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

GRADES 1 to 12 School All Senior High Schools (SHSs) Grade Level 11
DAILY LESSON LOG Teacher Learning Area May be used in any learning area
Teaching Dates and Time Week 1 Sessions 1-4 Quarter 1st

Session 1 Session 2 Session 3 Session 4
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
I. OBJECTIVES exercises and remedial activities may 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 a n d j o y inlearning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards
B. Performance Standards
At the end of the session, learners are expected to: At the end of the session, learners are At the end of the session, learners are expected At the end of the session, learners are
1. respond to questions about themselves and expected to: to: expected to:
their expectations for Senior High School 1. identify one’s strengths and 1. present creative output based on one’s 1. express how they feel about their
2. work with a group by sharing one’s responses weaknesses; and strengths and weaknesses; and subjects and teachers;
C. Learning Competencies / Objectives to given questions; 2. illustrate/show responses through 2. appreciate that class members have 2. brainstorm how their class can be
Write the LC code for each 3. collaborate with a group to present group various creative means. strengths and weaknesses. happy given their similarities and
output. differences; and
3. contribute to class rules,
regulations, norms, and
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 Me, My Teacher and My Class
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
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 Howard Gaardner’s Theory of Multiple
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
IV. PROCEDURES 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) (5 mins)
A. Reviewing previous lesson or Teacher welcomes the class and introduces Teacher reviews the questions asked and Teacher reviews activities from the last Class reviews presentations from the last
presenting the new lesson himself/herself (specialization, background, class responses from Session 1. session. Teacher explains that this session session. Class discusses what they have
credentials). will be for presentation of output. learned from the presentations.
(5 mins) ( 10 mins) (50 mins) (25 mins)
1. From the list below, teacher chooses one to two 1. Teacher presents the different Below are options that classes may use for 1. Teacher says: “ I had the chance to
questions for the class to answer. Subject teachers Intelligences and gives a brief explanantion for presenting class output: know each one of you in the past days.
B. Establishing a purpose for the lesson coordinate with each other so that there will be each: 1. Gallery walk Now, I want to know your expectation from
no/minimal duplication of questions used in class. a. Verbal-Linguistic 2. Individual/group presentations me since we will be together in this
a. What object best represents you? b. Logical-Mathematical Presentations may vary per subject. semester.”
b. What excites you about SHS? c. Interpersonal

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Where would you like to be h. my name is _________________. Teacher says: Based on what you feel each learner has a chance to present for the a. Script/Story h. An object to represent yourself d. routines. Visual-Spatial For example. qualities/traits? g. I am from_______________. Teacher collects the sheets of characteristics that you have? e. choices that you made in JHS? What were the effects of these actions? g. Naturalistic complete the following sentences. I am nervous about ___________________. How do you think Senior High from the following options. ii. Poem/Acrostic with the class. D. The object that best 2. Bodily-Kinesthetic dance/song presentations may present during ii. Presenting examples/ instances of the 3. How is it different from Junior High you can illustrate/show your response to the b. Learners are given time to prepare and 3. What are two not-so-positive c. What are your top three positive personal b. and reflects h. Groups assign a leader and documenter. for 1. Drawing d. at most five members. Musical-Rhythmic-Harmonic their Humanities subjects. Teacher says : “Let’s get to know a little bit work on their output. Learners may choose because _____________. Learners are asked to think of their responses Teacher and learners make an agreement and write them down.“ Teacher models how to respond using the suggested sentence structure. Comic Strip 2. For questions b and c: “Hello. 3. I don’t like it when the teacher f. Dance/Movement paper. How would you like to look like? f. C. I am excited for ___________________. because __________________. What do you know about Senior High 2. i. Teacher draws a semantic web/word question a: map on the board. 3. Teacher says: “I need you to iii. I like it when the teacher School can help you achieve your more than one. good. Intrapersonal 2. What makes you nervous about SHS? d. Teacher asks learners to bring out a piece of paper and be ready with a pen or pencil. ____________________. I don’t like (name of subject) School? question yesterday. (40 mins) 3. think of how day.” and interesting. What are three correct. about each other today. Group members share their responses.” Teacher provides the sentence structure to follow (15 mins) based on the chosen question. What age will you be 10 years from now? e. I like (name of subject) School? are your top two intelligence/s. on which activities. The class brainstorms for different represents me is a/an ________________ because ways that a classroom can be happy ______________________.” working? i. The word inside the middle circle is HAPPY CLASS. Existential Teachers will coordinate accordingly so that e. i. my name is ___________.THEME: Who am I as a Senior High School learner? Session 1 Session 2 Session 3 Session 4 c. Collage ________________. (30 mins) (15 mins) 1. Discussing new concepts and practicing 2. They may choose c. Teacher writes the responses on the new lesson board (semantic web/word map). practices. the strategies will be adopted by both to make new skills #1 teacher will ask them to group themselves into the class a happy class. reads the answers. goals and ambitions? a. For example. or wise f. Learners bring out a of sheet of d. Page 2 of 4 . Song/Rap 4. What would you like to be doing? g. those that have prepared paper and ballpen. After they have written their responses. “Hello.

of learners who earned 80% on the formative assessment B. brochures. i. Finding practical applications of concepts and skills in daily living H. that their similarities and differences will help the class achieve their goals. What can the school do to make this happen? (8 mins) 1. No. No. Did the remedial lessons work? No. Teacher then emphasizes that to see during the semester.THEME: Who am I as a Senior High School learner? Session 1 Session 2 Session 3 Session 4 4. leaflets. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them. REMARKS Reflect on your teaching and assess yourself as a teacher. The teacher can ask the have different strengths and weaknesses. No. crayons. How can our differences bring about agreements. A.e. and as a class. Making generalizations and abstractions (15 minutes) (5 mins) (5 mins) Teacher and students write the agreement After the sharing session. What can students do to make sure Senior High School be a positive experience? e. a. In what ways are they similar? Teacher asks learners to pack away. Developing mastery (Leads to Formative Assessment 3) G. C. you can ask them relevant questions. V. D. Additional activities for application or Agreement: Bring old or used magazines. class and each class. the class can reflect on the Teacher closes the session by how people will Teacher summarizes how a class is made up on a cartolina/manila paper and should be about the lesson answers of the group. school? d. Each subject may contribute to the c. E.of learners who continue to require Page 3 of 4 . Who has similar responses? there can be unity despite diversity. Discussing new concepts and practicing new skills #2 F. What works? What else needs to be done to help the students learn? VI. remediation newspapers. catalogues.of learners who require additional activities for remediation. b. color pencils. of learners with different strengths and posted inside the classroom for everyone following questions: weaknesses. glue. Think about your students’ progress this week. Teacher can cite examples on how this can happen. Groups then share their responses to the class. I. Evaluating learning J.of learners who have caught up with the lesson. learner. etc. Teacher provides a proper ending by emphasizing that SHS is a new beginning and a proper venue to start anew as an individual. etc. bond paper. What can teachers do to make this happen? f. markers. These should be collated for positive effect/s for the learners. 2. scissors. art materials.

enhancement and/or clarification of any DepEd material used. What innovation or localized materials did I use/discover which I wish to share with other teachers? For What difficulties did I encounter which my principal or supervisor can help me solve? G. Which of my teaching strategiesworked well?Why did these work? F.THEME: Who am I as a Senior High School learner? Session 1 Session 2 Session 3 Session 4 remediation E. kindly submit feedback to Page 4 of 4 .tld@deped.