Please read: local context. Local context: this edition is contextualized for Negros Occidental and Western Visayas (Bacolod’s MassKara, La Carlota’s Pasalamat, Talisay hablon, Iloilo’s Dinagyang, the Hiligaynon lullaby “Ili-ili Tulog Anay”); the mother-tongue word suggestions are in Hiligaynon. Teachers in other regions can keep the whole lesson and swap these local examples and words. All files are editable in Word and PowerPoint.

Classroom Observation (CO) Lesson Pack for Grade 4 MAPEH (Music and Arts), Term 2, ready for the 1st CO of SY 2026-2027 for Teacher I-III (Beginning towards Proficient). One complete 45-minute lesson: Art Tells Our Story: How Local Art Shows Beliefs, Faith and Community Stories (BCO Week 10, Explain how local artistic concepts, processes, and practices can be used to communicate personal beliefs, faiths, and community stories or narratives.).

CO schedule and PPST indicators

1st Classroom Observation, SY 2026-2027, Teacher I-III (DepEd Memorandum No. 89, s. 2025, Table 7; COT rubric Levels 2–6). Each Classroom Observable Indicator is annotated at least twice in the lesson flow, with the evidence the observer will see, plus an Annex A matrix:

• 1.1.2 Apply knowledge of content within and across curriculum teaching areas.
• 1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.
• 1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills.
• 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning.
• 2.1.2 Establish safe and secure learning environments to enhance learning through the consistent implementation of policies, guidelines and procedures.
• 2.2.2 Maintain learning environments that promote fairness, respect and care to encourage learning.

Learning competency

• Produce a creative work about their personal beliefs and faiths, and /or stories/ narratives in the community using appropriate local concepts, processes, and practices in the sound, theater, dance, and visual arts. (DepEd MATATAG MAPEH, Grade 4 Budget of Work (Second Term, Music and Arts))

Learning objective (verbatim from the Schools Division of Negros Occidental BCO, Term 2 Week 10)

• Explain how local artistic concepts, processes, and practices can be used to communicate personal beliefs, faiths, and community stories or narratives.

The one objective is measured through three success criteria (K1-a names the art and what it uses, K1-b tells the belief or story it shows, K1-c explains the link in one sentence): the observable behaviour, the tool (Quick Check fingers, the Explainer Board, the report, a 5-item quiz read aloud) and the pass mark.

What is inside (55 files)

• Lesson Plan in the ILAW Lesson Plan Template (DO 016, s. 2026) · Word, portrait and lean, in English: explicit instruction (I Do, We Do, You Do) named on every activity, what to show, expected answers, PPST annotation column, 5-item quiz with key
• PowerPoint · notebook style: the storybook “Lolo’s Smiling Mask” (MassKara), new words with three pictures each, the concept map of the four art forms with their concepts, processes and practices, the three steps LOOK · HOW · MEANING and the sentence “The ___ uses ___ to show ___.”, I Do (parol), We Do (Pabasa), a finger Quick Check, Art Detectives with six real photos (MassKara, Pasalamat, Senakulo, Dinagyang, Ili-ili Tulog Anay, hablon), Same Message, New Art?, a guided generalization and the whole quiz on screen (one item per slide), teacher script in the notes
• 9 printables · Word, ready to print: class and group rules, six art cards with real photos, Explainer Board, four art form signs, report strips, 5-item quiz, rating sheet and class record, exit ticket and home card, story and answer keys (teacher copy)
• Teacher Guide · the teacher's analysis with the 45-minute arithmetic, preparation lists, pre-observation conference notes, measurement map for the objective, contingency plan
• Pictures (real photos, credited, and illustrations) and a READ FIRST sheet

Contextualized edition for Negros Occidental; the teacher, section and date lines are left blank for you to fill in. Written for classes with many slow readers: learner sentences have 10 words or fewer, the teacher reads every text aloud, every art has a real photo and every new word three pictures. Fully editable in Word and PowerPoint.

Prepared with the help of Matudlo AI and checked by the author. As DO 016, s. 2026 requires, please review, adapt and sign the plan before use. Licensed to one teacher for their own classes; do not resell or share.