sentence paragraph
learned and experienced enumerating and
throughout the week. describing your learning
This week, I was able to learn... experiences for the past
_______________ two weeks in your journal.
I was very much interested in... Include in the paragraph
_______________ your thoughts on how
important Visual Elements
are mainly for you as a
student.
Remarks
Reflection