GRADE 1 to 12 School BALAYANG HIGH SCHOOL Grade Level 12

DAILY LESSON LOG Teacher JOVELANO R. URZAME Learning Area DRRM

Teaching Dates and Time Dec 9-13, 2019 Quarter Third

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DEC 9, 2019 DEC 10, 2019 DEC 11, 2019 DEC 12, 2019
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 used 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 guide.

A. Content Standard The learners demonstrate understanding of the concept of disaster and disaster risk, and the nature and effects of disasters.
B. Performance Standard The learners shall be able to:
• relate the concept of disaster with daily life.
C. Learning Competency/Objectives The learners are able to:
Write the LC code for each. • describe the effects of disasters on one’s life (DRR11/12-Ia-b-3)
• identify areas/locations exposed to hazards that may lead to disasters (DRR11/12-Ia-b-5)
III. CONTENT Identifying Classroom Hazards that can Lead to Disasters

V. 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 Resource
VI. 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
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper – based materials. Hands – on learning promotes concept development.
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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.
Review the hazard map of the
Philippines.
Review the basic definition of
Hazard and Disaster. Hazard
Show the pictures of their previous
activity that identifies the hazards in
our school.
Where do you think is the most and
least hazardous place in our school,
why? How do you say so?

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D. Discussing new concepts and practicing
new skills # 1
E. Discussing new concepts and practicing
new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
G. Finding practical application of concepts
and skills in daily living
Ask the learners to 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). (5 minutes)
Group the learners 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.
During the Activity (40 mins) Post-activity (55 mins) Post-activity (55 mins)
1. Each group should have: 1. Each group will post their map in 1. Each group will post their map in
I. A sheet of manila paper or a designated area in the classroom a designated area in the classroom
cartolina using masking tape. using masking tape.
II. Coloring materials Reporters must be by their map at Reporters must be by their map at
2. Learners are to create a all times. all times.
“Classroom Hazard Map” based 2. The rest of the group will go 2. The rest of the group will go
on their discussion. The maps around and listen to the reports of around and listen to the reports of
should be easy to follow and the other groups. They are the other groups. They are
understand and still roughly to encouraged to ask questions and encouraged to ask questions and
scale. make constructive reviews of their make constructive reviews of their
3. Potential hazards should be classmates’ works. classmates’ works.
colored in red and labeled 3. The scribe of each group should 3. The scribe of each group should
properly. Possible impacts of take note of potential hazards they take note of potential hazards they
these hazards should be noted by might have missed. might have missed.
the scribe and reporters. 4. When everyone is done, debrief 4. When everyone is done, debrief
4. Safe areas and paths should the activity. the activity.
be colored blue. I. What will you do should an I. What will you do should an
earthquake happen? earthquake happen?
II. What can be done to prevent a II. What can be done to prevent a
disaster in the classroom? disaster in the classroom?
Discuss the different hazards that has the potential to be disastrous in our school.
What if you were trap in the classroom, do you think you will be able to survive if you know the concepts of reducing the risks?
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 H. Making generalizations and abstractions Give ways to prevent classroom disasters.
about the lesson
I. Evaluating learning Make a 2-minute awareness video on how to protect our community and how to reduce the risk of disaster.
J. Additional activities for application or
remediation
VII. REMARKS
VIII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify
what help 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% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
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 teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
Prepared by: Checked by:

JOVELANO R. URZAME ELENA P. BARTOLO Ed. D

SHS Teacher II School Principal II

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