Day 1-6

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
DLP No.: 3 Learning Area: Grade Level: Quarter: Duration:

Date: June 11, 2019 Disaster Readiness and 11-GAS 1 120 minutes
Risk Reduction (TUESDAY 1:00-3:00pm)
Learning Code:
Competency/ies: Explain the meaning of disaster. DRR11/12-Ia-b-1
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Meaning of Disaster
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition
Remembering identify, retrieve, recognize, Describe the different circumstances
of knowing duplicate, list, memorize,
The learner can recall information and retrieve relevant that happen during a disaster.
something with repeat, describe, reproduce
knowledge from long-term memory
familiarity gained
through experience Understanding interpret, exemplify, classify, Discuss the meaning of disaster.
The learner can construct meaning from oral, written and summarize, infer, compare,
or association
graphic messages explain, paraphrase, discuss
Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare, Identify events and phenomena
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to
common in the locality.
determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout
complex activities or
Evaluating coordinate, measure, detect, defend,
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's generate, hypothesize, plan, design,
knowledge, practice, Creating
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of
view
Attitud Categories: List of Attitudes:

1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
e
Growth in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty,
feelings point to, reply, select, sit, Study, use Personal discipline,
or Perseverance, Sincerity,
2. Responding to Phenomena - Active participation on the part of the learners. Attends and Patience, Critical thinking, Show interest in
emotiona
reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Open-mindedness, Interest,
l areas.
responding, willingness to respond, or satisfaction in responding (motivation). learning the topic
A settled Courteous, Obedience, Hope,
way of Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Charity, Fortitude, Resiliency, about disaster by
thinking perform, practice, present, read, recite, report, select, tell, write Positive vision, Acceptance, interacting in the
Determined, Independent ,
or feeling
Gratitude, Tolerant,
discussion.
about 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
someone Cautious, Decisive, Self-
simple acceptance to the more complex state of commitment. Valuing is based on the Control, Calmness,
or internalization of a set of specified values, while clues to these values are expressed in the
somethin Responsibility,
learner's overt behavior and are often identifiable. Accountability,
g,
typically
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Industriousness, Industry,
one that initiate, invite, join, justify, propose, read, report, select, share, study Cooperation, Optimism,
is 4. Organization - Organizes values into priorities by contrasting different values, resolving Satisfaction, Persistent,
reflected conflicts between them, and creating a unique value system. The emphasis is on Cheerful, Reliable, Gentle,
in a comparing, relating, and synthesizing values. Appreciation of one’s
person’s Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, culture, Globalism,
behavior explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Compassion, Work Ethics,
synthesize Creativity, Entrepreneurial
5. Internalizing values - (Characterization): Has a value system that controls their behavior. Spirit, Financial Literacy,
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Global, Solidarity, Making a
learner. Instructional objectives are concerned with the student's general patterns of stand for the good,
adjustment (personal, social, emotional). Voluntariness of human act,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Appreciation of one’s rights,
propose, qualify, question, revise, serve, solve, verify Inclusiveness, Thoughtful,
Seriousness, Generous,
Happiness, Modest,
Authority, Hardworking,
Realistic, Flexible,
Considerate,
Sympathetic, Frankness
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends truth, Kindness, Humble
standards and reacts to a particular phenomenon. Learning outcomes may emphasize compliance
of in responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
one's perform, practice, present, read, recite, report, select, tell, write 2. Maka-tao
judgment 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Concern for Others, Respect for
of what is simple acceptance to the more complex state of commitment. Valuing is based on the human rights, Gender equality, Display
important internalization of a set of specified values, while clues to these values are expressed in Family Solidarity, Generosity, awareness and
in life. the learner's overt behavior and are often identifiable. Helping, Oneness
Go sensitivity
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow,
beyond
form, initiate, invite, join, justify, propose, read, report, select, share, study towards each
learner’s
life on
4. Organization - Organizes values into priorities by contrasting different values, resolving while
conflicts between them, and creating a unique value system. The emphasis is on discussing
earth,
comparing, relating, and synthesizing values.
include
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, about disaster.
more
than explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
wealth relate, synthesize 3. Makakalikasan Show sensitivity
and 5. Internalizing values - (Characterization): Has a value system that controls their Care of the environment,
fame, behavior. The behavior is pervasive, consistent, predictable, and most importantly, Disaster Risk Management, and
and characteristic of the learner. Instructional objectives are concerned with the student's Protection of the Environment, environmental
general patterns of adjustment (personal, social, emotional). Responsible Consumerism,
would concern.
affect the Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Cleanliness, Orderliness, Saving
eternal practice, propose, qualify, question, revise, serve, solve, verify the ecosystem, Environmental
destiny of sustainability
millions. 4. Makabansa
Intention Peace and order, Heroism and
ally Appreciation of Heroes, National
adding Unity, Civic Consciousness, Social
value to responsibility, Harmony,
people Patriotism,
everyday. Productivity
2. Content Basic concept of Disaster and Disaster Risk
3. Learning Resources DRR Textbook for Senior High, Multimedia
4. Procedures
4.1 Introductory Activity (_5_ minutes). This part introduces the Curriculum The students will recall recent or historical
lesson content. Although at times optional, it is usually included to serve as a Contextualization disastrous event.
warm-up activity to give the learners zest for the incoming lesson and an
Localization: Learners must tell the class what they know
idea about what it to follow. One principle in learning is that learning occurs
Consider/include here
when it is conducted in a pleasurable and comfortable atmosphere.
the appropriate Local about it.
Heritage Themes: The teacher will ask the students the
A. Annual Rites,
Festivals, and
following guide questions:
Rituals
(Historical/Religiou Have you experienced disastrous event in
s Festivals, Local
Cultural Festivals,
your life?
Local How did you handle it?
4.2 Activity/Strategy (_15_ minutes). This is an interactive strategy to Delicacies/Product The students will discuss the following by
elicit learner’s prior learning experience. It serves as a springboard for new s Festivals, Rituals,
Wedding Ritual, group according to their prior knowledge;
learning. It illustrates the principle that learning starts where the learners
are. Carefully structured activities such as individual or group reflective Palihi Ritual, Burial 1. What is disaster?
Ritual,
exercises, group discussion, self-or group assessment, dyadic or triadic
B Literary
2. When does a natural event becomes a
interactions, puzzles, simulations or role-play, cybernetics exercise, gallery
walk and the like may be created. Clear instructions should be considered in Anthologies Written hazard?
this part of the lesson. In Local Language 3. When does a hazard becomes a disaster?
(BALITAW, BALAK,
Folktales/ Short
4. How could people prevent disasters when a
Stories, Local Heroes natural hazard strikes?
C. Historical Events,
Enduring Values,
4.3 Analysis (_10_ minutes). Essential questions are included to serve as Indigenous Materials, Questions:
a guide for the teacher in clarifying key understandings about the topic at Indigenous Cultural
hand. Critical points are organized to structure the discussions allowing the
learners to maximize interactions and sharing of ideas and opinions about
Communities/Indigen 1. What are common natural phenomena
ous People,
expected issues. Affective questions are included to elicit the feelings of the Indigenous Games
occurs in the Philippines?
learners about the activity or the topic. The last questions or points taken D. Topography, Flora/
should lead the learners to understand the new concepts or skills that are to Fauna (Falls, 2. Why do earthquakes and volcanic
be presented in the next part of the lesson. Mountains, River, eruptions frequently happen in the
Cave, Trees, Flower,
Fauna Philippines?
E. Food & Local
products 3. What are the effects when a natural event
G. Role Model Family
strikes your community? Who would be most
affected?
4.4 Abstraction (_10_ minutes). This outlines the key concepts, The teacher will reinforce the initial responses
important skills that should be enhanced, and the proper attitude that should
of the students through lecture discussion of
be emphasized. This is organized as a lecturette that summarizes the
learning emphasized from the activity, analysis and new inputs in this part of the following;
the lesson. - Disaster
- Disaster Preventive measure/interventions
4.5 Application (_15_ minutes). This part is structured to ensure the Restricted-Response Essay
commitment of the learners to do something to apply their new learning in
Instruction: Write your answer in a ½ sheet of
their own environment.
paper. Limit your responses to 5 sentences.
1. Name one natural phenomena that your
community considers as hazard. Explain why
they are considered as hazards.
2. Is the large magnitude of a natural hazard
a guarantee for a disaster? Explain
4.6 Assessment ( _ minutes). For the Teacher to: a) Assess whether learning objectives have been met for a specified duration, b) Remediate and/or enrich with
appropriate strategies as needed, and c) Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative Assessment may be given
before, during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral
(Formal and informal observations of learners’ performance or behaviors Presentation, Dance, Musical
are recorded, based on assessment criteria) Performance, Skill
Demonstration, Group Activity
(e.g. Choral Reading), Debate,
Motor & Psychomotor Games,
Simulation Activities, Science
Experiment
b) Talking to Learners / Conferencing Hands-on Math Activities, Written
(Teachers talk to and question learners about their learning to gain insights Work and Essay, Picture Analysis,
on their understanding and to progress and clarify their thinking) Comic Strip, Panel Discussion,
Interview, Think-Pair-Share,
Reading
c) Analysis of Learners’ Products Worksheets for all subjects,
(Teachers judge the quality of products produced by learners according to Essay, Concept Maps/Graphic
agreed criteria) Organizer, Project, Model,
Artwork, Multi-media
Presentation, Product made in
technical-vocational subjects
d) Tests Skill Performance Test, Open-
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Ended Question, Practicum, Pen .
mastery of a skill or knowledge of content) and Paper Test, Pre and Post
Test, Diagnostic Test, Oral Test,
Quiz
4.7 Assignment (_2_ minutes). Fill-in below any of the four purposes:
 Reinforcing / strengthening the day’s lesson
 Enriching / inspiring the day’s lesson
 Enhancing / improving the day’s lesson
 Preparing for the new lesson Read and research on the different risk
factors underlying disasters.
4.8 Concluding Activity (_3_ minutes). Words to Ponder: Preparation through
This is usually a brief but affective closing activity such as a strong quotation, a short song, an
education is less costly than learning.
anecdote, parable or a letter that inspires the learners to do something to practice their new learning.
5. REFLECTION
6. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.
Monitored/
Checked MARIA LILETH P. CALACAT
Principal II
Date
Prepared by:
Name: JERLYN MAE S. QUILIOPE School: BILAR NATIONAL HIGH SCHOOL
Position/Designation: SHS TEACHER 1 Division: BOHOL
Contact Number: 09307569669 Email address: quiliopejerl@yahoo.com
Bibliography: Rimando, Rolly E. Disaster Readiness and Risk Reduction. 2016. Rex Bookstore pp.3-5.
Appendices: (attach all materials that will be used)
DLP No.: 4 Learning Area: Grade Level: Quarter: Duration:

Date: June 13, 2019 Disaster Readiness and 11-GAS 1 120 minutes
Risk Reduction THURSDAY (1:00-3:00pm)
Learning Code:
Competency/ies: Explain the meaning of disaster. DRR11/12-Ia-b-1
Key Concepts /
Understandings to be Meaning of Disaster
Developed
Remembering identify, retrieve, recognize, Describe the different circumstances
The learner can recall information and retrieve relevant that happen during a disaster.
familiarity gained
through experience Understanding interpret, exemplify, classify, Discuss the meaning of disaster.
or association

through deliberate, Analyzing differentiate, distinguish, compare, Identify events and phenomena
sustained effort to
common in the locality.
adaptively carryout
view

e
feelings point to, reply, select, sit, Study, use Personal discipline,
or Perseverance, Sincerity,
6. Responding to Phenomena - Active participation on the part of the learners. Attends and Patience, Critical thinking, Show interest in
emotiona
reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Open-mindedness, Interest,
l areas.
responding, willingness to respond, or satisfaction in responding (motivation). learning the topic
A settled Courteous, Obedience, Hope,
way of Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Charity, Fortitude, Resiliency, about disaster by
thinking perform, practice, present, read, recite, report, select, tell, write Positive vision, Acceptance, interacting in the
Determined, Independent ,
or feeling
Gratitude, Tolerant,
discussion.
about 7. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
someone Cautious, Decisive, Self-
simple acceptance to the more complex state of commitment. Valuing is based on the Control, Calmness,
or internalization of a set of specified values, while clues to these values are expressed in the
somethin Responsibility,
learner's overt behavior and are often identifiable. Accountability,
g,
typically
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Industriousness, Industry,
initiate, invite, join, justify, propose, read, report, select, share, study
one that 8. Organization - Organizes values into priorities by contrasting different values, resolving Cooperation, Optimism,
is conflicts between them, and creating a unique value system. The emphasis is on Satisfaction, Persistent,
reflected comparing, relating, and synthesizing values. Cheerful, Reliable, Gentle,
in a Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Appreciation of one’s
person’s explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, culture, Globalism,
behavior synthesize Compassion, Work Ethics,
5. Internalizing values - (Characterization): Has a value system that controls their behavior. Creativity, Entrepreneurial
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Spirit, Financial Literacy,
learner. Instructional objectives are concerned with the student's general patterns of Global, Solidarity, Making a
adjustment (personal, social, emotional). stand for the good,
Voluntariness of human act,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Appreciation of one’s rights,
propose, qualify, question, revise, serve, solve, verify
Inclusiveness, Thoughtful,
Seriousness, Generous,
Happiness, Modest,
Authority, Hardworking,
Realistic, Flexible,
Considerate,
Sympathetic, Frankness
of in responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
one's perform, practice, present, read, recite, report, select, tell, write 10. Maka-tao
judgment 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Concern for Others, Respect for
of what is simple acceptance to the more complex state of commitment. Valuing is based on the human rights, Gender equality, Display
important internalization of a set of specified values, while clues to these values are expressed in Family Solidarity, Generosity, awareness and
in life. the learner's overt behavior and are often identifiable. Helping, Oneness
Go sensitivity
beyond
form, initiate, invite, join, justify, propose, read, report, select, share, study towards each
learner’s
life on
4. Organization - Organizes values into priorities by contrasting different values, resolving while
conflicts between them, and creating a unique value system. The emphasis is on discussing
earth,
include
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, about disaster.
more
than explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
wealth relate, synthesize 11. Makakalikasan Show sensitivity
and 5. Internalizing values - (Characterization): Has a value system that controls their Care of the environment,
fame, behavior. The behavior is pervasive, consistent, predictable, and most importantly, Disaster Risk Management, and
and characteristic of the learner. Instructional objectives are concerned with the student's Protection of the Environment, environmental
general patterns of adjustment (personal, social, emotional). Responsible Consumerism,
would concern.
affect the Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Cleanliness, Orderliness, Saving
eternal practice, propose, qualify, question, revise, serve, solve, verify the ecosystem, Environmental
destiny of sustainability
millions. 12. Makabansa
Intention Peace and order, Heroism and
ally Appreciation of Heroes, National
adding Unity, Civic Consciousness, Social
value to responsibility, Harmony,
people Patriotism,
everyday. Productivity
3. Learning Resources DRR Textbook for Senior High, Multimedia
4. Procedures
4.1 Introductory Activity (_5_ minutes). This part introduces the Curriculum The students will recall recent or historical
lesson content. Although at times optional, it is usually included to serve as a Contextualization disastrous event.
Localization: Learners must tell the class what they know
the appropriate Local about it.
Heritage Themes: The teacher will ask the students the
B. Annual Rites,
Festivals, and
following guide questions:
Rituals
(Historical/Religiou Have you experienced disastrous event in
s Festivals, Local
Cultural Festivals,
your life?
Local How did you handle it?
4.2 Activity/Strategy (_15_ minutes). This is an interactive strategy to Delicacies/Product The students will discuss the following by
elicit learner’s prior learning experience. It serves as a springboard for new s Festivals, Rituals,
Wedding Ritual, group according to their prior knowledge;
learning. It illustrates the principle that learning starts where the learners
are. Carefully structured activities such as individual or group reflective Palihi Ritual, Burial 1. What is disaster?
Ritual,
exercises, group discussion, self-or group assessment, dyadic or triadic
B Literary
2. When does a natural event becomes a
interactions, puzzles, simulations or role-play, cybernetics exercise, gallery
walk and the like may be created. Clear instructions should be considered in Anthologies Written hazard?
this part of the lesson. In Local Language 3. When does a hazard becomes a disaster?
(BALITAW, BALAK,
Folktales/ Short 4. How could people prevent disasters when a
Stories, Local Heroes natural hazard strikes?
Enduring Values,
4.3 Analysis (_10_ minutes). Essential questions are included to serve as Indigenous Materials, Questions:
a guide for the teacher in clarifying key understandings about the topic at Indigenous Cultural
learners to maximize interactions and sharing of ideas and opinions about
Communities/Indigen 1. What are common natural phenomena
ous People,
expected issues. Affective questions are included to elicit the feelings of the Indigenous Games occurs in the Philippines?
learners about the activity or the topic. The last questions or points taken D. Topography, Flora/
should lead the learners to understand the new concepts or skills that are to Fauna (Falls, 2. Why do earthquakes and volcanic
be presented in the next part of the lesson. Mountains, River,
eruptions frequently happen in the
Fauna Philippines?
E. Food & Local
products 3. What are the effects when a natural event
strikes your community? Who would be most
affected?
4.4 Abstraction (_10_ minutes). This outlines the key concepts, The teacher will reinforce the initial responses
important skills that should be enhanced, and the proper attitude that should
of the students through lecture discussion of
learning emphasized from the activity, analysis and new inputs in this part of the following;
the lesson. - Disaster
- Disaster Preventive measure/interventions
4.5 Application (_15_ minutes). This part is structured to ensure the Restricted-Response Essay
commitment of the learners to do something to apply their new learning in
Instruction: Write your answer in a ½ sheet of
their own environment.
paper. Limit your responses to 5 sentences.
1. Name one natural phenomena that your
community considers as hazard. Explain why
they are considered as hazards.
2. Is the large magnitude of a natural hazard
a guarantee for a disaster? Explain
4.6 Assessment ( _ minutes). For the Teacher to: a) Assess whether learning objectives have been met for a specified duration, b) Remediate and/or enrich with
appropriate strategies as needed, and c) Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative Assessment may be given
before, during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
d) Observation Investigation, Role Play, Oral
(Formal and informal observations of learners’ performance or behaviors Presentation, Dance, Musical
are recorded, based on assessment criteria) Performance, Skill
Demonstration, Group Activity
(e.g. Choral Reading), Debate,
Motor & Psychomotor Games,
Simulation Activities, Science
Experiment
e) Talking to Learners / Conferencing Hands-on Math Activities, Written

(Teachers talk to and question learners about their learning to gain insights Work and Essay, Picture Analysis,
on their understanding and to progress and clarify their thinking) Comic Strip, Panel Discussion,
Interview, Think-Pair-Share,
Reading
f) Analysis of Learners’ Products Worksheets for all subjects,
(Teachers judge the quality of products produced by learners according to Essay, Concept Maps/Graphic
agreed criteria) Organizer, Project, Model,
Artwork, Multi-media
Presentation, Product made in
technical-vocational subjects
d) Tests Skill Performance Test, Open-
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Ended Question, Practicum, Pen .
mastery of a skill or knowledge of content) and Paper Test, Pre and Post
Test, Diagnostic Test, Oral Test,
Quiz
 Preparing for the new lesson Read and research on the different risk
factors underlying disasters.
4.8 Concluding Activity (_3_ minutes). Words to Ponder: Preparation through
education is less costly than learning.
5. REFLECTION
Monitored/
Checked MARIA LILETH P. CALACAT
Principal II
Date
Prepared by:
Position/Designation: SHS TEACHER 1 Division: BOHOL
Bibliography: Rimando, Rolly E. Disaster Readiness and Risk Reduction. 2016. Rex Bookstore pp.3-5.
process by using principles of teaching and learning- D.O. 42, s. 2016)
DLP No. 5 Learning Area: Grade Level: Quarter: 1 Duration:
Date: 120 mins.
June 17, 2019 Disaster Risk Reduction Management 11- GAS 1:00-3:00pm
Learning Competency/ies: Explain the meaning of disaster. Code:
DRR11/12-Ia-
b-1
Key Concepts/ Disaster and Hazards
Understanding to be
Developed
Knowledge Identity hazards that can be found inside the school campus
Skills Demonstrate and illustrate hazards that can be found inside the school campus
1. OBJECTIVES Attitude Display awareness in dealing hazards inside the school campus
Values Practice cooperation and responsibility in dealing hazards inside the school
campus
2. CONTENT FINDING HAZARDS THAT CAN TURN TO A DISASTER INSIDE THE SCHOOL
CAMPUS
3. LEARNING
RESOURCES CG, Notes and Multimedia
4.1 Introductory  Prayer
activity  Greetings
 Checking of Attendance
Ask: what is the difference between hazards from disaster?
4.2 Activity ACTIVITY: Students will roam around inside the campus to search
hazards inside the campus
4.3 Analysis Analyze the answers of the learners and give follow up questions:
 What are the following hazards that can be found inside the campus?
4. PROCEDURES 4.4 Abstraction The teacher will simplify the answers of the learners and discuss the
following:
 Possible Solutions and its benefits to the people inside the school
campus
4.5 Application The students will ask to give an example of the two (2) solutions n dealing
4.6 Assessment hazards inside the campus.
4.7 Assignment Research in advance about the two nature of Disaster

REMARKS
MONITORED/CHECKED MARIA LILETH P. CALACAT
Principal II
DATE
Prepared by:
Position/Designation: SHS TEACHER -1 Division: BOHOL
process by using principles of teaching and learning- D.O. 42, s. 2016)
DLP No. 3 Learning Area: Grade Level: Quarter: 1 Duration:
Date: I hr.
June 07, 2018 Disaster Risk Reduction Management 11- GAS
Learning Competency/ies: Explain the meaning of disaster. Code:
DRR11/12-Ia-
b-1
Key Concepts/ Disaster and Hazards
Understanding to be
Developed
Knowledge Differentiate the nature of disasters
Skills Compare and contrast the difference of the nature of disasters
1. OBJECTIVES Attitude Display awareness in dealing the different effects of the origin of disasters
Values Practice cooperation and responsibility in dealing disasters inside the school
campus
2. CONTENT NATURE OF DISASTER
3. LEARNING
RESOURCES CG, Notes and Multimedia
4.1 Introductory  Prayer
activity  Greetings
 Checking of Attendance
Ask: WHAT do you think are the nature of disaster?
4.2 Activity BRAINSTORMING: Students will ask to give ideas on the nature of
disaster
4.3 Analysis Analyze the answers of the learners and give follow up questions:
 What are the nature of disaster?
4. PROCEDURES  How important is to know the nature of Disaster?
4.4 Abstraction The teacher will simplify the answers of the learners and discuss the
following:
 Nature of Disaster
 Differences and Effects
4.5 Application The students will ask to give an example of the nature of disaster and how
4.6 Assessment it will affect to the people.
4.7 Assignment Research in advance about the EFFECTS OF DISASTER
REMARKS
MONITORED/CHECKED MARIA LILETH P. CALACAT
Principal II
DATE
Prepared by:
DLP No.: 5 Learning Area: Grade Level: 11 Quarter: Duration:
Date: June 17, 2019 Disaster Readiness and 11-GAS 1 2 hrs.
Risk Reduction (1:00-3:00)
Learning Code:
Competency/ies: Differentiate the risk factors underlying disasters. DRR11/12-Ia-b-2
Key Concepts / Disaster Risk

Understandings to be Risk Factors Underlying Disasters
Developed
Remembering identify, retrieve, recognize, Enumerate the elements of disaster
The learner can recall information and retrieve relevant risk.
familiarity gained
through experience Understanding interpret, exemplify, classify,
or association

through deliberate, Analyzing differentiate, distinguish, compare,
sustained effort to determine how they relate to one another, and to the deconstruct
adaptively carryout
Creating Sketch a simple and correct disaster risk
knowledge, practice,
The learner can put elements together to form a develop, produce, construct, model.
view

e
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty,
point to, reply, select, sit, Study, use Personal discipline, Perseverance,
Growth in 10. Responding to Phenomena - Active participation on the part of the learners. Sincerity, Patience, Critical thinking, Show
feelings Attends and reacts to a particular phenomenon. Learning outcomes may emphasize Open-mindedness, Interest, willingness to
or compliance in responding, willingness to respond, or satisfaction in responding Courteous, Obedience, Hope, listen in the
emotiona (motivation). Charity, Fortitude, Resiliency, discussion
l areas. Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Positive vision, Acceptance, through active
A settled perform, practice, present, read, recite, report, select, tell, write Determined, Independent , participation in
way of Gratitude, Tolerant, Cautious,
different class
thinking Decisive, Self-Control, Calmness,
activities.
or feeling Responsibility, Accountability,
11. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges
about Industriousness, Industry,
from simple acceptance to the more complex state of commitment. Valuing is based on
someone Cooperation, Optimism,
the internalization of a set of specified values, while clues to these values are expressed in
or Satisfaction, Persistent, Cheerful,
the learner's overt behavior and are often identifiable.
somethin Reliable, Gentle, Appreciation of
g, Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, one’s culture, Globalism,
typically initiate, invite, join, justify, propose, read, report, select, share, study Compassion, Work Ethics,
one that 12. Organization - Organizes values into priorities by contrasting different values, Creativity, Entrepreneurial Spirit,
is resolving conflicts between them, and creating a unique value system. The emphasis is on Financial Literacy, Global,
reflected comparing, relating, and synthesizing values. Solidarity, Making a stand for the
in a Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, good, Voluntariness of human act,
person’s explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Appreciation of one’s rights,
behavior synthesize Inclusiveness, Thoughtful,
5. Internalizing values - (Characterization): Has a value system that controls their behavior. Seriousness, Generous, Happiness,
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Modest, Authority, Hardworking,
learner. Instructional objectives are concerned with the student's general patterns of Realistic, Flexible, Considerate,
adjustment (personal, social, emotional). Sympathetic, Frankness
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice,
of in responding, willingness to respond, or satisfaction in responding (motivation). 9. Maka-tao
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Concern for Others, Respect for Display
one's human rights, Gender equality,
perform, practice, present, read, recite, report, select, tell, write awareness and
judgment Family Solidarity, Generosity,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from sensitivity
of what is Helping, Oneness
simple acceptance to the more complex state of commitment. Valuing is based on the
important internalization of a set of specified values, while clues to these values are expressed in
towards each
in life. the learner's overt behavior and are often identifiable. other through
Go role playing.
beyond
form, initiate, invite, join, justify, propose, read, report, select, share, study
learner’s
4. Organization - Organizes values into priorities by contrasting different values, resolving 10. Makakalikasan
life on Care of the environment,
conflicts between them, and creating a unique value system. The emphasis is on
earth, Disaster Risk Management,
include Protection of the Environment,
more Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Responsible Consumerism,
than Cleanliness, Orderliness, Saving
wealth relate, synthesize
5. Internalizing values - (Characterization): Has a value system that controls their the ecosystem, Environmental
and sustainability
fame, behavior. The behavior is pervasive, consistent, predictable, and most importantly,
characteristic of the learner. Instructional objectives are concerned with the student's 11. Makabansa
and
general patterns of adjustment (personal, social, emotional). Peace and order, Heroism and
would Appreciation of Heroes, National
affect the Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Unity, Civic Consciousness, Social
eternal practice, propose, qualify, question, revise, serve, solve, verify responsibility, Harmony,
destiny of Patriotism,
millions. Productivity
Intention
ally
adding
value to
people
everyday.
3. Learning Resources DRR Textbook for Senior High , Multi media
4. Procedures
4.1 Introductory Activity (_3_ minutes). This part introduces the Curriculum There will be review about the previous lesson
lesson content. Although at times optional, it is usually included to serve as a Contextualization and connect it to present lesson. Participating
Localization: students shall be given proper acknowledgement.
the appropriate Local
4.2 Activity/Strategy (_7_ minutes). This is an interactive strategy to Heritage Themes: The teacher will group the students into 5. They
elicit learner’s prior learning experience. It serves as a springboard for new C. Annual Rites, will present a short role play showing different
learning. It illustrates the principle that learning starts where the learners Festivals, and disasters and their corresponding risk
are. Carefully structured activities such as individual or group reflective Rituals
exercises, group discussion, self-or group assessment, dyadic or triadic (Historical/Religiou
management.
interactions, puzzles, simulations or role-play, cybernetics exercise, gallery s Festivals, Local
walk and the like may be created. Clear instructions should be considered in Cultural Festivals,
this part of the lesson. Local
4.3 Analysis (_10_ minutes). Essential questions are included to serve as Delicacies/Product Question: How would people, the business
a guide for the teacher in clarifying key understandings about the topic at s Festivals, Rituals,
Wedding Ritual,
sector, and government institutions benefit
learners to maximize interactions and sharing of ideas and opinions about Palihi Ritual, Burial from measuring the relative level of disaster
expected issues. Affective questions are included to elicit the feelings of the Ritual, risk?
learners about the activity or the topic. The last questions or points taken B Literary
should lead the learners to understand the new concepts or skills that are to Anthologies Written
be presented in the next part of the lesson. In Local Language
4.4 Abstraction (_15_ minutes). This outlines the key concepts, (BALITAW, BALAK, The teacher will reinforce the students’ responses
Folktales/ Short
important skills that should be enhanced, and the proper attitude that should through lecture-discussion of the following;
be emphasized. This is organized as a lecturette that summarizes the Stories, Local Heroes
C. Historical Events, - Elements of disaster risk
learning emphasized from the activity, analysis and new inputs in this part of
the lesson. Enduring Values, - Ways to estimate disaster risk
Indigenous Materials,
4.5 Application (_20_ minutes). This part is structured to ensure the Indigenous Cultural The students will be ask to make a campaign
commitment of the learners to do something to apply their new learning in Communities/Indigen slogan to promote awareness in the reduction of
their own environment. ous People, disaster risk elements in their respective
Indigenous Games community.
D. Topography, Flora/
Fauna (Falls,
4.6 Assessment ( _ minutes). For the Teacher to: a) Assess whether Mountains, River,
learning objectives have been met for a specified duration, b) Remediate Cave, Trees, Flower,
and/or enrich with appropriate strategies as needed, and c) Evaluate Fauna
whether learning intentions and success criteria have been met. (Reminder: E. Food & Local
Formative Assessment may be given before, during, or after the lesson). products
Choose any from the Assessment Methods below: G. Role Model Family
Assessment Method Possible

Activities
g) Observation
(Formal and informal observations of learners’ performance or behaviors
are recorded, based on assessment criteria)
h) Talking to Learners / Conferencing
(Teachers talk to and question learners about their learning to gain insights
on their understanding and to progress and clarify their thinking)
i) Analysis of Learners’ Products
(Teachers judge the quality of products produced by learners according to Picture Analysis
agreed criteria)
d) Tests
(Teachers set tests or quizzes to determine learners’ ability to demonstrate
mastery of a skill or knowledge of content)

 Preparing for the new lesson Study in advance the lessons for the next
meeting, all about effects of disasters.
4.8 Concluding Activity (_3_ minutes). What measures can you suggest to make your
community safe from disaster risks?
REFLECTION
REMARKS
MONITORED/CHECK
ED MARIA LILETH P. CALACAT
Principal II
DATE
Prepared by:
DLP No.: Learning Area: Grade Level: 11 Quarter: Duration:
Date: June 20, 2019 Disaster Readiness and 11-GAS 1 2 hrs.
Risk Reduction (1:00-3:00)
Learning Code:
Competency/ies: Differentiate the risk factors underlying disasters. DRR11/12-Ia-b-2

Developed
Remembering identify, retrieve, recognize, Enumerate the elements of disaster
The learner can recall information and retrieve relevant risk.
familiarity gained
or association

adaptively carryout
Creating Sketch a simple and correct disaster risk
knowledge, practice,
The learner can put elements together to form a develop, produce, construct, model.
view

e
or compliance in responding, willingness to respond, or satisfaction in responding Courteous, Obedience, Hope, listen in the
A settled perform, practice, present, read, recite, report, select, tell, write Determined, Independent , participation in
different class
activities.
somethin Reliable, Gentle, Appreciation of
g, Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, one’s culture, Globalism,
typically initiate, invite, join, justify, propose, read, report, select, share, study Compassion, Work Ethics,
one that 16. Organization - Organizes values into priorities by contrasting different values, Creativity, Entrepreneurial Spirit,
is resolving conflicts between them, and creating a unique value system. The emphasis is on Financial Literacy, Global,
reflected comparing, relating, and synthesizing values. Solidarity, Making a stand for the
in a Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, good, Voluntariness of human act,
person’s explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Appreciation of one’s rights,
behavior synthesize Inclusiveness, Thoughtful,
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Concern for Others, Respect for Display
perform, practice, present, read, recite, report, select, tell, write awareness and
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from sensitivity
towards each
in life. the learner's overt behavior and are often identifiable. other through
Go role playing.
beyond
learner’s
and sustainability
characteristic of the learner. Instructional objectives are concerned with the student's 15. Makabansa
and
general patterns of adjustment (personal, social, emotional). Peace and order, Heroism and
would Appreciation of Heroes, National
Intention
ally
adding
value to
people
everyday.
3. Learning Resources DRR Textbook for Senior High , Multi media
4. Procedures
4.1 Introductory Activity (_3_ minutes). This part introduces the Curriculum There will be review about the previous lesson
lesson content. Although at times optional, it is usually included to serve as a Contextualization and connect it to present lesson. Participating
Localization: students shall be given proper acknowledgement.
4.2 Activity/Strategy (_7_ minutes). This is an interactive strategy to Heritage Themes: The teacher will group the students into 5. They
elicit learner’s prior learning experience. It serves as a springboard for new D. Annual Rites, will present a short role play showing different
learning. It illustrates the principle that learning starts where the learners Festivals, and disasters and their corresponding risk
management.
4.3 Analysis (_10_ minutes). Essential questions are included to serve as Delicacies/Product Question: How would people, the business
Wedding Ritual,
sector, and government institutions benefit
learners to maximize interactions and sharing of ideas and opinions about Palihi Ritual, Burial from measuring the relative level of disaster
expected issues. Affective questions are included to elicit the feelings of the Ritual, risk?
learners about the activity or the topic. The last questions or points taken B Literary
Folktales/ Short
important skills that should be enhanced, and the proper attitude that should through lecture-discussion of the following;
C. Historical Events, - Elements of disaster risk
the lesson. Enduring Values, - Ways to estimate disaster risk
4.5 Application (_20_ minutes). This part is structured to ensure the Indigenous Cultural The students will be ask to make a campaign
commitment of the learners to do something to apply their new learning in Communities/Indigen slogan to promote awareness in the reduction of
their own environment. ous People, disaster risk elements in their respective
Indigenous Games community.
D. Topography, Flora/
Fauna (Falls,
4.6 Assessment ( _ minutes). For the Teacher to: a) Assess whether Mountains, River,
learning objectives have been met for a specified duration, b) Remediate Cave, Trees, Flower,
and/or enrich with appropriate strategies as needed, and c) Evaluate Fauna
whether learning intentions and success criteria have been met. (Reminder: E. Food & Local
Formative Assessment may be given before, during, or after the lesson). products
Choose any from the Assessment Methods below: G. Role Model Family

Activities
j) Observation
k) Talking to Learners / Conferencing
l) Analysis of Learners’ Products
(Teachers judge the quality of products produced by learners according to Picture Analysis
agreed criteria)
d) Tests

 Preparing for the new lesson Study in advance the lessons for the next
meeting, all about effects of disasters.
4.8 Concluding Activity (_3_ minutes). What measures can you suggest to make your
community safe from disaster risks?
REFLECTION
REMARKS
MONITORED/CHECK
Principal II
DATE
Prepared by:
DLP No.: Learning Area: Grade Level: 11/12 Quarter: 1 Duration: 1 hr
Date: June 19, 2017 Disaster Readiness and Risk 11-GAS
Reduction (4:00-5:00)
Learning Code:
Competency/ies: Describe the effects of disasters on one’s life. DRR11/12-Ia-b-3

Developed
The fact or condition identify, retrieve, recognize,
Remembering
The learner can recall information and retrieve relevant
familiarity gained
Understanding interpret, exemplify, classify, Discuss the effects of disasters.
through experience
or association

adaptively carryout coordinate, measure, detect, defend,
Evaluating
from one's
knowledge, practice, Creating generate, hypothesize, plan, design, Design an emergency response
aptitude, etc., to do plan.
functional whole, create a new product or point of formulate, assemble, devise
something
view

17. Receiving Phenomena - Awareness, willingness to hear, selected attention
e Self-esteem, Self-confidence,
or compliance in responding, willingness to respond, or satisfaction in responding Courteous, Obedience, Hope, listen the
A settled perform, practice, present, read, recite, report, select, tell, write Determined, Independent , participation
class activities.
somethin Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Reliable, Gentle, Appreciation of
g, initiate, invite, join, justify, propose, read, report, select, share, study one’s culture, Globalism,
typically 20. Organization - Organizes values into priorities by contrasting different values, Compassion, Work Ethics,
one that resolving conflicts between them, and creating a unique value system. The emphasis is on Creativity, Entrepreneurial Spirit,
is comparing, relating, and synthesizing values. Financial Literacy, Global,
reflected Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Solidarity, Making a stand for the
in a explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, good, Voluntariness of human act,
person’s synthesize Appreciation of one’s rights,
behavior 5. Internalizing values - (Characterization): Has a value system that controls their behavior. Inclusiveness, Thoughtful, Display critical
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Seriousness, Generous, Happiness, thinking while
learner. Instructional objectives are concerned with the student's general patterns of Modest, Authority, Hardworking, planning the
adjustment (personal, social, emotional). Realistic, Flexible, Considerate, Family
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Sympathetic, Frankness Emergency
propose, qualify, question, revise, serve, solve, verify Plan.
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Concern for Others, Respect for Demonstrate
perform, practice, present, read, recite, report, select, tell, write solidarity and
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from resilience while
having the
in life. the learner's overt behavior and are often identifiable. discussion and
Go activity.
beyond
learner’s
and sustainability
and characteristic of the learner. Instructional objectives are concerned with the student's
would general patterns of adjustment (personal, social, emotional). 19. Makabansa
affect the Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Peace and order, Heroism and
eternal practice, propose, qualify, question, revise, serve, solve, verify Appreciation of Heroes, National
destiny of Unity, Civic Consciousness, Social
millions. responsibility, Harmony,
Intention Patriotism,
ally Productivity
adding
value to
people
everyday.
3. Learning Resources DRR Textbook for Senior High, Multi-media
4. Procedures
4.1 Introductory Activity (_5_ minutes). This part introduces the Curriculum Show a short video clip regarding victims’ grief
lesson content. Although at times optional, it is usually included to serve as a Contextualization and despair during or after the Super Typhoon
Localization: Yolanda devastation in Leyte last November 2013.
4.2 Activity/Strategy (_10_ minutes). This is an interactive strategy to Heritage Themes: Individual Reflective Exercise. Teacher will ask the
elicit learner’s prior learning experience. It serves as a springboard for new E. Annual Rites, students if they were on the victims’ shoes, how
learning. It illustrates the principle that learning starts where the learners Festivals, and they would deal in the near-death situation.
Students’ answer will be written in the board.
4.3 Analysis (_10_ minutes). Essential questions are included to serve as Delicacies/Product Question:
hand. Critical points are organized to structure the discussions allowing the Wedding Ritual,
learners to maximize interactions and sharing of ideas and opinions about Palihi Ritual, Burial
1. What are the effects of disasters to human?
expected issues. Affective questions are included to elicit the feelings of the Ritual, 2. How disaster affects the economic gains of
learners about the activity or the topic. The last questions or points taken B Literary a developing country?
Folktales/ Short
important skills that should be enhanced, and the proper attitude that should through the discussion of the following:
C. Historical Events, - The nature of a disaster
the lesson. Enduring Values, - The effects of disaster
Indigenous Materials, - The policies and strategies to mitigate the effects
Indigenous Cultural
Communities/Indigen of disasters
ous People,
4.5 Application (_20 minutes). This part is structured to ensure the Indigenous Games The students will create their own Family
commitment of the learners to do something to apply their new learning in D. Topography, Flora/ Emergency Plan for the future use.
their own environment. Fauna (Falls,
Mountains, River,
4.6 Assessment ( _ minutes). For the Teacher to: a) Assess whether
learning objectives have been met for a specified duration, b) Remediate
Fauna
and/or enrich with appropriate strategies as needed, and c) Evaluate
E. Food & Local
whether learning intentions and success criteria have been met. (Reminder:
products
Formative Assessment may be given before, during, or after the lesson).
Choose any from the Assessment Methods below:

Activities
m) Observation
n) Talking to Learners / Conferencing
o) Analysis of Learners’ Products
(Teachers judge the quality of products produced by learners according to
agreed criteria)
d) Tests Paper and Pencil Test

 Enriching / inspiring the day’s lesson Research any news article about Super Typhoon
Yolanda and make a reflection paper to be passed
next meeting.
 Preparing for the new lesson Study in advance the lessons for the next meeting.
4.8 Concluding Activity (_3_ minutes). Letter Reading: Students will read a letter posted
This is usually a brief but affective closing activity such as a strong quotation, a short song, an online dedicated to his dead mother by a grieving
son.
REMARKS
MONITORED/CHECK
Principal II
DATE
Prepared by:
DLP No.: Learning Area: DRR Grade Level: 11/12 Quarter: 1 Duration: 1 hr
Date: June 21, 2017 11-GAS
(4:00-5:00)
Learning Code:
Competency/ies: Describe the effects of disasters on one’s life. DRR11/12-Ia-b-3

Developed
Remembering identify, retrieve, recognize,
The learner can recall information and retrieve relevant
familiarity gained
through experience Understanding interpret, exemplify, classify, Discuss the effects of disasters.
or association

adaptively carryout
knowledge, practice, Creating Design an emergency response
aptitude, etc., to do plan.
something
view

e
or compliance in responding, willingness to respond, or satisfaction in responding Courteous, Obedience, Hope, listen the
A settled perform, practice, present, read, recite, report, select, tell, write Determined, Independent , participation
class activities.
somethin Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Reliable, Gentle, Appreciation of
g, initiate, invite, join, justify, propose, read, report, select, share, study one’s culture, Globalism,
typically 24. Organization - Organizes values into priorities by contrasting different values, Compassion, Work Ethics,
one that resolving conflicts between them, and creating a unique value system. The emphasis is on Creativity, Entrepreneurial Spirit,
is comparing, relating, and synthesizing values. Financial Literacy, Global,
reflected Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Solidarity, Making a stand for the
in a explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, good, Voluntariness of human act,
person’s synthesize Appreciation of one’s rights,
behavior 5. Internalizing values - (Characterization): Has a value system that controls their behavior. Inclusiveness, Thoughtful, Display critical
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Seriousness, Generous, Happiness, thinking while
learner. Instructional objectives are concerned with the student's general patterns of Modest, Authority, Hardworking, planning the
adjustment (personal, social, emotional). Realistic, Flexible, Considerate, Family
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Sympathetic, Frankness Emergency
propose, qualify, question, revise, serve, solve, verify Plan.
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Concern for Others, Respect for Demonstrate
perform, practice, present, read, recite, report, select, tell, write solidarity and
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from resilience while
having the
in life. the learner's overt behavior and are often identifiable. discussion and
Go activity.
beyond
learner’s
and sustainability
and characteristic of the learner. Instructional objectives are concerned with the student's
would general patterns of adjustment (personal, social, emotional). 23. Makabansa
affect the Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Peace and order, Heroism and
eternal practice, propose, qualify, question, revise, serve, solve, verify Appreciation of Heroes, National
destiny of Unity, Civic Consciousness, Social
millions. responsibility, Harmony,
Intention Patriotism,
ally Productivity
adding
value to
people
everyday.
2. Content Basic concept of Disaster and Disaster Risk (continuation)
3. Learning Resources DRR Textbook for Senior High, Multi-media
4. Procedures
4.1 Introductory Activity (_5_ minutes). This part introduces the Curriculum Show a short video clip regarding victims’ grief
lesson content. Although at times optional, it is usually included to serve as a Contextualization and despair during or after the Super Typhoon
Localization: Yolanda devastation in Leyte last November 2013.
4.2 Activity/Strategy (_10_ minutes). This is an interactive strategy to Heritage Themes: Individual Reflective Exercise. Teacher will ask the
elicit learner’s prior learning experience. It serves as a springboard for new F. Annual Rites, students if they were on the victims’ shoes, how
learning. It illustrates the principle that learning starts where the learners Festivals, and they would deal in the near-death situation.
Students’ answer will be written in the board.
4.3 Analysis (_10_ minutes). Essential questions are included to serve as Delicacies/Product Question:
hand. Critical points are organized to structure the discussions allowing the Wedding Ritual,
learners to maximize interactions and sharing of ideas and opinions about Palihi Ritual, Burial
1. What are the effects of disasters to human?
expected issues. Affective questions are included to elicit the feelings of the Ritual, 2. How disaster affects the economic gains of
learners about the activity or the topic. The last questions or points taken B Literary a developing country?
Folktales/ Short
important skills that should be enhanced, and the proper attitude that should through the discussion of the following:
C. Historical Events, - The nature of a disaster
the lesson. Enduring Values, - The effects of disaster
Indigenous Materials, - The policies and strategies to mitigate the effects
Indigenous Cultural
Communities/Indigen of disasters
ous People,
4.5 Application (_20 minutes). This part is structured to ensure the Indigenous Games The students will create their own Family
commitment of the learners to do something to apply their new learning in D. Topography, Flora/ Emergency Plan for the future use.
their own environment. Fauna (Falls,
Mountains, River,
4.6 Assessment ( _ minutes). For the Teacher to: a) Assess whether
learning objectives have been met for a specified duration, b) Remediate
Fauna
E. Food & Local
products

Activities
p) Observation
q) Talking to Learners / Conferencing
r) Analysis of Learners’ Products
(Teachers judge the quality of products produced by learners according to
agreed criteria)
d) Tests Paper and Pencil Test

 Enriching / inspiring the day’s lesson Research any news article about Super Typhoon
Yolanda and make a reflection paper to be passed
next meeting.
 Preparing for the new lesson Study in advance the lessons for the next meeting.
4.8 Concluding Activity (_3_ minutes). Letter Reading: Students will read a letter posted
This is usually a brief but affective closing activity such as a strong quotation, a short song, an online dedicated to his dead mother by a grieving
son.
REMARKS
MONITORED/CHECK
Principal II
DATE
Prepared by:
DLP No.: Learning Area: DRR Grade Level: 11/12 Quarter: 1 Duration: 1 hr.
Date: June 27, 2017
Learning Code:
Competency/ies: Explain how and when an event becomes a disaster. DRR11/12-Ia-b-4
Key Concepts /
Understandings to be Man-made or Natural Disaster
Developed
The fact or condition identify, retrieve, recognize,
of knowing
Remembering Describe how event turns into a
The learner can recall information and retrieve relevant duplicate, list, memorize,
something with disaster.
knowledge from long-term memory repeat, describe, reproduce
familiarity gained
or association The learner can construct meaning from oral, written and summarize, infer, compare,

through deliberate, Analyzing differentiate, distinguish, compare, Outline ways to prevent possible
sustained effort to
disaster.
adaptively carryout coordinate, measure, detect, defend,
Evaluating
from one's
knowledge, practice, Creating generate, hypothesize, plan, design,
aptitude, etc., to do
something
view

feelings point to, reply, select, sit, Study, use Personal discipline, Perseverance,
or 26. Responding to Phenomena - Active participation on the part of the learners. Sincerity, Patience, Critical thinking, Show
emotiona Attends and reacts to a particular phenomenon. Learning outcomes may emphasize Open-mindedness, Interest, willingness to
l areas. compliance in responding, willingness to respond, or satisfaction in responding Courteous, Obedience, Hope, listen in the
A settled (motivation). Charity, Fortitude, Resiliency, discussion
way of Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Positive vision, Acceptance, through
thinking perform, practice, present, read, recite, report, select, tell, write Determined, Independent ,
participating
or feeling Gratitude, Tolerant, Cautious,
orally.
about Decisive, Self-Control, Calmness,
27. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges Demonstrate
someone Responsibility, Accountability,
from simple acceptance to the more complex state of commitment. Valuing is based on self-control
or Industriousness, Industry,
the internalization of a set of specified values, while clues to these values are expressed in and calmness
somethin Cooperation, Optimism,
the learner's overt behavior and are often identifiable. when
g, Satisfaction, Persistent, Cheerful,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Reliable, Gentle, Appreciation of confronted
typically
initiate, invite, join, justify, propose, read, report, select, share, study one’s culture, Globalism, with pressing
one that
is Compassion, Work Ethics, situation.
reflected 28. Organization - Organizes values into priorities by contrasting different values, Creativity, Entrepreneurial Spirit,
in a resolving conflicts between them, and creating a unique value system. The emphasis is on Financial Literacy, Global,
person’s comparing, relating, and synthesizing values. Solidarity, Making a stand for the
behavior Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, good, Voluntariness of human act,
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Appreciation of one’s rights,
synthesize Inclusiveness, Thoughtful,
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Concern for Others, Respect for Display concern
perform, practice, present, read, recite, report, select, tell, write for others.
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
important internalization of a set of specified values, while clues to these values are expressed in 26. Makakalikasan
in life. the learner's overt behavior and are often identifiable. Care of the environment,
Go Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Disaster Risk Management,
beyond form, initiate, invite, join, justify, propose, read, report, select, share, study Protection of the Environment,
learner’s 4. Organization - Organizes values into priorities by contrasting different values, resolving Responsible Consumerism,
life on conflicts between them, and creating a unique value system. The emphasis is on Cleanliness, Orderliness, Saving
earth, comparing, relating, and synthesizing values. the ecosystem, Environmental
include sustainability
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
more
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
than
relate, synthesize 27. Makabansa
wealth
5. Internalizing values - (Characterization): Has a value system that controls their Peace and order, Heroism and
and
behavior. The behavior is pervasive, consistent, predictable, and most importantly, Appreciation of Heroes, National
fame,
characteristic of the learner. Instructional objectives are concerned with the student's Unity, Civic Consciousness, Social
and
general patterns of adjustment (personal, social, emotional). responsibility, Harmony,
would
affect the Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Patriotism,
practice, propose, qualify, question, revise, serve, solve, verify Productivity
eternal
destiny of
millions.
Intention
ally
adding
value to
people
everyday.
3. Learning Resources DRR Textbook for Senior High
4. Procedures
4.1 Introductory Activity (_5_ minutes). This part introduces the Curriculum There will be a review regarding the previous
lesson content. Although at times optional, it is usually included to serve as a Contextualization lesson through game called “DRAW ME A
Localization: PICTURE”. The group with highest points shall be
Consider/include here exempted from scrubbing the floor later during
Homeroom Time.
Heritage Themes:
G. Annual Rites,
4.2 Activity/Strategy (_10_ minutes). This is an interactive strategy to Festivals, and The teacher will ask the students of what they feel
elicit learner’s prior learning experience. It serves as a springboard for new Rituals during the game. Does the game offers avenues of
learning. It illustrates the principle that learning starts where the learners (Historical/Religiou
s Festivals, Local
accidents or any untouched circumstances?
are. Carefully structured activities such as individual or group reflective
exercises, group discussion, self-or group assessment, dyadic or triadic Cultural Festivals, Subsequently, connecting and introducing the
interactions, puzzles, simulations or role-play, cybernetics exercise, gallery Local topic of how a mere event can turn into a disaster.
walk and the like may be created. Clear instructions should be considered in Delicacies/Product
this part of the lesson. s Festivals, Rituals,
4.3 Analysis (_10_ minutes). Wedding Ritual,
Essential questions are included to serve as Question:
a guide for the teacher in clarifying key understandings about the topic at Palihi Ritual, Burial
hand. Critical points are organized to structure the discussions allowing the Ritual,
learners to maximize interactions and sharing of ideas and opinions about B Literary 1. How an event becomes a disaster?
expected issues. Affective questions are included to elicit the feelings of the Anthologies Written 2. When an event becomes a disaster?
learners about the activity or the topic. The last questions or points taken In Local Language
should lead the learners to understand the new concepts or skills that are to (BALITAW, BALAK,
be presented in the next part of the lesson. Folktales/ Short
Stories, Local Heroes
4.4 Abstraction (_10_ minutes). This outlines the key concepts, C. Historical Events, The teacher will reinforce through discussion;
important skills that should be enhanced, and the proper attitude that should Enduring Values, 1. Natural phenomena turning into a disaster;
be emphasized. This is organized as a lecturette that summarizes the Indigenous Materials, Super Typhoon Yolanda and Typhoon Ondoy
learning emphasized from the activity, analysis and new inputs in this part of Indigenous Cultural
the lesson. 2. Man-made Phenomenon turning into a
Communities/Indigen
ous People, disaster;
Indigenous Games Wowowie Stampede
4.5 Application (_10_ minutes). This part is structured to ensure the D. Topography, Flora/ The students will present school events taking
commitment of the learners to do something to apply their new learning in Fauna (Falls,
place in the campus that might turn into a disaster
their own environment. Mountains, River,
Cave, Trees, Flower, if not properly planned. Done by group and just
Fauna hypothetical scenarios.
4.6 Assessment ( 15_ minutes). For the Teacher to: a) Assess whether E. Food & Local Instruction: A poem with 3 stanzas, 4 lines per
learning objectives have been met for a specified duration, b) Remediate products stanza.
and/or enrich with appropriate strategies as needed, and c) Evaluate G. Role Model Family
Using the concepts being discussed, students will
create a poem inspired by their life event turning
Choose any from the Assessment Methods below: into a disaster-like experience.
Activities
s) Observation
t) Talking to Learners / Conferencing
u) Analysis of Learners’ Products
(Teachers judge the quality of products produced by learners according to Poem Writing
agreed criteria)
d) Tests

 Preparing for the new lesson Research on areas/locations exposed to natural
hazards that may lead to disasters in your
community.
4.8 Concluding Activity (_3_ minutes). As a citizen in this country, what have you done to
This is usually a brief but affective closing activity such as a strong quotation, a short song, an make this world a better place to live in?
REMARKS
MONITORED/CHECK
Principal II
DATE
Prepared by:

DLP No.: 5 Learning Area: DRR Grade Level: 11/12 Quarter: 1 Duration: 1 hr.
Learning Code:
Competency/ies: Identify areas/locations exposed to hazards that may lead to disasters. DRR11/12-Ia-b-5
Key Concepts /
Understandings to be Areas exposed to Natural Hazards that may lead to disasters.
Developed
Remembering identify, retrieve, recognize, Identify areas/locations in the school
The learner can recall information and retrieve relevant campus and nearby surroundings
familiarity gained exposed to hazards.

through deliberate, Analyzing differentiate, distinguish, compare, Distinguish different natural
sustained effort to
hazards.
adaptively carryout
view

e
or 30. Responding to Phenomena - Active participation on the part of the learners. Sincerity, Patience, Critical thinking,
emotiona Open-mindedness, Interest,
Attends and reacts to a particular phenomenon. Learning outcomes may emphasize
l areas. compliance in responding, willingness to respond, or satisfaction in responding Courteous, Obedience, Hope,
A settled Charity, Fortitude, Resiliency,
(motivation).
way of Positive vision, Acceptance,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Determined, Independent ,
thinking perform, practice, present, read, recite, report, select, tell, write
or feeling Gratitude, Tolerant, Cautious,
31. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges Decisive, Self-Control, Calmness,
about
from simple acceptance to the more complex state of commitment. Valuing is based on Responsibility, Accountability,
someone
the internalization of a set of specified values, while clues to these values are expressed in Industriousness, Industry,
or
the learner's overt behavior and are often identifiable. Cooperation, Optimism,
somethin
g, Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
typically initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of
one that 32. Organization - Organizes values into priorities by contrasting different values, one’s culture, Globalism,
is resolving conflicts between them, and creating a unique value system. The emphasis is on Compassion, Work Ethics,
reflected comparing, relating, and synthesizing values. Creativity, Entrepreneurial Spirit,
in a Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Financial Literacy, Global,
person’s explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Solidarity, Making a stand for the
behavior synthesize good, Voluntariness of human act,
5. Internalizing values - (Characterization): Has a value system that controls their behavior. Appreciation of one’s rights, Display
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Inclusiveness, Thoughtful,
interest in
learner. Instructional objectives are concerned with the student's general patterns of Seriousness, Generous, Happiness,
lesson
adjustment (personal, social, emotional). Modest, Authority, Hardworking,
Realistic, Flexible, Considerate,
discussion by
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Sympathetic, Frankness actively
propose, qualify, question, revise, serve, solve, verify participating
class
activities..
or truth, Kindness, Humble
standards 2. Responding to Phenomena - Active participation on the part of the learners. Attends 29. Maka-tao
of and reacts to a particular phenomenon. Learning outcomes may emphasize compliance Concern for Others, Respect for Practice kindness
behavior; in responding, willingness to respond, or satisfaction in responding (motivation). human rights, Gender equality,
and solidarity
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Family Solidarity, Generosity,
judgment Helping, Oneness while working
perform, practice, present, read, recite, report, select, tell, write
of what is 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from with other
important simple acceptance to the more complex state of commitment. Valuing is based on the students.
in life. internalization of a set of specified values, while clues to these values are expressed in 30. Makakalikasan
Go the learner's overt behavior and are often identifiable. Care of the environment,
beyond
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Disaster Risk Management,
learner’s Protection of the Environment,
life on Responsible Consumerism,
4. Organization - Organizes values into priorities by contrasting different values, resolving
earth, Cleanliness, Orderliness, Saving
include the ecosystem, Environmental
more sustainability
than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
wealth explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
and relate, synthesize 31. Makabansa
fame, 5. Internalizing values - (Characterization): Has a value system that controls their Peace and order, Heroism and
and behavior. The behavior is pervasive, consistent, predictable, and most importantly, Appreciation of Heroes, National
would characteristic of the learner. Instructional objectives are concerned with the student's Unity, Civic Consciousness, Social
affect the general patterns of adjustment (personal, social, emotional). responsibility, Harmony,
eternal Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Patriotism,
destiny of practice, propose, qualify, question, revise, serve, solve, verify Productivity
millions.
Intention
ally
adding
value to
people
everyday.
4. Procedures
4.1 Introductory Activity (_5_ minutes). This part introduces the Curriculum - List down different natural hazards on the board.
lesson content. Although at times optional, it is usually included to serve as a Contextualization Explain anything that some learners might not
Localization: recall.
Consider/include here -List down different areas/locations exposed on
natural hazards.
Heritage Themes:
H. Annual Rites,
4.2 Activity/Strategy (_5_ minutes). This is an interactive strategy to Festivals, and
elicit learner’s prior learning experience. It serves as a springboard for new Rituals The teacher will ask the students to classify and
learning. It illustrates the principle that learning starts where the learners (Historical/Religiou
s Festivals, Local
describe the phenomena in the table. Ask the
are. Carefully structured activities such as individual or group reflective
exercises, group discussion, self-or group assessment, dyadic or triadic Cultural Festivals, learners to classify also the areas/locations. Make
interactions, puzzles, simulations or role-play, cybernetics exercise, gallery Local them write their answer in a sheet of paper.
walk and the like may be created. Clear instructions should be considered in Delicacies/Product
this part of the lesson. s Festivals, Rituals,
4.3 Analysis (_10_ minutes). Wedding Ritual,
Essential questions are included to serve as Question:
a guide for the teacher in clarifying key understandings about the topic at Palihi Ritual, Burial
hand. Critical points are organized to structure the discussions allowing the Ritual,
learners to maximize interactions and sharing of ideas and opinions about B Literary 1. What made you come up with the
expected issues. Affective questions are included to elicit the feelings of the Anthologies Written classification scheme of different hazards and
In Local Language
learners about the activity or the topic. The last questions or points taken
(BALITAW, BALAK,
locations?
should lead the learners to understand the new concepts or skills that are to
be presented in the next part of the lesson. Folktales/ Short 2. What are the similarities and differences of
Stories, Local Heroes the identified hazards?
4.4 Abstraction (_10_ minutes). This outlines the key concepts, Enduring Values, The teacher will reinforce through discussion;
important skills that should be enhanced, and the proper attitude that should Indigenous Materials, 1. Areas exposed to Natural Hazards (coastal
be emphasized. This is organized as a lecturette that summarizes the Indigenous Cultural areas, reclaimed areas, near fault lines, on foot of
learning emphasized from the activity, analysis and new inputs in this part of Communities/Indigen
the lesson. denuded mountains, near volcanoes, river banks,
ous People,
Indigenous Games open fields)
4.5 Application (_10_ minutes). This part is structured to ensure the D. Topography, Flora/ The teacher will present different scenarios and
commitment of the learners to do something to apply their new learning in Fauna (Falls,
students will identify the type of hazards and
their own environment. Mountains, River,
Cave, Trees, Flower, discuss their effects.
Fauna
4.6 Assessment ( 10_ minutes). For the Teacher to: a) Assess whether E. Food & Local The students will list down natural hazards located
learning objectives have been met for a specified duration, b) Remediate products
in or around the school campus.
Formative Assessment may be given before, during, or after the lesson). Instruction: List down natural hazards that may
Choose any from the Assessment Methods below: compromise students’ safety in school.

Activities
v) Observation Investigation, Role
(Formal and informal observations of learners’ performance or behaviors Play, Oral
are recorded, based on assessment criteria) Presentation, Dance,
Musical
Performance, Skill
Demonstration,
Group Activity (e.g.
Choral Reading),
Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment
w) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain insights Activities, Written
on their understanding and to progress and clarify their thinking) Work and Essay,
Picture Analysis,
Comic Strip, Panel
Discussion, Interview,
Think-Pair-Share,
Reading
x) Analysis of Learners’ Products Worksheets for all
(Teachers judge the quality of products produced by learners according to subjects, Essay,
agreed criteria) Concept
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
Presentation, Product
made in technical-
vocational subjects
d) Tests Skill Performance
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Test, Open-Ended
Question, Practicum, Paper Pencil Test
Pen and Paper Test,
Pre and Post Test,
Diagnostic Test, Oral
Test, Quiz
 Preparing for the new lesson Research on areas/locations exposed to man-

man-made hazards that may lead to disasters in
your community.
4.8 Concluding Activity (_3_ minutes). Learning is a lot more exciting and engaging when
This is usually a brief but affective closing activity such as a strong quotation, a short song, an students are not just learning from the teacher,
but as well as from other students.
34. Reflection Reflect on your teaching and assess yourself as a teacher. Think about your student’s 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
s them relevant questions. Indicate below whichever is/are appropriate.
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
learning 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:
Name: MUTYA H. PAHANG School: KINAN-OAN HIGH SCHOOL
Position/Designation: SST-1 Division: BOHOL
Contact Number: 09219220077 Email address: mutyapahang2@gmail.com
Bibliography
1. PowerPoint Presentation …
2. Answer sheet
3. Others

DLP No.: 6 Learning Area: DRR Grade Level: 11/12 Quarter: 1 Duration: 1 hr.
Learning Code:
Competency/ies: Identify areas/locations exposed to hazards that may lead to disasters. DRR11/12-Ia-b-5
Key Concepts /
Understandings to be Areas exposed to Natural Hazards
Developed
Remembering identify, retrieve, recognize, Identify areas/locations in the school
The learner can recall information and retrieve relevant and its nearby surroundings exposed to
familiarity gained man- made hazards.

adaptively carryout
Evaluating coordinate, measure, detect, defend, Evaluate the effects of different
the ability, coming man-made hazards in terms of
critique, appraise, evaluate
from one's physical etc,
knowledge, practice, Creating generate, hypothesize, plan, design,
aptitude, etc., to do develop, produce, construct,
The learner can put elements together to form a
something formulate, assemble, devise
functional whole, create a new product or point of
view

or Sincerity, Patience, Critical thinking,
34. Responding to Phenomena - Active participation on the part of the learners.
emotiona Attends and reacts to a particular phenomenon. Learning outcomes may emphasize Open-mindedness, Interest,
l areas. Courteous, Obedience, Hope,
compliance in responding, willingness to respond, or satisfaction in responding
A settled (motivation). Charity, Fortitude, Resiliency,
way of Positive vision, Acceptance,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Determined, Independent ,
thinking perform, practice, present, read, recite, report, select, tell, write Gratitude, Tolerant, Cautious,
or feeling
35. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges Decisive, Self-Control, Calmness,
about
from simple acceptance to the more complex state of commitment. Valuing is based on Responsibility, Accountability,
someone
the internalization of a set of specified values, while clues to these values are expressed in Industriousness, Industry,
or
the learner's overt behavior and are often identifiable. Cooperation, Optimism,
somethin
g, Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
typically initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of
one that 36. Organization - Organizes values into priorities by contrasting different values, one’s culture, Globalism,
is resolving conflicts between them, and creating a unique value system. The emphasis is on Compassion, Work Ethics,
reflected comparing, relating, and synthesizing values. Creativity, Entrepreneurial Spirit,
in a Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Financial Literacy, Global,
person’s explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Solidarity, Making a stand for the
behavior synthesize good, Voluntariness of human act,
5. Internalizing values - (Characterization): Has a value system that controls their behavior. Appreciation of one’s rights, Display
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Inclusiveness, Thoughtful, interest in
learner. Instructional objectives are concerned with the student's general patterns of Seriousness, Generous, Happiness, lesson
adjustment (personal, social, emotional). Modest, Authority, Hardworking, discussion
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Realistic, Flexible, Considerate, through active
propose, qualify, question, revise, serve, solve, verify Sympathetic, Frankness participation, .
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Concern for Others, Respect for Practice kindness
perform, practice, present, read, recite, report, select, tell, write and solidarity
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from while working
with other
in life. the learner's overt behavior and are often identifiable. students.
Go 37. Makakalikasan
beyond Care of the environment,
learner’s
4. Organization - Organizes values into priorities by contrasting different values, resolving Disaster Risk Management,
life on Protection of the Environment,
earth, Responsible Consumerism,
include Cleanliness, Orderliness, Saving
more Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, the ecosystem, Environmental
than explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, sustainability
and 5. Internalizing values - (Characterization): Has a value system that controls their
fame, behavior. The behavior is pervasive, consistent, predictable, and most importantly, 38. Makabansa
and characteristic of the learner. Instructional objectives are concerned with the student's Peace and order, Heroism and
would general patterns of adjustment (personal, social, emotional). Appreciation of Heroes, National
Intention
ally
adding
value to
people
everyday.
4. Procedures
4.1 Introductory Activity (_5_ minutes). This part introduces the Curriculum - List down different man-made hazards on the
lesson content. Although at times optional, it is usually included to serve as a Contextualization board. Explain anything that some learners might
Localization: not recall.
4.2 Activity/Strategy (_5_ minutes). This is an interactive strategy to Heritage Themes:
elicit learner’s prior learning experience. It serves as a springboard for new I. Annual Rites, The teacher will ask the students to classify their
learning. It illustrates the principle that learning starts where the learners Festivals, and responses according to areas/human activity.
Have them write their answers in a sheet of paper.
this part of the lesson.
4.3 Analysis (_10_ minutes). Essential questions are included to serve as Local Question:
a guide for the teacher in clarifying key understandings about the topic at Delicacies/Product
hand. Critical points are organized to structure the discussions allowing the s Festivals, Rituals,
learners to maximize interactions and sharing of ideas and opinions about Wedding Ritual, 1. What made you come up with the
expected issues. Affective questions are included to elicit the feelings of the Palihi Ritual, Burial classification scheme of different man-made
Ritual,
learners about the activity or the topic. The last questions or points taken
B Literary
hazards and locations?
should lead the learners to understand the new concepts or skills that are to
be presented in the next part of the lesson. Anthologies Written 2. What are the similarities and differences of
In Local Language ?
(BALITAW, BALAK,
Folktales/ Short 3. What are the differences?
Stories, Local Heroes
4.4 Abstraction (_10_ minutes). This outlines the key concepts, C. Historical Events, The teacher will reinforce through discussion;
important skills that should be enhanced, and the proper attitude that should Enduring Values,
1. Areas exposed to man-made hazards (near oil
Indigenous Cultural depots, mining projects, chemical plants, nuclear
the lesson. Communities/Indigen plants, etc.)
ous People,
Indigenous Games
4.5 Application (_10_ minutes). This part is structured to ensure the D. Topography, Flora/ The teacher will present different scenarios and
commitment of the learners to do something to apply their new learning in Fauna (Falls, students will identify what type of hazards a
their own environment. Mountains, River, particular place is being exposed of.
Fauna
4.6 Assessment ( 10_ minutes). For the Teacher to: a) Assess whether E. Food & Local
learning objectives have been met for a specified duration, b) Remediate products Teacher would the students to list down man-made
and/or enrich with appropriate strategies as needed, and c) Evaluate G. Role Model Family hazards that may comprise students’ safety in
school.
Activities
y) Observation Investigation, Role
(Formal and informal observations of learners’ performance or behaviors Play, Oral Oral recitation
are recorded, based on assessment criteria) Presentation, Dance,
Musical
Performance, Skill
Demonstration,
Group Activity (e.g.
Choral Reading),
Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment
z) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain insights Activities, Written
on their understanding and to progress and clarify their thinking) Work and Essay,
Picture Analysis,
Comic Strip, Panel
Discussion, Interview,
Think-Pair-Share,
Reading
aa) Analysis of Learners’ Products Worksheets for all
(Teachers judge the quality of products produced by learners according to subjects, Essay,
agreed criteria) Concept
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
Presentation, Product
made in technical-
vocational subjects
d) Tests Skill Performance
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Test, Open-Ended
mastery of a skill or knowledge of content) Question, Practicum,
Pen and Paper Test,
Pre and Post Test,
Diagnostic Test, Oral
Test, Quiz

 Preparing for the new lesson Research on areas/locations exposed to man-

man-made hazards that may lead to disasters in
your community.
4.8 Concluding Activity (_3_ minutes). What is the importance of taking care the
This is usually a brief but affective closing activity such as a strong quotation, a short song, an environment?
41. Reflection Reflect on your teaching and assess yourself as a teacher. Think about your student’s 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
s them relevant questions. Indicate below whichever is/are appropriate.
H. No. of learners
who earned 80% in
the evaluation.
I. No. of learners
who require
additional
activities for
remediation.
J. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
K. No. of learners
who continue to
require
remediation.
L. Which of my
learning strategies
worked well? Why
did these work?
M.What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
N. What innovation
or localized
materials did I
use/discover which
I wish to share
with other
teachers?
Prepared by:
Name: MUTYA H. PAHANG School: KINAN-OAN HIGH SCHOOL
Position/Designation: SST-1 Division: BOHOL
Contact Number: 09219220077 Email address: mutyapahang2@gmail.com
Bibliography
1. PowerPoint Presentation …
2. Answer sheet
3. Others

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Instructional Planning

Detailed Lesson Plan (DLP) Format

DLP No.: 3 Learning Area: Grade Level: Quarter: Duration:

Skills Applying execute, implement, demonstrate,

Attitud Categories: List of Attitudes:

3. Learning Resources DRR Textbook for Senior High, Multimedia

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

Detailed Lesson Plan (DLP) Format

DLP No.: 4 Learning Area: Grade Level: Quarter: Duration:

Skills Applying execute, implement, demonstrate,

Attitud Categories: List of Attitudes:

3. Learning Resources DRR Textbook for Senior High, Multimedia

e) Talking to Learners / Conferencing Hands-on Math Activities, Written

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

4.7 Assignment Research in advance about the two nature of Disaster

Key Concepts / Disaster Risk

Skills Applying execute, implement, demonstrate,

Attitud Categories: List of Attitudes:

3. Learning Resources DRR Textbook for Senior High , Multi media

Assessment Method Possible

 Reinforcing / strengthening the day’s lesson

Key Concepts / Disaster Risk

Skills Applying execute, implement, demonstrate,

Attitud Categories: List of Attitudes:

3. Learning Resources DRR Textbook for Senior High , Multi media

Assessment Method Possible

 Reinforcing / strengthening the day’s lesson

Key Concepts / Disaster Risk

Skills Applying execute, implement, demonstrate,

Attitud Categories: List of Attitudes:

3. Learning Resources DRR Textbook for Senior High, Multi-media

Assessment Method Possible

 Reinforcing / strengthening the day’s lesson

Key Concepts / Disaster Risk

Skills Applying execute, implement, demonstrate,

Attitud Categories: List of Attitudes:

3. Learning Resources DRR Textbook for Senior High, Multi-media

Assessment Method Possible

 Reinforcing / strengthening the day’s lesson

Skills Applying execute, implement, demonstrate,

Attitud Categories: List of Attitudes:

3. Learning Resources DRR Textbook for Senior High

 Reinforcing / strengthening the day’s lesson

Detailed Lesson Plan (DLP) Format

Skills Applying execute, implement, demonstrate,

Attitud Categories: List of Attitudes:

3. Learning Resources DRR Textbook for Senior High

Assessment Method Possible

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson Research on areas/locations exposed to man-

Detailed Lesson Plan (DLP) Format

Skills Applying execute, implement, demonstrate,

Attitud Categories: List of Attitudes:

3. Learning Resources DRR Textbook for Senior High

 Reinforcing / strengthening the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson Research on areas/locations exposed to man-