Grades 11 / 12 School MOBO NATIONAL HIGH SCHOOL Grade Level 12

DAILY LESSON PLAN Teacher JEROME D. MEÑALE Learning Area DRRR

Teaching Dates and Time MWThF (2:00 PM – 3:00 PM) ZEUS Quarter 1

Day 1 Day 2 Day 3 Day 4

Objectives must be met over a week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities. May
I. OBJECTIVES be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate understanding
A. Content Standards of the concept, types and their impacts.
The learners shall be able to relate
B. Performance Standards various types of hazard with a specific
area for ones’ preparedness
C. Learning Competencies/ At the end of the session, learners are The learners are able to:
Objectives expected to: Define hazards (DRR11/12-Ie-14)
Write the LC code for 1. Respond to questions • Give examples of the types of hazards
each about themselves and their (DRR11/12-Ie-15)
expectations for SHS • Explain the impact of various hazards
2. Work with the class by on different exposed elements.
sharing one’s responses to (DRR11/12-Ie-16)
given questions

II. CONTENT
List all 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
III. LEARNING RESOURCES materials as well as 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
B. Other Learning
Resources
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
IV. PROCEDURES 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.
A. Reviewing previous Teacher welcomes the class and Introduce the following learning
lesson or presenting the introduces himself/herself objectives using any of the suggested
new lesson (specialization, background, protocols (Verbatim, Own
credentials). Words, Read-aloud)
“I will be able to:
I. explain the term hazard
II. define the two main categories
(Natural and Man-made) of hazards; and
III. identify the impact of hazards
common in their environment.”
B. Establishing a purpose From the list below, teacher chooses
for the lesson one or two questions for the class to
answer.
a. What object best
represents you?
b. What excites you about
SHS?
c. What makes you nervous
about SHS?
Asks learners to bring out a piece of
paper and be ready with a pen or
pencil.
Teacher says: “Let’s get to know a little
bit about each other today”
C. Presenting Provide the sentence structure to
examples/instances of follow based on the chosen question.
the new lesson For example,
“Hello, my name is _______. The
object that best represents me is a /an
_______ because _______. I am
excited for _______. I am nervous
about ______.
Teacher models how to respond using
the suggested sentence structure.
D. Discussing new concepts Learners are asked to think of their
and practicing new skills responses and write them down.
#1 After they have written their
responses, the teacher will ask to
share their responses to the class.
Warm up the learners’ knowledge on
natural processes by asking them about
processes that shape
and change our environment.
Possible answers:
I. Plate tectonics – leading to mountain
building, volcanism, ocean formation,
etc.
II. Atmospheric processes – formation of
clouds, precipitation, wind, etc.
III. Biological accumulation – reef
building, colony formation, forestation,
etc.
IV. Human activities – urbanization,
extracting resources, geoengineering,
etc.
V. Point out to the local environment any
of the processes that have been
mentioned.
1. Recall a recent or historical disastrous
event. Ask the learners to tell the class
what they know about it.
2. Emphasize how the Philippines is one
of the most hazardous countries in the
world, having more than 20 tropical
cyclones in a year, earthquakes
everyday, and more than 20 active
volcanoes found all over the country.
3. Introduce the basic definition of
Hazard and Disaster. Cold call learners
to highlight the differences between the
two terms:
Have them define in their own words,
English, Filipino, and local dialect (if
applicable).
5. Emphasize learning outcome: the
definition of hazard.
Pre-Activity (5 mins.)
1. List down these hazards on the board.
Explain anything that some learners
might not recall.
A. Ground shaking
B. Tornado
C. Landslide
D. Flood
E. Indoor fire
F. Lava flow
G. Industrial pollution
H. Typhoon
I. Forest fire
J. Liquefaction
K. Storm surge
 L. Tsunami
M. Extreme rainfall
During Activity (5 mins.)
2. Ask the learners to classify the
phenomena in a table. They can classify
them in any way they want
but they have to describe the basis of
their classification. Make them write their
answers in their
activity notebook.
3. Ask the learners to pair up with their
seatmate (if odd numbered class, one
group can be three
learners) and tell them that they have to
come up with a final classification
scheme written on a
sheet of paper. They should discuss the
differences and similarities, if any, and
the basis for their
classification with each other.
E. Discussing new concepts Choose a volunteer to share with the
and practicing new skills class the classification that they made.
#2 Allow the learners to compare their
answers with the one written on the
board. Use this as a jump
off point to the discussion of the types of
hazards listed below.
F. Developing mastery
(leads to Formative
Assessment 3)

G. Finding practical
applications of concepts
and skills in daily living

H. Making generalizations After the sharing session, the class

and abstractions about can reflect on the answers of the
the lesson group.
a. Who has similar
responses?
b. How can our differences
bring about positive
effects/for the learners,
class and school?
c. What can students do to
make sure SHS be positive
experiences?
Provide a proper ending by
emphasizing that SHS is a new
beginning and a proper venue to start
anew as an individual, as a learner
and as a class. That their similarities
 and differences will help the class
achieve their goals.
Teachers can cite examples on how
this can happen.
I. Evaluating learning .

J. Additional activities for

application or remediation

V. REMARKs
Requires teachers to reflect on and assess their effectiveness (Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What
VI. REFLECTION else 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% in the evaluation
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: Noted by:

JEROME D. MEÑALE MARIETTA N. BOLON MARIA CYNTHIA A. REVIL

SHS Teacher SHS Coordinator Principal II