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GRADE 11
DAILY LESSON LOG
School Juan R. Liwag Memorial High School SHS Grade Level 11
Teacher JANINE L. BATUNGBAKAL Subject Personal Development
Teaching Dates and Time Aug. 30 – Sept. 2, 2022 Quarter 1st
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
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, 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 and joy in learning the lessons. Weekly objectives shall derived from the curriculum guides.
A. Content Standards
C. Learning
Competencies/Objectives
Write the LC Code for each
At the end of the session, the students are
expected to:
1. Respond to questions about themselves
and their expectations for Senior High School
2. Work with a group by sharing one’s
responses to given questions;
3. Collaborate with a group to present group
output.
At the end of the session, the
students should be able to:
1. Follow instructions for the
examination.
2. Complete the examination
properly.
3. Assess own knowledge about
the topics to be tackled.
At the end of the session, the
students should be able to:
1. Identify the question items that
they found to be difficult.
2. Reflect on how they can improve
answering difficult items through
analyzing.
3. Assess what they already know
and they want to know which are
covered in the examination.
HOLIDAY
No Classes
II. CONTENT
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.
Class Orientation Diagnostic Exam / Pre-Test Diagnostic Exam Item Analysis
III. LEARNING RESOURCES
List the materials to be used the 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
paper-based materials. Hands-on learning promotes concept development.
Personal Development by Ricardo Rubio Santos Chapters 1-16
A. References
1. Teacher’s Guide Page
2. Learner’s Material Page
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
B. Other Learning Resources Test Papers Test Papers and Answer Key
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 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.
A. Reviewing previous lesson or
presenting the new lesson
(5minutes)
Welcome and introduction to the class about
the teacher’s (specialization, background,
credentials).
(5 minutes)
The teacher will orient the
students about the purpose of the
pre-test and the procedures to
follow when taking the
examination.
(5 minutes)
The teacher will give a brief
description of the different topics
included in the examination from
Session 1.
B. Establishing a purpose for the
lesson
(5 minutes)
Asked the students with the following guide
questions:
1. What excites you about SHS?
(5 minutes)
The teacher will allow the
students to gain insights and
assess their prior knowledge
about the coverage of the topics
(5 minutes)
The teacher will ask the students:
How important is it to have a prior
knowledge before proceeding to the
lesson proper?
2. What makes you nervous about SHS?
3. What do you know about Senior High
School?
to be tackled throughout the
semester through the
examination.
C. Presenting examples/ instances
of the new lesson
(5 minutes)
Getting to Know Activity
With a piece of paper, the students will be
asked to answer the sentence structure
provided:
a: “Hello, my name is ___________. The
object that best represents me is a/an
__________because ______.”
For questions b and c: “Hello, my name is
_____. I am from_____. I am excited for
_______.
I am nervous about _______. “
Model to students how to respond using the
suggested sentence structure.
(40 minutes)
The students will take the
examination with the given time.
(40 minutes)
The teacher and students will
analyze each item in the test and
the number of students who got the
correct responses.
D. Discussing new concepts and
practicing new skills # 1
(35 minutes)
Getting to Know Activity
1. Learners are asked to think of their
responses and write them down.
2. After they have written their responses,
asked the students to group themselves into at
most five members. Groups assign a leader
and documenter.
3. Group members share their responses.
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 about the lesson
(10 minutes)
Ask the students with the following guide
questions:
a. Who has similar responses?
b. In what ways are they similar?
c. How can our differences bring about
positive effect/s for the learners, class and
school?
(10 minutes)
The teacher will give pointers on
how to answer difficult questions in
the exam. The teacher will also
discuss the importance of having a
prior knowledge as guide for
effective learning.
Provide 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.
Cite examples on how this can happen.
I. Evaluating learning (10 minutes)
Checking of the students responses
to the test questions.
J. Additional activities for
application or remediation
The students will be asked to bring a piece of
paper and ball pen for tomorrow’s Pre-Test.
V. REMARKS
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 you
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 assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up 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.
For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to bld.tld@deped.gov.ph
Prepared: Checked by: Noted by:
JANINE L. BATUNGBAKAL ROBERT L. LACADIN JEFFREY M. STA INES, PhD
Teacher II HUMSS MT I
Noted by:
NOIME O. VILLEGAS
SHS Principal II
OIC – Assistant Principal II

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PERDEV 1Q DLL 1 - JB.docx

  • 1. GRADE 11 DAILY LESSON LOG School Juan R. Liwag Memorial High School SHS Grade Level 11 Teacher JANINE L. BATUNGBAKAL Subject Personal Development Teaching Dates and Time Aug. 30 – Sept. 2, 2022 Quarter 1st Session 1 Session 2 Session 3 Session 4 I. OBJECTIVES 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, 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 and joy in learning the lessons. Weekly objectives shall derived from the curriculum guides. A. Content Standards C. Learning Competencies/Objectives Write the LC Code for each At the end of the session, the students are expected to: 1. Respond to questions about themselves and their expectations for Senior High School 2. Work with a group by sharing one’s responses to given questions; 3. Collaborate with a group to present group output. At the end of the session, the students should be able to: 1. Follow instructions for the examination. 2. Complete the examination properly. 3. Assess own knowledge about the topics to be tackled. At the end of the session, the students should be able to: 1. Identify the question items that they found to be difficult. 2. Reflect on how they can improve answering difficult items through analyzing. 3. Assess what they already know and they want to know which are covered in the examination. HOLIDAY No Classes II. CONTENT 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. Class Orientation Diagnostic Exam / Pre-Test Diagnostic Exam Item Analysis III. LEARNING RESOURCES List the materials to be used the 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 paper-based materials. Hands-on learning promotes concept development. Personal Development by Ricardo Rubio Santos Chapters 1-16 A. References 1. Teacher’s Guide Page 2. Learner’s Material Page 3. Textbook pages 4. Additional Materials from Learning Resources (LR) B. Other Learning Resources Test Papers Test Papers and Answer Key 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 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. A. Reviewing previous lesson or presenting the new lesson (5minutes) Welcome and introduction to the class about the teacher’s (specialization, background, credentials). (5 minutes) The teacher will orient the students about the purpose of the pre-test and the procedures to follow when taking the examination. (5 minutes) The teacher will give a brief description of the different topics included in the examination from Session 1. B. Establishing a purpose for the lesson (5 minutes) Asked the students with the following guide questions: 1. What excites you about SHS? (5 minutes) The teacher will allow the students to gain insights and assess their prior knowledge about the coverage of the topics (5 minutes) The teacher will ask the students: How important is it to have a prior knowledge before proceeding to the lesson proper?
  • 2. 2. What makes you nervous about SHS? 3. What do you know about Senior High School? to be tackled throughout the semester through the examination. C. Presenting examples/ instances of the new lesson (5 minutes) Getting to Know Activity With a piece of paper, the students will be asked to answer the sentence structure provided: a: “Hello, my name is ___________. The object that best represents me is a/an __________because ______.” For questions b and c: “Hello, my name is _____. I am from_____. I am excited for _______. I am nervous about _______. “ Model to students how to respond using the suggested sentence structure. (40 minutes) The students will take the examination with the given time. (40 minutes) The teacher and students will analyze each item in the test and the number of students who got the correct responses. D. Discussing new concepts and practicing new skills # 1 (35 minutes) Getting to Know Activity 1. Learners are asked to think of their responses and write them down. 2. After they have written their responses, asked the students to group themselves into at most five members. Groups assign a leader and documenter. 3. Group members share their responses. 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 about the lesson (10 minutes) Ask the students with the following guide questions: a. Who has similar responses? b. In what ways are they similar? c. How can our differences bring about positive effect/s for the learners, class and school? (10 minutes) The teacher will give pointers on how to answer difficult questions in the exam. The teacher will also discuss the importance of having a prior knowledge as guide for effective learning.
  • 3. Provide 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. Cite examples on how this can happen. I. Evaluating learning (10 minutes) Checking of the students responses to the test questions. J. Additional activities for application or remediation The students will be asked to bring a piece of paper and ball pen for tomorrow’s Pre-Test. V. REMARKS 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 you 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 assessment B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up 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. For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to bld.tld@deped.gov.ph Prepared: Checked by: Noted by: JANINE L. BATUNGBAKAL ROBERT L. LACADIN JEFFREY M. STA INES, PhD Teacher II HUMSS MT I Noted by: NOIME O. VILLEGAS SHS Principal II OIC – Assistant Principal II