Detailed Lesson Plan (DLP) Format

DLP No.: 9 Learning Area: DISASTER READINESS Grade Level: 11 – GAS & TVL Quarter: 3 Duration: 1 HR.
Nov. 14, 2019 & RISK REDUCTION MANAGEMENT (DRRR) (2nd Sem)
Learning Competency/ies: The learners shall be able to Code:
(Taken from the Curriculum Guide)  Analyze disaster from the different perspectives DRR11/12-Ia-b-6
Key Concepts / Understandings to be - Disaster being analyzed from economic perspective
Developed - Disaster being analyzed from political perspective
- Disaster being analyzed from biological perspective
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 1. Objectives
2015)
Knowledge Discuss economic, political and biological perspectives of disaster.
Skills Develop an economic, political, & biological rehabilitation plan for Yolanda victims.
Attitude Display compassion and sympathy while doing an activity dedicated to Yolanda victims.
Values Practice oneness with other students in completing the activity.
2. Content Basic concept of Disaster and Disaster Risk
3. Learning Resources DRR Curriculum Guide, TV, laptops, PowerPoint Presentation, video clip
4. Procedures
4.1 Introductory Activity ( minutes).  The teacher will start the session with an Opening Prayer.
 The teacher will check the attendance.
 The teacher will make sure students are seated properly and classroom is
clean.
 There will be review of the previous lesson through oral recitation. Ask
another set of question to verify if students really had an advance reading
as told by the teacher last meeting. Cold learners will be encouraged to
answer.
4.2 Activity/Strategy ( minutes).  Show a video to students. A newscast wherein reportedly the foreign
donation (cash or in kind) did not reach Yolanda victims.
 Show another video about the condition of Yolanda victims year after the
disastrous event.
 Let the students have a group discussion on their insights of what they
have watched.
4.3 Analysis (_ _ minutes). Ask the following:
1. What went wrong?
2. Can the government be blamed with their unfortunate situation?
3. How could these fate-forsaken souls be able to buckle up and stand
up again?
4. Who/what could they depend on to pick up the shattered pieces of
their lives?
5. What are the possible ways they could sustain their means of living?
Group members shall have individual inputs to come up with the final,
consolidated answers of their group discussion.
4.4 Abstraction ( minutes). Students answers will be summarized and reinforced through discussion:
Economic perspective – disaster can be viewed as an event that causes a
perturbation to the functioning of the economic system, with significant
negative impacts on assets, production factors, output, employment &
consumption.
Political perspective – govern mentality/ deliverance of government services to
constituents can be a plus or minus factor in disaster risk reduction and
management.
Environmental perspective – disasters are not random and do not occur by
accident. They are the convergence of hazards and vulnerable conditions.
Disasters not only reveal underlying social, economic, political and
environmental problems, but unfortunately contribute to worsening them.
INDIVIDUAL ACTIVITY
Basing on their group discussion, students have to make a rehabilitation plan
for Yolanda victims emphasizing economic, political and biological aspects.
Not necessarily a very lengthy plan but could only consider what the students
deem to be prioritized.
4.5 Application ( minutes). Students will compose a short song dedicated to Yolanda victims by group and
they will present it in the class. This could be one of the little ways that
Boholanos could express deepest sympathy for their grief and losses.
4.6 Assessment ( minutes). Embedded in analysis, abstraction and application
4.7 Assignment ( minutes). Fill-in below any of the Make a short prayer for Yolanda victims. Outputs must be passed next
four purposes: meeting.
 4.8 Concluding Activity ( minutes). Leave this question for students to reflect on:
This is usually a brief but affective closing activity such as a strong If you were the Philippine president last 2013, what could you have done to
quotation, a short song, an anecdote, parable or a letter that inspires
the learners to do something to practice their new learning. alleviate victim’s sufferings?
 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.
 Enriching / inspiring the day’s lesson
 Reflections 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 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: CHERRY ANN P. HANNISCH School: SANTA FILOMENA NATIONAL HIGH SCHOOL
Position/Designation: TEACHER II Division: CEBU PROVINCE
Contact Number: Email address: