School Fortune High School Grade Level 10

GRADE 10 Teacher KEITH ANGELINE N. ALEJANDRO Learning Area Science

DAILY LESSON LOG
Teaching Dates and Time JUNE 3, 2019 Quarter FIRST
MONDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The learners demonstrate an understanding of:

A. Content Standards
the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
The learners should be able to:

B. Performance Standards 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and
volcanic eruptions
Learners will be able to:

C. Learning Competencies / describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts; (S10ES –Ia-
Objectives j-36.1)
• Identify which multiple intelligence they acquire.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
CLASS ORIENTATION
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages None
2. Learner’s Material pages None
3. Textbook pages None

4. Additional Materials from None

Learning Resource (LR) portal

B. Other Learning Resources None

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Elicit

A. Reviewing previous lesson or

presenting new lesson
Introduction of oneself, setting of expectations, and assigning subject requirements.

Play a game: "Are you smarter than a fifth grader?"

B. Establishing a purpose for the Questions: 1. How many bones does an adult have? (206 bones)
lesson 2. How will you translate "Pang ilan ka sa magkakapatid?" in English?
3. (15 - 4 + 7) x 5 = ?
Engage

Let the students identify the contributions/talents of the following people which made them famous.
C. Presenting examples / instances
of the new lesson 1. Albert Einstein 3. Ryza
2. Lea Salonga 4. Jose Rizal

D. Discussing new concepts and

practicing new skills #1 Let the students answer the Multiple Intelligence Test (Howard Gardner)
Explore

E. Discussing new concepts and Group the students into 9 and assign one multiple intelligence for each group. (Reading guides)
practicing new skills #2 Let them regroup themselves (according to assigned number) and share what they learned with their expert groups.
Explain

F. Developing mastery Let the students analyze the result of their M.I. test. Have two students to share their M.I with the class.

G. Finding practical applications of

concepts and skills in daily living Ask: Why do we need to learn the multiple intelligences?

H. Making generalizations and

abstractions about the lesson Let the students explain multiple intelligences.
Extend Evaluate

Let the students identify the multiple intelligence of the following people.
I. Evaluating Learning 1. Albert Einstein 3. Ryza
2. Lea Salonga 4. Jose Rizal
J. Additional activities for
application or remediation Assign the students to bring their books.

V. REMARKS *This plan will be used in Fortitude, Wisdom, Discipline and Benevolence this Monday and will be used for Excellence on Tuesday.
VI. REFLECTION Reflect 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 them relevant questions.

A. No. of learners who earned 80% on the

formative assessment. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
B. No. of learners who require additional activities
for remediation. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
D. No. of learners who continue to require
remediation. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
E. Which of my teaching strategies worked well?
Why did this 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?
 School Fortune High School Grade Level 10
GRADE 10 Teacher KEITH ANGELINE N. ALEJANDRO Learning Area Science
DAILY LESSON LOG
Teaching Dates and Time JUNE 4, 2019 Quarter FIRST
TUESDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The learners demonstrate an understanding of:

A. Content Standards
the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
The learners should be able to:

B. Performance Standards 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis,
and volcanic eruptions
Learners will be able to:

describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts; (S10ES –Ia-
C. Learning Competencies /
Objectives j-36.1)
• Analyze the result of their multiple intelligence test.
• Identify the appropriate learning style for the learner.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
MULTIPLE INTELLIGENCES AND LEARNING STYLES
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages None
2. Learner’s Material pages None
3. Textbook pages None

4. Additional Materials from None

Learning Resource (LR) portal
B. Other Learning Resources
None

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

Let the students recall their Multiple Intelligences.

Elicit

A. Reviewing previous lesson or

presenting new lesson Ask:Why do we need to learn the multiple intelligences?
(ELICIT)

B. Establishing a purpose for the Ask: What are the challenges you commonly face when studying your lessons?
lesson What do you do in order for you to study and learn better?
Engage

C. Presenting examples / instances Ask: Do you feel comfortable when you listen to music while studying?
of the new lesson Do you learn best in an unorganized environment?

D. Discussing new concepts and

practicing new skills #1 Discuss the learning styles appropriate for each intelligence.
Explore

E. Discussing new concepts and

practicing new skills #2 None
Explain

F. Developing mastery Let the students strategize their own learning plan.

G. Finding practical applications of

concepts and skills in daily living Ask learners to share their learning plan with the class.
Elaborate

H. Making generalizations and

abstractions about the lesson How will your learning plan improve your studies?
Extend Evaluate

I. Evaluating Learning (The students should be able to create their learning plan.)

J. Additional activities for

application or remediation None

V. REMARKS *This plan will be used in Fortitude, Discipline and Benevolence this Tuesday and will be used for Wisdom and Excellence on Wednesday.
VI. REFLECTION Reflect 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 them relevant questions.

A. No. of learners who earned 80% on the

formative assessment. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
B. No. of learners who require additional activities
for remediation. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
D. No. of learners who continue to require
remediation. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
E. Which of my teaching strategies worked well?
Why did this 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?
 School Fortune High School Grade Level 10
GRADE 10 Teacher KEITH ANGELINE N. ALEJANDRO Learning Area Science
DAILY LESSON LOG
Teaching Dates and Time JUNE 5, 2019 Quarter FIRST
WEDNESDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The learners demonstrate an understanding of:

A. Content Standards
the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
The learners should be able to:

B. Performance Standards 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and
volcanic eruptions
Learners will be able to:

C. Learning Competencies /
Objectives describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts; (S10ES –Ia-
j-36.1)

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
NO CLASSES (EID MUBARAK)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages None
2. Learner’s Material pages None
3. Textbook pages None

4. Additional Materials from None

Learning Resource (LR) portal
B. Other Learning Resources
None

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Elicit

A. Reviewing previous lesson or

presenting new lesson
None
(ELICIT)

B. Establishing a purpose for the

lesson None
Engage

C. Presenting examples / instances

of the new lesson None

D. Discussing new concepts and

practicing new skills #1 None
Explore

E. Discussing new concepts and

practicing new skills #2 None
Explain

F. Developing mastery None

G. Finding practical applications of

concepts and skills in daily living None
Elaborate

H. Making generalizations and

abstractions about the lesson None
Extend Evaluate

I. Evaluating Learning None

J. Additional activities for

application or remediation None

V. REMARKS *This plan will be used in Benevolence this Wednesday and will be used for Fortitude, Discipline, Wisdom and Excellence on Thursday..
VI. REFLECTION Reflect 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 them relevant questions.

A. No. of learners who earned 80% on the

formative assessment. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
B. No. of learners who require additional activities
for remediation. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
D. No. of learners who continue to require
remediation. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
E. Which of my teaching strategies worked well?
Why did this 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?
 School Fortune High School Grade Level 10
GRADE 10 Teacher KEITH ANGELINE N. ALEJANDRO Learning Area Science
DAILY LESSON LOG
Teaching Dates and Time JUNE 6, 2019 Quarter FIRST
THURSDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The learners demonstrate an understanding of:

A. Content Standards
the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
The learners should be able to:

B. Performance Standards 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis,
and volcanic eruptions
Learners will be able to:

describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts; (S10ES –Ia-
C. Learning Competencies /
Objectives j-36.1)
• Familiarize with the Performance Standards and Learning Competencies of Science 10.
• Assess learners knowledge through Diagnostic Exam.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
INTRODUCTION TO EARTH SCIENCE
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages None
2. Learner’s Material pages None
3. Textbook pages None

4. Additional Materials from Science 10 Curriculum Guide, August 2016

Learning Resource (LR) portal

B. Other Learning Resources G10 - Earth and Space Summative Exam (S.Y. 2018 - 2019)

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

Let the students recall what they have learned in Grade 9 Earth Science.
Elicit

A. Reviewing previous lesson or

presenting new lesson Fact or Bluff: The students will identify each statements as fact (if it is correct) and bluff (if the statement is wrong.)
(ELICIT) (Refer to Presentation for Questions)

B. Establishing a purpose for the

lesson
Engage

C. Presenting examples / instances

of the new lesson

Orient the learners on the Performance Standards and Learning Competencies of Science 10.
D. Discussing new concepts and
practicing new skills #1
Explore

E. Discussing new concepts and

practicing new skills #2
Explain

F. Developing mastery

G. Finding practical applications of

concepts and skills in daily living
Elaborate

Let the learners express their expections on the Grade 10 Science (Earth and Space). Have them reflect about the
importance of achieving the Performance Standards and Learning Competencies of Science 10.
H. Making generalizations and
abstractions about the lesson
Extend Evaluate

I. Evaluating Learning Let the learners answer the diagnostic exam. (20 mins).

J. Additional activities for

application or remediation Assign the students to bring their activity notebooks.

V. REMARKS *This plan will be used in Benevolence this Thursday and will be used for Fortitude, Discipline, Wisdom and Excellence on Friday.
VI. REFLECTION Reflect 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 them relevant questions.

A. No. of learners who earned 80% on the

formative assessment. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
B. No. of learners who require additional activities
for remediation. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
D. No. of learners who continue to require
remediation. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
E. Which of my teaching strategies worked well?
Why did this 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?
 School Fortune High School Grade Level 10
GRADE 10 Teacher KEITH ANGELINE N. ALEJANDRO Learning Area Science
DAILY LESSON LOG
Teaching Dates and Time JUNE 7, 2019 Quarter FIRST
FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The learners demonstrate an understanding of:

A. Content Standards
the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
The learners should be able to:

B. Performance Standards 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis,
and volcanic eruptions
Learners will be able to:

describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts; (S10ES –Ia-
C. Learning Competencies /
Objectives j-36.1)
• Recall the types of seismic waves. (S10ES –Ia-j-36.4.1)
• Characterize, P, S and surface waves. (S10ES –Ia-j-36.4.2)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
SEISMIC WAVES
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 32 - 34
2. Learner’s Material pages pp. 43 - 47
3. Textbook pages None

4. Additional Materials from Science 10 Curriculum Guide, August 2016

Learning Resource (LR) portal

B. Other Learning Resources Exploring life through Science 10 (Phoenix Publishing House)

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

Let the students recall what they have learned in Grade 8 Earth Science.
Elicit

A. Reviewing previous lesson or

presenting new lesson Fact or Bluff: The students will identify each statements as fact (if it is correct) and bluff (if the statement is wrong.)
(ELICIT) (Refer to Presentation for Questions)

B. Establishing a purpose for the Ask: What do you call the instrument which measures and records the movement of the Earth during an earthquake?
lesson (Show picture of a seismograph) What does these pattern tell us?
Engage

C. Presenting examples / instances

of the new lesson Show videos of seismic waves and let the students describe their motions.

D. Discussing new concepts and

practicing new skills #1 Present the two types of seismic waves.
Explore

E. Discussing new concepts and

practicing new skills #2 None
Explain

F. Developing mastery Divide the class into 4, let each group think of ways on how they will represent the motion of each seismic wave.

G. Finding practical applications of

concepts and skills in daily living Let the students present their work.
Elaborate

H. Making generalizations and Divide the class into 4, let each group work on a Frayer Model of the Seismic Waves.
abstractions about the lesson Let the students decribe each Seismic Wave in terms of its Definition, Characteristics, Illustration, and additional information.
Extend Evaluate

I. Evaluating Learning Let the students answer 1-5 multiple choice quiz.

J. Additional activities for

application or remediation Describe how the two Body Waves differ in motion.

V. REMARKS *This plan is for Fortitude, Discipline, Wisdom and Excellence only.
VI. REFLECTION Reflect 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 them relevant questions.

A. No. of learners who earned 80% on the

formative assessment. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
B. No. of learners who require additional activities
for remediation. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
D. No. of learners who continue to require
remediation. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
E. Which of my teaching strategies worked well?
Why did this 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?
 School Fortune High School Grade Level 10
GRADE 10 Teacher KEITH ANGELINE N. ALEJANDRO Learning Area Science
DAILY LESSON LOG
Teaching Dates and Time JUNE 10, 2019 Quarter FIRST
MONDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The learners demonstrate an understanding of:

A. Content Standards
the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
The learners should be able to:

B. Performance Standards 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and
volcanic eruptions
Learners will be able to:

describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts; (S10ES –Ia-
C. Learning Competencies /
Objectives j-36.1)
• Recall the types of seismic waves. (S10ES –Ia-j-36.4.1)
• Characterize, P, S and surface waves. (S10ES –Ia-j-36.4.2)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
SEISMIC WAVES
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 32 - 34
2. Learner’s Material pages pp. 43 - 47
3. Textbook pages None

4. Additional Materials from Science 10 Curriculum Guide, August 2016

Learning Resource (LR) portal

B. Other Learning Resources Exploring life through Science 10 (Phoenix Publishing House)

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

Let the students recall what they have learned in Grade 8 Earth Science.
Elicit

A. Reviewing previous lesson or

presenting new lesson Fact or Bluff: The students will identify each statements as fact (if it is correct) and bluff (if the statement is wrong.)
(Refer to Presentation for Questions)

B. Establishing a purpose for the Ask: What do you call the instrument which measures and records the movement of the Earth during an earthquake?
lesson (Show picture of a seismograph) What does these pattern tell us?
Engage

C. Presenting examples / instances

of the new lesson Show videos of seismic waves and let the students describe their motions.

D. Discussing new concepts and

practicing new skills #1 Present the two types of seismic waves.
Explore

E. Discussing new concepts and

practicing new skills #2 None
Explain

F. Developing mastery Divide the class into 4, let each group think of ways on how they will represent the motion of each seismic wave.

G. Finding practical applications of

concepts and skills in daily living Let the students present their work.

H. Making generalizations and Divide the class into 4, let each group work on a Frayer Model of the Seismic Waves.
abstractions about the lesson Let the students decribe each Seismic Wave in terms of its Definition, Characteristics, Illustration, and additional information.
Extend Evaluate

I. Evaluating Learning Let the students answer 1-5 multiple choice quiz.

J. Additional activities for

application or remediation Describe how the two Body Waves differ in motion.

V. REMARKS *This plan will be used in Fortitude, Wisdom, Discipline and Benevolence this Monday and will be used for Excellence on Tuesday.

VI. REFLECTION Reflect 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 them relevant questions.

A. No. of learners who earned 80% on the

formative assessment. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
B. No. of learners who require additional activities
for remediation. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
D. No. of learners who continue to require
remediation. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
E. Which of my teaching strategies worked well?
Why did this 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?
 School Fortune High School Grade Level 10
GRADE 10 Teacher KEITH ANGELINE N. ALEJANDRO Learning Area Science
DAILY LESSON LOG
Teaching Dates and Time JUNE 11, 2019 Quarter FIRST
TUESDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The learners demonstrate an understanding of:

A. Content Standards
the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
The learners should be able to:

B. Performance Standards 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis,
and volcanic eruptions
Learners will be able to:

describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts; (S10ES –Ia-
C. Learning Competencies / j-36.1)
Objectives • Describe the properties and composition of crust, mantle and core. (S10ES –Ia-j-36.4.5)
• Compare and contrast the Earth’s crust, mantle, and core including temperature, density,
and composition.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
EARTH'S INTERIOR
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages None
2. Learner’s Material pages pp. 39 - 43, 48-53
3. Textbook pages None

4. Additional Materials from Science 10 Curriculum Guide, August 2016

Learning Resource (LR) portal
B. Other Learning Resources
G10 - Earth and Space Summative Exam (S.Y. 2018 - 2019)

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Elicit

A. Reviewing previous lesson or

presenting new lesson
Describe the Earth (Reading Guides)
(ELICIT)

B. Establishing a purpose for the Show an Egg to the class.

lesson Ask: What's inside the Egg?
Engage

C. Presenting examples / instances

of the new lesson Show the picture of the Earth.

D. Discussing new concepts and

practicing new skills #1 Discuss the layers of the earth.
Explore

E. Discussing new concepts and

practicing new skills #2 Compare the differences in each layers of the earth.
Explain

F. Developing mastery Let the learners show data about depth and pressure/density and picture showing the difference in temperature of the layers

G. Finding practical applications of

concepts and skills in daily living None
Elaborate

H. Making generalizations and

abstractions about the lesson Let the students describe each layers of the earth.
Extend Evaluate

I. Evaluating Learning Seatwork: Inside the Earth. (Students will draw an Earth and label its parts and supply information for each layers.)

J. Additional activities for

application or remediation None

V. REMARKS *This plan will be used in Fortitude, Discipline and Benevolence this Tuesday and will be used for Wisdom and Excellence on Wednesday.

VI. REFLECTION Reflect 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 them relevant questions.

A. No. of learners who earned 80% on the

formative assessment. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
B. No. of learners who require additional activities
for remediation. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
D. No. of learners who continue to require
remediation. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
E. Which of my teaching strategies worked well?
Why did this 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?
 School Fortune High School Grade Level 10
GRADE 10 Teacher KEITH ANGELINE N. ALEJANDRO Learning Area Science
DAILY LESSON LOG
Teaching Dates and Time JUNE 12, 2019 Quarter FIRST
WEDNESDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The learners demonstrate an understanding of:

A. Content Standards
the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
The learners should be able to:

B. Performance Standards 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and
volcanic eruptions
Learners will be able to:

C. Learning Competencies / describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts; (S10ES –Ia-
Objectives j-36.1)

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
NO CLASSES (INDEPENDENCE DAY)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages None
2. Learner’s Material pages None
3. Textbook pages None

4. Additional Materials from None

Learning Resource (LR) portal
B. Other Learning Resources
None

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Elicit

A. Reviewing previous lesson or

presenting new lesson
None
(ELICIT)

B. Establishing a purpose for the

lesson None
Engage

C. Presenting examples / instances

of the new lesson None

D. Discussing new concepts and

practicing new skills #1 None
Explore

E. Discussing new concepts and

practicing new skills #2 None
Explain

F. Developing mastery None

G. Finding practical applications of

concepts and skills in daily living None
Elaborate

H. Making generalizations and

abstractions about the lesson None
Extend Evaluate

I. Evaluating Learning None

J. Additional activities for

application or remediation None

V. REMARKS *This plan will be used in Benevolence this Wednesday and will be used for Fortitude, Discipline, Wisdom and Excellence on Thursday..

VI. REFLECTION Reflect 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 them relevant questions.

A. No. of learners who earned 80% on the

formative assessment. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
B. No. of learners who require additional activities
for remediation. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
D. No. of learners who continue to require
remediation. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
E. Which of my teaching strategies worked well?
Why did this 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?
 School Fortune High School Grade Level 10
GRADE 10 Teacher KEITH ANGELINE N. ALEJANDRO Learning Area Science
DAILY LESSON LOG
Teaching Dates and Time JUNE 13, 2019 Quarter FIRST
THURSDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The learners demonstrate an understanding of:

A. Content Standards
the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
The learners should be able to:

B. Performance Standards 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis,
and volcanic eruptions
Learners will be able to:

describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts; (S10ES –Ia-
C. Learning Competencies / j-36.1)
Objectives • Describe the properties and composition of crust, mantle and core. (S10ES –Ia-j-36.4.5)
• Compare and contrast the Earth’s crust, mantle, and core including temperature, density,
and composition.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
EARTH'S INTERIOR
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages None
2. Learner’s Material pages pp. 39 - 43, 48-53
3. Textbook pages None

4. Additional Materials from Science 10 Curriculum Guide, August 2016

Learning Resource (LR) portal

B. Other Learning Resources G10 - Earth and Space Summative Exam (S.Y. 2018 - 2019)

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Elicit

A. Reviewing previous lesson or

presenting new lesson
Describe the Earth (Reading Guides)
(ELICIT)

B. Establishing a purpose for the Show an Egg to the class.

lesson Ask: What's inside the Egg?
Engage

C. Presenting examples / instances

of the new lesson Show the picture of the Earth.

D. Discussing new concepts and

practicing new skills #1 Discuss the layers of the earth.
Explore

E. Discussing new concepts and

practicing new skills #2 Compare the differences in each layers of the earth.
Explain

F. Developing mastery Let the learners show data about depth and pressure/density and picture showing the difference in temperature of the layers

G. Finding practical applications of

concepts and skills in daily living None
Elaborate

H. Making generalizations and

abstractions about the lesson Let the students describe each layers of the earth.
Extend Evaluate

I. Evaluating Learning Seatwork: Inside the Earth. (Students will draw an Earth and label its parts and supply information for each layers.)

J. Additional activities for

application or remediation None

V. REMARKS *This plan will be used in Benevolence this Thursday and will be used for Fortitude, Discipline, Wisdom and Excellence on Friday.

VI. REFLECTION Reflect 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 them relevant questions.

A. No. of learners who earned 80% on the

formative assessment. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
B. No. of learners who require additional activities
for remediation. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
D. No. of learners who continue to require
remediation. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
E. Which of my teaching strategies worked well?
Why did this 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?
 School Fortune High School Grade Level 10
GRADE 10 Teacher KEITH ANGELINE N. ALEJANDRO Learning Area Science
DAILY LESSON LOG
Teaching Dates and Time JUNE 14, 2019 Quarter FIRST
FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The learners demonstrate an understanding of:

A. Content Standards
the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges.
The learners should be able to:

B. Performance Standards 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis,
and volcanic eruptions
Learners will be able to:

describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts; (S10ES –Ia-
C. Learning Competencies /
Objectives j-36.1)
•Explain the importance of seismic waves in the study of the earth's interior (S10ES –Ia-j-36.4.4)

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
MAPPING THE INNER EARTH
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 32 - 34
2. Learner’s Material pages pp. 43 - 47
3. Textbook pages None

4. Additional Materials from Science 10 Curriculum Guide, August 2016

Learning Resource (LR) portal

B. Other Learning Resources Exploring life through Science 10 (Phoenix Publishing House)

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Elicit

A. Reviewing previous lesson or

presenting new lesson
Recall
(ELICIT)

Let the students watch a video "What if you dug a hole into the Earth?"
B. Establishing a purpose for the
lesson Ask: Is it possible to dig a hole inside the Earth?
What challenges will be encountered as we dig deeper inside the Earth?
Engage

C. Presenting examples / instances

of the new lesson Show picture of the cross section of the Earth. Recall its phases.

D. Discussing new concepts and

practicing new skills #1 Discuss how P and S waves travel inside the Earth.
Explore

E. Discussing new concepts and

practicing new skills #2 None
Explain

F. Developing mastery Let the students mark the trajectory of the body waves given a different epicenters.

G. Finding practical applications of

concepts and skills in daily living Let the students present their work.
Elaborate

H. Making generalizations and

abstractions about the lesson Answer the following questions: (Illustrate and Explain)
1. Use two diagrams of Earth's interior provided below to show how the P and S-wave shadow zones are formed.
2. What information is provided by the P-wave shadow zone?
Extend Evaluate

I. Evaluating Learning 3. What do we learn from the S-wave shadow zone?

J. Additional activities for

application or remediation What are Lithospheric Plates?

V. REMARKS *This plan is for Fortitude, Discipline, Wisdom and Excellence only.

VI. REFLECTION Reflect 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 them relevant questions.

A. No. of learners who earned 80% on the

formative assessment. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
B. No. of learners who require additional activities
for remediation. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
D. No. of learners who continue to require
remediation. Excellence = Wisdom= Discipline= Fortitude= Benevolence=
E. Which of my teaching strategies worked well?
Why did this 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?
 School Fortune High School Grade Level 8
GRADE 8 Teacher JOZEL A. GALLER Learning Area Science
DAILY LESSON LOG
Teaching Dates and Time SEP 30,2019 Quarter SECOND
MONDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

Thelearners
The learners demonstrate
demonstrate an understanding
an understanding of: of the:
1. relationship between faults and earthquakes;
A. Content Standards
2. formation of typhoons and their movement within the PAR;
3. characteristics of comets, meteors, and
asteroids.
The learners should be able to:
The learners shall be able to:
1. participate in decision making on
where to build structures based on knowledge of the location of active faults in the community;

B. Performance Standards
2. make an emergency plan and prepare an emergency kit for use at home and in school;
3. demonstrate precautionary measures before, during, and after a
typhoon, including following advisories, storm signals, and calls for evacuation given by government agencies in
charge; and
Learners will be able to: 4. discuss whether or not beliefs and practices about comets and meteors have scientific basis .

C. Learning Competencies /
Objectives
No Classes ( National Transprot Strike)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
E No Classes ( National Transprot Strike)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages No Classes ( National Transprot Strike)
2. Learner’s Material pages No Classes ( National Transprot Strike)
3. Textbook pages No Classes ( National Transprot Strike)

4. Additional Materials from No Classes ( National Transprot Strike)

Learning Resource (LR) portal
No Classes ( National Transprot Strike)NONE ( NATIONAL FAMILY WEEK)
B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Elicit

A. Reviewing previous lesson or No Classes ( National Transprot Strike)

presenting new lesson

No Classes ( National Transprot Strike)

B. Establishing a purpose for the
lesson
Engage

C. Presenting examples / instances

of the new lesson No Classes ( National Transprot Strike)

D. Discussing new concepts and

practicing new skills #1
Explore

No Classes ( National Transprot Strike)

E. Discussing new concepts and

practicing new skills #2
Explain

F. Developing mastery No Classes ( National Transprot Strike)

G. Finding practical applications of

concepts and skills in daily living No Classes ( National Transprot Strike)
Elaborate

H. Making generalizations and

abstractions about the lesson No Classes ( National Transprot Strike)
Extend Evaluate

I. Evaluating Learning No Classes ( National Transprot Strike)

J. Additional activities for

application or remediation No Classes ( National Transprot Strike)

V. REMARKS
VI. REFLECTION Reflect 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 them relevant questions.

A. No. of learners who earned 80% on the

formative assessment. Care = Sincerity= Diligent= Honesty= Endurance=
B. No. of learners who require additional activities
for remediation. Care = Sincerity= Diligent= Honesty= Endurance=
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson. Care = Sincerity= Diligent= Honesty= Endurance=
D. No. of learners who continue to require
remediation. Care = Sincerity= Diligent= Honesty= Endurance=
E. Which of my teaching strategies worked well?
Why did this 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?
Checked By:______________________________ Noted By:___________________________
Science Coordinator School Principal
 School Fortune High School Grade Level 8
GRADE 8 Teacher JOZEL A. GALLER Learning Area Science
DAILY LESSON LOG
SEP Teaching Dates and Time OCT 2,2019 Quarter SECOND
WEDNESDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

Thelearners
The learners demonstrate
demonstrate an understanding
an understanding of: of the:
1. relationship between faults and earthquakes;
A. Content Standards
2. formation of typhoons and their movement within the PAR;
3. characteristics of comets, meteors, and
asteroids.
The learners
The learners shouldshall
be ablebe
to:able to:
1. participate in decision making on
where to build structures based on knowledge of the location of active faults in the community;

B. Performance Standards
2. make an emergency plan and prepare an emergency kit for use at home and in school;
3. demonstrate precautionary measures before, during, and after
a typhoon, including following advisories, storm signals, and calls for evacuation given by government agencies
in charge; and
4. discuss whether or not beliefs and practices about comets and meteors have scientific
basis . will be able to:
Learners

C. Learning Competencies /
Objectives TEACHER'S DAY CELEBRATION

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT TEACHER'S DAY CELEBRATION
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TEACHER'S DAY CELEBRATION
2. Learner’s Material pages TEACHER'S DAY CELEBRATION
3. Textbook pages TEACHER'S DAY CELEBRATION

4. Additional Materials from TEACHER'S DAY CELEBRATION

Learning Resource (LR) portal
B. Other Learning Resources
TEACHER'S DAY CELEBRATION

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Elicit

A. Reviewing previous lesson or TEACHER'S DAY CELEBRATION

presenting new lesson
(ELICIT)

B. Establishing a purpose for the

lesson TEACHER'S DAY CELEBRATION
Engage

C. Presenting examples / instances TEACHER'S DAY CELEBRATION

of the new lesson

D. Discussing new concepts and

practicing new skills #1
Explore

GTEACHER'S DAY CELEBRATION

E. Discussing new concepts and
practicing new skills #2
Explain

F. Developing mastery TEACHER'S DAY CELEBRATION

G. Finding practical applications of

concepts and skills in daily living TEACHER'S DAY CELEBRATION
Elaborate

H. Making generalizations and

abstractions about the lesson TEACHER'S DAY CELEBRATION
Extend Evaluate

I. Evaluating Learning TEACHER'S DAY CELEBRATION

J. Additional activities for

application or remediation TEACHER'S DAY CELEBRATION

V. REMARKS
VI. REFLECTION Reflect 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 them relevant questions.

A. No. of learners who earned 80% on the

formative assessment. Care = Sincerity= Diligent= Honesty= Endurance=
B. No. of learners who require additional activities
for remediation. Care = Sincerity= Diligent= Honesty= Endurance=
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson. Care = Sincerity= Diligent= Honesty= Endurance=
D. No. of learners who continue to require
remediation. Care = Sincerity= Diligent= Honesty= Endurance=
E. Which of my teaching strategies worked well?
Why did this 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?
Checked By:______________________________ Noted By:___________________________
Science Coordinator School Principal
 School Fortune High School Grade Level 8
GRADE 8 Teacher JOZEL A. GALLER Learning Area Science
DAILY LESSON LOG
Teaching Dates and Time OCT 3,2019 Quarter SECOND
THURSDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

Thelearners
The learners demonstrate
demonstrate an understanding
an understanding of: of the:
1. relationship between faults and earthquakes;
A. Content Standards
2. formation of typhoons and their movement within the PAR;
3. characteristics of comets, meteors, and
asteroids.
The learners should be able to:
The learners shall be able to:
1. participate in decision making on
where to build structures based on knowledge of the location of active faults in the community;

B. Performance Standards
2. make an emergency plan and prepare an emergency kit for use at home and in school;
3. demonstrate precautionary measures before, during, and after a
typhoon, including following advisories, storm signals, and calls for evacuation given by government agencies in
charge; and
Learners will be able to: 4. discuss whether or not beliefs and practices about comets and meteors have scientific basis .

C. Learning Competencies /
Objectives TEACHER'S DAY CELEBRATION

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT TEACHER'S DAY CELEBRATION
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages none
2. Learner’s Material pages none
3. Textbook pages None

4. Additional Materials from None

Learning Resource (LR) portal
B. Other Learning Resources
Photos and videos from the net

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Elicit

A. Reviewing previous lesson or TEACHER'S DAY CELEBRATION

presenting new lesson
(ELICIT)

B. Establishing a purpose for the

lesson TEACHER'S DAY CELEBRATION
Engage

C. Presenting examples / instances

of the new lesson TEACHER'S DAY CELEBRATION

D. Discussing new concepts and

practicing new skills #1 TEACHER'S DAY CELEBRATION
Explore

E. Discussing new concepts and

practicing new skills #2 TEACHER'S DAY CELEBRATION
Explain

F. Developing mastery TEACHER'S DAY CELEBRATION

G. Finding practical applications of

concepts and skills in daily living TEACHER'S DAY CELEBRATION
Elaborate

H. Making generalizations and

abstractions about the lesson TEACHER'S DAY CELEBRATION
Extend Evaluate

I. Evaluating Learning TEACHER'S DAY CELEBRATION

J. Additional activities for

application or remediation TEACHER'S DAY CELEBRATION

V. REMARKS
VI. REFLECTION Reflect 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 them relevant questions.

A. No. of learners who earned 80% on the

formative assessment. Care = Sincerity= Diligent= Honesty= Endurance=
B. No. of learners who require additional activities
for remediation. Care = Sincerity= Diligent= Honesty= Endurance=
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson. Care = Sincerity= Diligent= Honesty= Endurance=
D. No. of learners who continue to require
remediation. Care = Sincerity= Diligent= Honesty= Endurance=
E. Which of my teaching strategies worked well?
Why did this 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?
Checked By:______________________________ Noted By:___________________________
Science Coordinator School Principal
 School Fortune High School Grade Level 8
GRADE 8 Teacher JOZEL A. GALLER Learning Area Science
DAILY LESSON LOG
Teaching Dates and Time Oct-19 Quarter SECOND
THURSDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

Thelearners
The learners demonstrate
demonstrate an understanding
an understanding of: of the:
1. relationship between faults and earthquakes;
A. Content Standards
2. formation of typhoons and their movement within the PAR;
3. characteristics of comets, meteors, and
asteroids.
The learners
The learners shouldshall
be ablebe
to:able to:
1. participate in decision making on
where to build structures based on knowledge of the location of active faults in the community;

B. Performance Standards
2. make an emergency plan and prepare an emergency kit for use at home and in school;
3. demonstrate precautionary measures before, during, and after
a typhoon, including following advisories, storm signals, and calls for evacuation given by government agencies
in charge; and
4. discuss whether or not beliefs and practices about comets and meteors have scientific
basis . will be able to:
Learners

C. Learning Competencies /
Objectives TEACHER'S DAY CELEBRATION

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT TEACHER'S DAY CELEBRATION
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TEACHER'S DAY CELEBRATION
2. Learner’s Material pages TEACHER'S DAY CELEBRATION
3. Textbook pages TEACHER'S DAY CELEBRATION

4. Additional Materials from TEACHER'S DAY CELEBRATION

Learning Resource (LR) portal
TEACHER'S DAY CELEBRATION
B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Elicit

A. Reviewing previous lesson or TEACHER'S DAY CELEBRATION

presenting new lesson
(ELICIT)

B. Establishing a purpose for the

lesson TEACHER'S DAY CELEBRATION
Engage

C. Presenting examples / instances

of the new lesson TEACHER'S DAY CELEBRATION

D. Discussing new concepts and

practicing new skills #1 TEACHER'S DAY CELEBRATION
Explore

TEACHER'S DAY CELEBRATION

E. Discussing new concepts and
practicing new skills #2

TEACHER'S DAY CELEBRATION

Explain

F. Developing mastery

G. Finding practical applications of

concepts and skills in daily living TEACHER'S DAY CELEBRATION
Elaborate

H. Making generalizations and

abstractions about the lesson TEACHER'S DAY CELEBRATION
Extend Evaluate

I. Evaluating Learning TEACHER'S DAY CELEBRATION

J. Additional activities for

application or remediation TEACHER'S DAY CELEBRATION

V. REMARKS
VI. REFLECTION Reflect 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 them relevant questions.

A. No. of learners who earned 80% on the

formative assessment. Care = Sincerity= Diligent= Honesty= Endurance=
B. No. of learners who require additional activities
for remediation. Care = Sincerity= Diligent= Honesty= Endurance=
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson. Care = Sincerity= Diligent= Honesty= Endurance=
D. No. of learners who continue to require
remediation. Care = Sincerity= Diligent= Honesty= Endurance=
E. Which of my teaching strategies worked well?
Why did this 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?
Checked By:______________________________ Noted By:___________________________
Science Coordinator School Principal
 School Fortune High School Grade Level 8
GRADE 8 Teacher JOZEL A. GALLER Learning Area Science
DAILY LESSON LOG
Teaching Dates and Time OCT 1,2019 Quarter SECOND
TUESDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

Thelearners
The learners demonstrate
demonstrate an understanding
an understanding of: of the:
1. relationship between faults and earthquakes;
A. Content Standards
2. formation of typhoons and their movement within the PAR;
3. characteristics of comets, meteors, and
asteroids.
The learners
The learners shouldshall
be ablebe
to:able to:
1. participate in decision making on
where to build structures based on knowledge of the location of active faults in the community;

B. Performance Standards
2. make an emergency plan and prepare an emergency kit for use at home and in school;
3. demonstrate precautionary measures before, during, and after
a typhoon, including following advisories, storm signals, and calls for evacuation given by government agencies
in charge; and
4. discuss whether or not beliefs and practices about comets and meteors have scientific
basis . will be able to:
Learners

C. Learning Competencies /
Objectives 8. Trace the path of typhoons that enter the Philippine Area of Responsibility (PAR) using a map and tracking data. 8.1. Track the path taken by
a tropical cyclone given its coordinates. S8ES-IIf-21.8.1

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT TYPHOON
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pages 97 - 99
2. Learner’s Material pages Pages 142 - 144
3. Textbook pages None

4. Additional Materials from None

Learning Resource (LR) portal
Photos and videos from the net (Project Ease Integrated Science Lesson 22.2)
B. Other Learning Resources

IV. PROCEDURES FAST

These TALK
steps then
should be give the
done across a short quizoutabout
week. Spread theappropriately
the activities previoussolesson.
that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
1-3.
and drawWhat are about
conclusions the 3 stages
what of the
they learned formation
in relation to their lifeof a tropical
experiences cyclone?
and previous knowledge. Indicate the time allotment for each step.
4. Where did a tropical cyclone form?
5. What is the surface temperature of the vicinity where a tropical cyclone is formed?
Elicit

A. Reviewing previous lesson or 6. If a typhoon is located at 6℃ N, 129℃ E, is it within the PAR?

presenting new lesson 7. In what direction do tropical cyclones move?
(ELICIT) 8. If a Typhoon is located at 15℃ N, 138 ℃ E, Is it within the PAR?
9. The bureau that is responsible in
B. Establishing a purpose for the The teacher will show videos related to the topic then Trace the path of a typhoon to know where and when it’s started to
lesson where and when it ends.
Engage

C. Presenting examples / instances The teacher will distribute the output of the students form activity no. 1 Plotting the PAR because it will be used for the activity
of the new lesson no. 2 Tracking a tropical cyclone.

The teacher will give all the instructions about the activity. Students will perform activity 2 Tracking a tropical cyclone. This
D. Discussing new concepts and
practicing new skills #1 activity will be done individually. Teacher will distribute the activity sheets. The procedures and questions are based on the
Explore

learners Manual (pages 142-143).

In the activity proper, the teacher will facilitate while the students are doing the activity. The teacher will roam around to make sure the students are doing the activity
E. Discussing new concepts and properly or if there are any questions and clarifications the students can immediately ask.
practicing new skills #2

The Teacher will conduct follow up discussion based on the questions in the activity 2.
Explain

F. Developing mastery HOTS QUESTIONS:Why is it that in Philippine Area of Responsibility, the eastern part has the widest scope? (refer to figure
6)

It is necessary to know the Philippine Area of Responsibility so we will be aware every time a tropical cyclone enters our
G. Finding practical applications of
concepts and skills in daily living premises, so that the PAGASA will give us the early warning to give us enough time to prepare and be ready especially the
Elaborate

area where the tropical cyclone is heading.

H. Making generalizations and
abstractions about the lesson
Extend Evaluate
Swap Talk :Before sendong crossed into the PAR, it had already become a tropical storm. When Sendong hits Mindanao it
weakened because it was cut off from the sea, and when it reached Sulu Sea it intensified again but when it encountered cold
air beyond Palawan, Sendong finally died out.

I. Evaluating Learning The output of the students in the activity 2 will serve as their evaluation. Teacher will collect the activity sheets

J. Additional activities for

application or remediation None

V. REMARKS
VI. REFLECTION Reflect 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 them relevant questions.

A. No. of learners who earned 80% on the

formative assessment. Care = Sincerity= Diligent= Honesty= Endurance=
B. No. of learners who require additional activities
for remediation. Care = Sincerity= Diligent= Honesty= Endurance=
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson. Care = Sincerity= Diligent= Honesty= Endurance=
D. No. of learners who continue to require
remediation. Care = Sincerity= Diligent= Honesty= Endurance=
E. Which of my teaching strategies worked well?
Why did this 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?
Checked By:______________________________ Noted By:___________________________
Science Coordinator School Principal
Checked By:______________________________ Noted By:___________________________
Science Coordinator School Principal