THEME: Who am I as a Senior High School learner?

GRADES 1 to 12 School All Senior High Schools (SHSs) Grade Level 12

Teacher Romell B. Delos Reyes Learning Area COR2: Komunikasyon at Pananaliksik sa
DAILY LESSON LOG Wika at Kulturang Filipino
Teaching Dates and Time Week 1 Sessions 1-3 Quarter 1st
dsd

Session 1 Session 2 Session 3

I. OBJECTIVES

A. Content Standards
B. Performance Standards
At the end of the session, learners are expected to: At the end of the session, learners are expected to: At the end of the session, learners are expected to:
1. respond to questions about themselves and their 1. identify one’s strengths and weaknesses; and 1. present creative output based on one’s strengths and weaknesses;
expectations for Senior High School 2. illustrate/show responses through various creative means. and
2. work with a group by sharing one’s responses to given 2. appreciate that class members have strengths and weaknesses.
C. Learning Competencies / Objectives questions;
Write the LC code for each 3. collaborate with a group to present group output.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
I am a Senior High School Learner My Strengths and Weaknesses Unity in Diversity
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as
III. LEARNING RESOURCES paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
http://www.tecweb.org/styles/gardner.html
B. Other Learning Resources Howard Gaardner’s Theory of Multiple Intelligences

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and
draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
(2 mins) (5 mins) (5 mins)
A. Reviewing previous lesson or Teacher welcomes the class and introduces himself/herself Teacher reviews the questions asked and class responses from Teacher reviews activities from the last session. Teacher explains that this
presenting the new lesson (specialization, background, Session 1. session
credentials). will be for presentation of output.
(5 mins) ( 10 mins) (50 mins)
1. From the list below, teacher chooses one to two questions for 1. Teacher presents the different Intelligences and gives a brief Below are options that classes may use for presenting class output:
the class to answer. Subject teachers coordinate with each other explanantion for each: 1. Gallery walk
B. Establishing a purpose for the lesson so that there will be no/minimal duplication of questions used in a. Verbal-Linguistic 2. Individual/group presentations Presentations may vary per
class. b. Logical-Mathematical subject.
a. What object best represents you? c. Interpersonal
b. What excites you about SHS?

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THEME: Who am I as a Senior High School learner?

Session 1 Session 2 Session 3

c. What makes you nervous about SHS? d. Intrapersonal
d. What age will you be 10 years from now? e. Visual-Spatial For example, those that have prepared dance/song presentations may present
i. How would you like to look like? f. Bodily-Kinesthetic during their Humanities subjects.
ii. What would you like to be doing? g. Musical-Rhythmic-Harmonic
iii. Where would you like to be working? h. Naturalistic
i. Existential Teachers will coordinate accordingly so that each learner has a chance to
e. What do you know about Senior High School?
present for the day.
i. How is it different from Junior High School?
ii. How do you think Senior High School can 2. Teacher says: Based on what you feel are your top two
help you achieve your goals and ambitions? intelligence/s, think of how you can illustrate/show your response to
the question yesterday. Learners may choose from the following
2. Teacher says : “Let’s get to know a little bit about each other options. They may choose more than one.
today.” a. An object to represent yourself
b. Collage
c. Drawing
d. Song/Rap
e. Dance/Movement
f. Poem/Acrostic
g. Script/Story
h. Comic Strip

(40 mins)
3. Learners are given time to prepare and work on their output.

Teacher provides the sentence structure to follow based on the

chosen question. For example, for question a:

“Hello, my name is . The object that best represents

me is a/an _ because
.”

C. Presenting examples/ instances of the For questions b and c:

new lesson “Hello, my name is . I am from
. I am excited for
. I am nervous about
.“

Teacher models how to respond using the suggested sentence

structure.
(30 mins)
1. Learners are asked to think of their responses and write
them down.
D. Discussing new concepts and practicing 2. After they have written their responses, the teacher will ask
new skills #1 them to group themselves into at most five members.
Groups assign a leader and documenter.
3. Group members share their responses.

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THEME: Who am I as a Senior High School learner?

Session 1 Session 2 Session 3

4. Groups then share their responses to the class.
E. Discussing new concepts and practicing new
skills #2
F. Developing mastery
(Leads to Formative Assessment 3)

G. Finding practical applications of concepts

and skills in daily living
H. Making generalizations and abstractions (15 minutes) (5 mins) (5 mins)
about the lesson After the sharing session, the class can reflect on the answers of the Teacher closes the session by how people will have different strengths Teacher summarizes how a class is made up of learners with different
group. The teacher can ask the following questions: and weaknesses. strengths and weaknesses. Teacher then emphasizes that there can be unity
a. Who has similar responses? despite diversity.
b. In what ways are they similar?
c. How can our differences bring about positive effect/s for Teacher asks learners to pack away.
the learners, class and school?
d. What can students do to make sure Senior High
School be a positive experience?
e. What can teachers do to make this happen?
f. What can the school do to make this happen?
(8 mins)
1. Teacher provides a proper ending by emphasizing that SHS is
a new beginning and a proper venue to start anew as an
individual, learner, and as a class, that their similarities and
differences will help the class achieve their goals.
2. Teacher can cite examples on how this can
happen.

I. Evaluating learning
J. Additional activities for application or Agreement: Bring old or used magazines, newspapers, catalogues,
remediation brochures, leaflets, etc; art materials, i.e. scissors, glue, crayons,
color pencils,
markers, bond paper, etc.
V. REMARKS The topic was done in allotted time.

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No.of learners who earned 80% on the formative In this section, all students have earned 90% in above In this section, all students have earned 90% in above In this section, all students have earned 90% in above during the
assessment during the evaluation. during the evaluation. evaluation.
B. No.of learners who require additional activities for None… None… None…
remediation.
C. Did the remedial lessons work? No.of learners who There is no remedial lesson happen in this section. There is no remedial lesson happen in this section. There is no remedial lesson happen in this section.
have caught up with the lesson.
D. No.of learners who continue to require None… None… None…

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THEME: Who am I as a Senior High School learner?

Session 1 Session 2 Session 3

remediation
E. Which of my teaching strategiesworked well?Why Differentiated activities by group. Differentiated activities by group. Differentiated activities by group.
did these work?
F. What difficulties did I encounter which my principal None… None… None…
or supervisor can help me solve?
G. What innovation or localized materials did I use/discover Power Point presentation and learning activity sheets Power Point presentation and learning activity sheets Power Point presentation and learning activity sheets
which I wish to share with other
teachers?
For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to [email protected]

Prepared by: Checked by: Approved:

ROMELL B. DELOS REYES JULIET G. ROCABERTE SEGUNDINA C. RAMOS
Teacher I Head Teacher 1 Principal IV

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