STA.
FE NATIONAL HIGH
GRADES 1 TO 12
DAILY LESSON PLAN
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
Write the LC Code for each
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resources (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
GRADE
SCHOOL 11 – Marangal
SCHOOL LEVEL
CRIS FREDRICH T. LEARNING ORGANIZATION AND
TEACHER
ANDALIZA AREA MANAGEMENT
TEACHING
2:00 – 3::00PM | MTh
DATES QUARTER SECOND
10:45 – 11:45AM | TF
AND TIME
Session 04
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 to find significance and joy in learning the lessons. Weekly objectives shall
be derived from the curriculum guides.
The learners demonstrate an understanding of…
the process of recruiting, selecting, and training employees.
The learners shall be able to…
Conduct and prepare job analysis.
Discuss the importance of employee relations. ABM_AOM11-Iia-b-24
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.
Employee Relations
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.
None
None
Organization and Management by Helena Ma. F. Cabrera, PhD. etal. (Pages 68-69)
None
None
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 processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge, indicate the time allotment for
each step.
The teacher will ask the students about the following questions:
1. What are the four ways to motivate employees?
2. How can these 4 ways help employees be motivated?
3. Why are these 4 ways to motivate employees important?
The teacher will show a video presentation about the employer and employee relationship.
The students will give an example of employee relations. And will answer the following question: Do
you agree that social support and effective employee relations always go together? Explain your
answer.
As part of the group activity, the class will be divided into 3. These 3 groups will answer the following
questions:
1. What is the meaning of employee relations?
2. What are the types of employee relations?
3. What are the barriers of good employee relations?
4. How can you overcome the barriers of good employee relations?
 E.Discussing new concepts and
practicing new skills #2
F.Developing mastery
(Leads to formative assessment)
G.Finding practical/applications
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
Prepared by:
CRIS FREDRICH T. ANDALIZA
Teacher III
GRADES 1 TO 12
DAILY LESSON
PLAN
The teacher will add to discuss the types of employee relationship: employer-employee, employee-
employer, and employee-employee.
To test the mastery of the students, they will answer the following questions:
1. How important is effective employee relations in achieving the goals of the company?
2. Choose any three barriers to good employee relations mentioned in this lesson and explain their
adverse effects to the attainment of the organization’s objectives.
3. Is there any positive effect of using social media in promoting good employee relations? Why?
Cite some examples.
In a real-life situation, how are you going to manage good employee relation to your co-employee if
he/she is always against your will and not in good temper?
The teacher will call selected students to re-discuss the importance of employee relations based on
meaning, types, barriers, and the reasons on how to overcome good employee relations.
Activity: “Kaya mo ‘yan, kaya i-push mo na ‘yan!”
1. Interview one employee regarding his or her work values. List them down.
2. List down your own work values and compare these with your classmate.
Question:
Will you be able to have good employee relations with him or her if he or she becomes your officemate
in the future? Explain your answer.
The students will research some Filipino subcultural practices that may affect or influence employee
relations. They’ll going to list down and explain their answers.
Noted:
HAZEL B. MENESES
Principal II
GRADE
STA. FE NATIONAL HIGH 12 – MAKATARUNGAN
SCHOOL LEVEL AND
SCHOOL (STEM)
SECTION
LEARNING INQUIRIES, INVESTIGATION AND
TEACHER CRIS FREDRICH T. ANDALIZA
AREA IMMERSION (3i)
TEACHING
MARCH 02, 2022 (WEDNESDAY)
DATES AND QUARTER THIRD
10:00-11:00AM
TIME
 Session 01
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
I. OBJECTIVES and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content
and competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
The learners:
1. Selects, cites, and synthesizes properly the related literature
2. Uses sources according ethical standards
A. Learners Activity
Specific Objectives:
1. Determine the goals of a literature review; and
2. Distinguish the five basic criteria for evaluating literature
1. Collaborative In-class Activities
2. Lectures and Discussions
B. Teacher’s Activity
3. Library Work
4. Research Consultation
C. Learners Output Presents Written Review of Literature
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
Reading on Related Studies
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.
III. LEARNING
Ensure that there is a mix of concrete and manipulative materials as well as paper- based materials. Hands- on learning promotes
RESOURCES concept development.
Inquiries, Investigations and Immersion; Alternative Delivery Mode; Quarter 3 – Module 3: Selecting Relevant
A. References
Literature (First Edition, 2020) by Marilou A. Bugtong etal. (Pages: 2-17)
B. Other Learning
None
Resources
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
IV. PROCEDURES systematically by providing students with multiple ways to learn new things, practice 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.
Using the clues given by the teacher, the students will arrange scrambled letters to form a word associated with
literature review.

A U C A C Y R C 1. The reliability and correctness of information

C Y C U N R E R 2. The state of being commonly known or accepted
A. Reviewing previous A I R U H T O Y 3. The qualifications of the author to write on the topic
lesson or presenting R E E E L N V C A 4. The degree to which the information is useful or related to another
the new lesson S T H E Y N I S S 5. Putting together materials from different sources into an integrated whole
C L I I Y T I D E R B 6. The extent to which a research account is believable and appropriate
L K I N E G A 7. Forming of connections between the prior and the existing body of knowledge
G P A 8. A topic or area for which missing or insufficient information limits the ability to reach a conclusion for a
question
O C J I V I Y T E B T 9. The fact of being based on facts and not influenced by personal beliefs or feelings
C A V O R E E G 10. The extent to which literature meets the needs and depth of the research topic
Introduce the objectives of the lesson.

The teacher will read a text that describes the goal of literature review, and will let the students draw a happy face if
the statement describes the goal of literature review and a sad face if otherwise.

1. Stimulates new ideas

B. Establishing a 2. Suggests hypotheses for replication
purpose for the 3. Establishes the credibility of research
lesson 4. Generalizes the context of the research
5. Delinks the current to the prior research
6. Integrates what is known in an area or field
7. Summarizes what is known in an area or field
8. Makes a connection between the research and the existing body of knowledge
9. Decreases a reader’s confidence in the researcher’s professional competence
10. Points out areas where prior studies agree, disagree and where major questions remain
C. Presenting examples The teacher will let the students recall the moment when they were about to choose their strand for senior high
/ instances of the school.
new lesson
They will share the things they considered in their decision-making process. They will make their story meaningful
and interesting by taking us into the exact moment they knew they have made up their mind.
 The teacher will establish an idea regarding Literature and the Goals of Literature Review.

D. Discussing new
concepts and
practicing new
skills #1
 The learners will give the criteria in evaluating literature employed in the following statements given by the teacher.
And they will choose their answer from the box shown by the teacher.

E. Developing mastery
(Leads to formative
assessment)

The learners will supply the missing information in the concept map that illustrates their understanding about the
goals of literature review.

F. Finding
practical/application
s of concepts and
skills in daily living

The learners will reflect on their learnings and answer each question in three or more sentences.

1. Do you think a research is complete without a review of relevant literature? Why?

2. Why is there a need to evaluate a source of information before including it in your literature review?

G. Making
generalizations and
abstractions about
the lesson

Direction: The learners will evaluate the research abstract below by filling out the needed information in the table
below. Write your answers on your notebook.
H. Evaluating Learning The learners will answer the following activities for their assessment, and they will right their answers on their
activity notebook.
 I. Additional activities The students will consider the following guidelines in evaluating literature and they will look for at least two
for application or literature relevant to their chosen research topic in the previous modules.
remediation

Prepared by:

CRIS FREDRICH T. ANDALIZA

Teacher III

Rated by:
 ARNOLD O. AGUS
Master Teacher I

Noted:

ROLANDO B. CALIBA
Principal III