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1. Teacher/s GAIEL EZBETH R. GABISAY
Learning
Area
MUSIC AND ARTS
Grade
Level
7 Quarter 2 Week 1
Teaching Dates
SEPTEMBER 30-OCTOBER
4, 2024
Time Sections
8:45 AM – 9:30 AM SCIENCE CLASS B
9:30 AM – 10:15 AM SPFL
10:15 AM – 11:00 AM SAMPAGUITA
1:00 PM – 1:45 PM SCIENCE CLASS A
I.CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standards
The learners demonstrate understanding of the contemporary and emerging popular Music and Arts of the
Philippines and selected Southeast Asian countries, and their cultural influences, including the subjects, themes,
concepts, mediums, processes, techniques, and/or practices.
B. Performance
Standards
The learners create works based on relevant concepts, processes, techniques, and/or practices used in selected
representative contemporary and emerging works of the Philippines and selected Southeast Asian countries in the
production of their creative works.
C. Learning
Competencies
and
Objectives
Day 1 and 2
1. Explain the artistic choices they made in their creative works, linking them to the techniques and concepts
observed in the studied arts.
2. Apply relevant concepts, processes, and techniques to create original creative works inspired by these arts.
3. Produce creative works inspired by these arts using relevant techniques.
4. Participate actively in the culminating activity inspired by contemporary performing and visual arts.
Day 3 & 4
1. Develop the ability to provide and accept constructive and thoughtful feedback on peers' artworks, considering
both artistic elements and conceptual execution.
2. Self – assess on the acquired competencies in relation to the production of creative work.
3. Reflect on the challenges faced during the creative process and on the importance of continuous self-assessment
to encourage ongoing improvement and exploration

2. D. Content Performing and Visual Arts of Philippine and Southeast Asian Countries
E. Integration ICT Integration
Values Integration
II. LEARNING
RESOURCES
Lesson Exemplar for Music and Arts 7
Other Learning Resources
The RISE Model
https://www.risemodel.com/
https://youtu.be/bQi7i4N-C6E
https://www.queensu.ca/teachingandlearning/modules/assessments/17_s2_09_rise_ meaningful_feedback_model.html
III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHER/S
A. Activating
Prior Knowledge
Day 1
Review of the past lesson about the topic last week through art of
questioning
Day 2
Review of the past lesson about the topic yesterday through art of
questioning
Provide an example of output of Visual and Performing arts
Day 3
Activity 1 “Perfect Caption!”
The teacher will show documented pictures from their previous presentation
of creative works. Learners must give the most appropriate caption for each
photo and explain the reason for their answer.
Activity 2 “Keen Observers”
The learners will provide feedback, both positive and negative, if any, on
other committees or groups they observed during the production.
Day 4
Review of the past lesson about the topic yesterday through art of
questioning
Day 3
See lesson exemplar (page 2)
See slide 44-50
PPT in Music and Arts
B. Establishing
Lesson Purpose
Day 1
Interactive discussion of the following topics:
1. Staging An Original Performance
2. An Exhibit of Visual Arts
Day 1
See slide 3-34
PPT in Music and Arts

3. Day 2
The teacher will discuss the rubrics and criteria in grading their output.
Day 3
Activity 3 “Spread Positivity”
Ask the learners to choose from the set of words inside the box that are
related to the given meaning of Meaningful Feedback. They should rewrite
these words around the figure.
Activity 4 “The Rise Model”
The teacher will introduce the RISE model (peer-to-peer) by Emily Wray, and
the learners will further discuss it within their group
Interactive discussion of the Rise Model
Day 4
Activity 5 “Give and Receive”
Learners will practice using the RISE model (peer-to-peer) in pairs to give
meaningful feedback and accept constructive criticism. They will base their
feedback on their recent creative work. They should record the feedback that
will be given by their partner or peer for further self-reflection
Day 2
See lesson exemplar (pp 10-11)
Day 3
See lesson exemplar (page 2-3)
See slide 51-59
PPT in Music and Arts
Day 3
See lesson exemplar (page 3)
See slide 64-65
PPT in Music and Arts
C. Developing
and Deepening
Understanding
Day 1
Activity 8 “Production Journey” The learners will decide which group they
wish to be a part of to commence the preparation for their culminating
event.
Day 2
Ask the learners to answer the following questions
Processing questions after the culminating:
1. What were the most significant takeaways from this culminating activity?
2. How did collaborating with others enhance your experience during the
culminating activity?
3. What aspects of your own contribution do you feel particularly proud of?
4. Looking ahead, how can you apply the insights gained from this culminating
activity in the future?
Day 3
The teacher will ask the following questions for the learners to answer:
1. What is the purpose of using the RISE model by Emily Wray?
2. What are the main components of the RISE Model?
3. Explain the process of the RISE model by giving sample feedback statements
Day 1
See slide 3-34
PPT in Music and Arts
Day 2
See lesson exemplar (page 11)
See slide 36-40
PPT in Music and Arts
Day 3
See lesson exemplar (page 3)
Week 8
See slide 36-40
PPT in Music and Arts
Day 4
See lesson exemplar (page 3-4)
Week 8
See slide 66-71
PPT in Music and Arts

4. for each component.
Day 4
Activity 6 “Self-Check: Exploring You”
The learners will use the RISE model (self-evaluation) and the competency
assessment checklist below.
D. Making
Generalizations
Day 2
The teacher will present the following question:
1. How can the concepts and skills you have acquired during this activity be
applied in different contexts or situations?
Day 4
Let the learners share their thoughts and insights to the class.
How do assessments and meaningful feedback contribute to your learning
experience?
Day 2
See lesson exemplar (page 11)
See slide 41-43
PPT in Music and Arts
Day 4
See lesson exemplar (page 4)
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating
Learning
FORMATIVE ASSESSMENT
MAPEH 7
The learners will answer the teacher-made formative assessment
Direction: Choose the letter of the best answer. Write it on a separate sheet of paper.
1. Which of the following is the correct meaning of the acronym RISE model?
a. Reflect, Inquire, Suggest, and Elevatec. Reflect, Inquire, Suggest, and Eliminate
b. Recite, Inquire, Suggest, and Elevated. Reflect, Inquire, Speak, and Elevate
2. At least, how many day/s do you need to plan a technical run through prior to the date of desire
play’s performance?
a. 1 day before b. 2 days beforec. 1 month before d. 7 days
3. Which of the following is not an example of visual arts?
a. comics b. theater c. sculpture d. animation
4. An element of arts that referring to the sense of hearing and can fully enhance the overall
experience of any theatrical performances.
a. gesture and movement c. costume
b. sound and music d. makeup
5. RISE model was developed by _________________.
a. Pacita Abad c. Vincent Van Gogh
b. Emily Luijbregts d. Heri Dono
See other question on teacher’s portfolio

5. PREPARED BY:
GAIEL ELZBETH R. GABISAY
Subject Teacher
INSPECTED BY:
ROWENA L. AGUILON
Subject Coordinator
ROMMEL C. VILLAHERMOSA, DevEdD
Assistant Principal II
EUGENIANA G. RABONG
Principal II