Grade
School: Lampayan National High School
GRADE 12
DAILY LESSON LOG
I. OBJECTIVES
A .Content Standards
B .Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
COGNITIVE:
PSYCHOMOTOR:
AFFECTIVE:
II. CONTENT/SUBJECT MATTER
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4.Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples /
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Level: XII
Discipline and
Learning Ideas in the
Teacher: JECLYN D. FILIPINAS Area: Social Sciences
Teaching Monday- Thursday
Dates and Grade 12-Banzon
Time: January 14, 2020 (1:00-2:00 PM) Quarter: 2ND SEM
TUESDAY
The learners demonstrate understanding of the …
1. Concept of disaster
2. Concept of disaster risk
3. Nature of disasters
4. Effects of disasters
Various elements that may be exposed to hazards:
1. Physical
2. Social
3. Economic
4. Environmental
The learners relate the concept of disaster with daily life.
The learners conduct hazard hunts of exposed elements and propose corresponding corrective
actions for one’s preparedness.
The learner…
1. Analyze disaster from the different perspectives (physical, psychological, socio-cultural,
economic, political, and biological). (DRR11/12-Ia-b-6)
2. Enumerate elements exposed to hazards; (DRR11/12-Ic-7)
3. Explain the meaning of vulnerability; (DRR11/12-Ic-8)
4. Explain why certain sectors of society are more vulnerable to disaster than others;
(DRR11/12-Ic-9)
5. Analyze why certain structures are more vulnerable to specific hazards than others;
(DRR11/12-Ic-10)
Explain why certain sectors of society are more vulnerable to disaster than others.
Enumerate elements exposed to hazards.
Value the prevention to disaster and hazards.
Basic Concept of Disaster and Disaster Risk (continuation)
Exposure and Vulnerability
Department of Education (2008). Disaster Risk Reduction Resource Manual
Commission on Higher Education (2016). Teaching Guide for Senior High School on Disaster
Readiness and Risk Reduction
pages 22-32
DRRM book by: Rolly E. Rimando and Josefina G. Belen
DLP, laptop, manila paper and other regular teaching tools
https.//www.youtube.com and https.//www.google.com
(3 mins.)
Prayer and Greetings
Review of the previous lesson
What are the examples of areas/locations exposed to hazards that may lead to disasters?
(2 mins.)
Learning Objectives
The teacher communicates the learning objectives.
(5 mins.)
Hazard List
1. Individually, the learners will be asked to get out a piece of paper or their assigned
activity notebook for writing.
2. The learners must list 10 hazards in the classroom. Their answers should be specific to
certain locations in the classroom (e.g. the shelf at the corner near the door can fall on
someone).
(10 mins.)
Group Discussion
1. The learners will be grouped into teams of five to discuss their list of hazards.
2. One will act as group Facilitator to guide the discussion.
3. Two will report the group output to the class (the Reporters).
4. Two will take note of the discussions in the group and the reporting (the Scribes).
5. The groups should come up with a consensus of the hazards, and how it could lead to a
disaster (the impact), that everyone has identified.
(30 mins.)
Classroom Hazard Map
1. Each group should have:

F. Developing Mastery
(Leads to Formative
Assessment)
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on this formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work?
No. of learners who have caught
up the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor help me solve?
G. What innovation or localized
materials did I used/discover 
which I wish to share with other
teacher?  ___Bridging:Examples:Think-pair-share,quick-writes,andanticipatorycharts.
 __Schema-Building: Examples: Compare and contrast, jigsaw learning, peer teaching, and projects.
 ___Contextualization:
 Examples: Demonstrations, media, manipulatives, repetition, and local opportunities.
 ___Text Representation:
 Examples: Student created drawings, videos, and games.
 ___Modeling: Examples: Speaking slowly and clearly, modeling the language you want students to use,
a. White cartolina
b. Coloring materials
2. Learners will create a “Classroom Hazard Map” based on their discussion. The maps
should be easy to follow and understand and still roughly to scale.
3. Potential hazards should be colored in red and labeled properly. Possible impacts of
these hazards should be noted by the scribe and reporters.
4. Safe areas and paths should be colored blue.
5. Works will be graded by the teacher based on this rubric.
*Rubric is on the last page
(5 mins.)
Guide questions:
1. What will you do should an earthquake happen?
2. What can be done to prevent a disaster in the classroom?
How can you prepare to any disaster/ hazards?
What ways do you make to prevent this disaster and hazards?
Discussion of the topics.
Study your notes.
___Lesson carried. Move on to the next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in answering their lesson.
___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge, skills and interest about the lesson.
___Pupils were interested on the lesson, despite of some difficulties encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite of limited resources used by the teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary behavior.
__ of Learners who earned 80% above
___ of Learners who require additional activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require remediation
Strategies used that work well:
___Metacognitive Development: Examples: Self assessments, note taking and studying techniques, and
vocabulary assignments.
and providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
 ___Audio Visual Presentation of the lesson
Prepared by:

JECLYN D. FILIPINAS, T-II

Subject Teacher

Checked by: Date: __________________________

EUGENIO A. LAGAT
Principal I
RUBRIC