School ARBOLEDA NATIONAL HIGH SCHOOL Grade Level 11

GRADE 1 to 12 Teacher Madonna C. Famorcan Learning Area Discipline & Ideas in the Applied Social Sciences
DAILY LESSON LOG
Teaching Dates and Time June 13-16, Session 1-4 Quarter 1st

Session1 Session2 Session3 Session4

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 inlearning the lessons. Weekly objectives shall be derived from the curriculum guides.
I. OBJECTIVES

A. Content Standards
B. Performance Standards
At the end of the session, learners are expected to: At the end of the session, learners are expected to: At the end of the session, learners are expected to: At the end of the session, learners are expected to:

1. Defines Social Sciences 1. Enumerates the different disciplines in Social 1. Enumerates the Scope of Applied Social Science 1. Distinguishes Social Science to Applied Social
C. Learning Competencies 2. Defines Applied Social Science Science Science

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 DEFINITION OF SOCIAL SCIENCE & APPLIED DEFINITION OF SOCIAL SCIENCE & APPLIED DEFINITION OF SOCIAL SCIENCE & APPLIED DEFINITION OF SOCIAL SCIENCE & APPLIED
SOCIAL SCIENCE SOCIAL SCIENCE SOCIAL SCIENCE SOCIAL SCIENCE
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.
III. LEARNING RESOURCES

Web resources, books, video, art works, etc. Web resources, books, video, art works, etc. Web resources, books, video, art works, etc. Web resources, books, video, art works, etc.
A. References

1. Teacher's Guide pages NONE NONE NONE NONE

2. Learner's Materials pages NONE NONE NONE NONE
3. Textbook pages NONE NONE NONE NONE
4. Additional Materials from Learning N/A N/A N/A N/A
Resources (LR) portal
A. Other Learning Resources NONE NONE 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, 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.
IV. PROCEDURES

(5mins) (5mins) (5mins) (5mins)

A. Reviewing previous lesson or presenting the Teacher will group the class instruct each group to Teacher will ask the students to enumerate the Teacher will ask the students explain applied social Teacher will ask the students to differentiate Social Science
new lesson draw a graphic organizers about the topic. different social science discipline. science. and Applied Social Science.

(10mins) (10mins) (10mins) (10mins)

Teacher will ask each group to present their graphic Teacher will ask each group to present their graphic Teacher will ask each group to present their graphic Teacher will ask each group to present their graphic
organizer. organizer. organizer. organizer.

B. Establishing a purpose for the lesson Teacher will ask the students to draw again another Teacher will ask the students to draw again another Teacher will ask the students to draw again another Teacher will ask the students to draw again another
illustration aside from what is given. illustration aside from what is given. illustration aside from what is given. illustration aside from what is given.

(15mins) (15mins) (15mins) (15mins)

Teacher will ask the students to give examples. Teacher will ask the students to give examples. Teacher will ask the students to give examples. Teacher will ask the students to give examples.
C. Presenting examples/ instances of the new
lesson
 Session1 Session2 Session3 Session4
(25mins) (25mins) (25mins) (25mins)
Teacher will enumerate and discuss the definition and Teacher will enumerate and discuss the definition and Teacher will enumerate and discuss the definition and Teacher will enumerate and discuss the definition and
classification of Social Sciences. classification of Social Sciences. classification of Social Sciences. classification of Social Sciences.
D. Discussing new concepts and practicing new
skills #1

N/A N/A N/A N/A

E. Discussing new concepts and practicing new

skills #2

F. Developing mastery N/A N/A N/A N/A

(Leads to Formative Assessment )

G. Finding practical applications of concepts and skills in N/A N/A N/A N/A
daily living

(5mins) (5mins) (5mins) (5mins)

Teacher synthesizes the lesson. Teacher synthesizes the lesson. Teacher synthesizes the lesson. Teacher synthesizes the lesson.
H. Making geralizations and abstractions
about the lesson

NONE NONE NONE NONE

I. Evaluating learning

Agreement: Read in advance about the scope Applied NONE NONE NONE
J. Additional activities for application or
Social Sciences
remediation
V. REMARKS
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
VI. REFLECTION relevant questions.

A. No. of learners who earned 80% on the formative N/A N/A N/A N/A
assessment
B. No. of learners who require additional activities for N/A N/A N/A N/A
remediation
C. Did the remedial lesson work? No. of learners who N/A N/A N/A N/A
have caught up with the lesson.

D. No. of learners who continue to require N/A N/A N/A N/A

 School ARBOLEDA NATIONAL HIGH SCHOOL Grade Level 12
GRADE 1 to 12 Teacher Madonna C. Famorcan Learning Area Practical Research 2
DAILY LESSON LOG
Teaching Dates and Time June 13-16, 2017 Session 1 to 4 Quarter 1st

Session1 Session2 Session3 Session4

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
I. OBJECTIVES are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy inlearning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards
B. Performance Standards
At the end of the session, learners are expected to: At the end of the session, learners are expected to: At the end of the session, learners are expected to: At the end of the session, learners are expected to:
C. Learning Competencies / Objectives 1. Enumerates the strengths of Quantitative Research 1. Enumerates the strengths of Quantitative Research 1. Enumerates the strengths of Quantitative Research
Write the LC code for each 1. Enumerates the characteristics of quantitative
research
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
NATURE OF INQUIRY AND RESEARCH NATURE OF INQUIRY AND RESEARCH NATURE OF INQUIRY AND RESEARCH NATURE OF INQUIRY AND RESEARCH

III. LEARNING RESOURCES 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.

A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from Learning Resources
(LR) portal Web resources, books, article, authentic data Web resources, books, article, authentic data Web resources, books, article, authentic data Web resources, books, article, authentic data
A. Other Learning 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 systematically by providing
IV. PROCEDURES 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.

(5mins) (5mins) (5mins) (5mins)

A. Reviewing previous lesson or presenting the new
Teacher will ask the students if what are the Teacher will ask the students if what are the Teacher will ask the students if what are the Teacher will ask the students if what are the
lesson
characteristics of quantitative research characteristics of quantitative research characteristics of quantitative research characteristics of quantitative research
(10mins) Let the students explain the characteristics of (10mins) Instruct the students to explain the strength (10mins) The teacher will ask the students the (10mins) The teacher will ask the students to identify
B. Establishing a purpose for the lesson quantitative research of quantitative research. weaknesses of quantitative research the kinds of quantitative research.

(15mins) (15mins) (15mins) (15mins)

Students will give examples to explain the Students will give examples to explain the strengths of Students will give examples to explain the weaknesses The teacher will ask the students to give examples of
C. Presenting examples/ instances of the new lesson
characteristics of quantitative research quantitative research of quantitative research the different kinds of quantitative research

(25mins) (25mins) (25mins) (25mins)

D. Discussing new concepts and practicing new Teacher will ask the students about their concept on Teacher will ask the other students to give also their Teacher will ask the students to bring out their Teacher will ask the students to present their answers.
skills #1 the characteristics of research opinions on the strengths of quantitative research. notebook and give at least 5 weaknesses of of
quantitative research
 Session1 Session2 Session3 Session4
E. Discussing new concepts and practicing new
skills #2 N/A N/A N/A N/A
F. Developing mastery
(Leads to Formative Assessment 3) N/A N/A N/A N/A
The Teacher will ask the students to identify the
G. Finding practical applications of concepts and Use inquiry in finding the solution on how to find the The Teacher will show a video on the Ethics of The Teacher will ask the students to identify the types
skills in daily living different research topics if it is qualitative or
direction going to a new place to visit. research. of research from the following research topics.
quantitative research.
(5mins) (5mins) (5mins) (5mins)
Teacher says: Inquiry is a mental process while The discussion will be synthesize by the teacher. The discussion will be synthesize by the teacher. The discussion will be synthesize by the teacher.
H. Making geralizations and abstractions about the research is a natural day-to-day activity of gathering
lesson data information.

I. Evaluating learning N/A N/A N/A Long Quiz

J. Additional activities for application or
remediation N/A N/A N/A N/A
V. REMARKS
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
VI. REFLECTION relevant questions.

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

assessment

B. No. of learners who require additional activities for

remediation

C. Did the remedial lesson work? No. of learners who have

caught up with the lesson. N/A N/A N/A N/A

D. No. of learners who continue to require N/A N/A N/A N/A

 School ARBOLEDA NATIONAL HIGH SCHOOL Grade Level 11
GRADE 1 to 12 Teacher Madonna C. Famorcan Learning Area Oral Communication in Context
DAILY LESSON LOG
Teaching Dates and Time June 13-16, Session 1-4 Quarter 1st

Session1 Session2 Session3 Session4

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 inlearning the lessons. Weekly objectives shall be derived from the curriculum guides.
I. OBJECTIVES

A. Content Standards
B. Performance Standards
At the end of the session, learners are expected to: At the end of the session, learners are expected to: At the end of the session, learners are expected to: At the end of the session, learners are expected to:

1. Defines communication 1. Differentiates the various models of communication 1. Differentiates the various models of communication 1. Explains why there is a breakdown of
C. Learning Competencies 2. Explains the nature and process of communication 2. Distinguishes the unique features of one 2. Distinguishes the unique features of one communication.
communication process from the other communication process from the other 2. Uses various strategies in order to avoid
communication breakdown.

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
NATURE AND ELEMENTS OF COMMUNICATION NATURE AND ELEMENTS OF COMMUNICATION NATURE AND ELEMENTS OF COMMUNICATION NATURE AND ELEMENTS OF COMMUNICATION
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.
III. LEARNING RESOURCES

Oral Communication in Context - Ramona S. Flores; K Oral Communication in Context - Ramona S. Flores; K Oral Communication in Context - Ramona S. Flores; K Oral Communication in Context - Ramona S. Flores; K
A. References to 12 First Edition to 12 First Edition to 12 First Edition to 12 First Edition
1. Teacher's Guide pages N/A N/A N/A N/A
2. Learner's Materials pages N/A N/A N/A N/A
3. Textbook pages Pages: 1-3 Pages: 4 - 5 Pages: 5 - 7 Pages: 8 - 10
4. Additional Materials from Learning N/A N/A N/A N/A
Resources (LR) portal
A. Other Learning Resources N/A N/A N/A N/A
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.
IV. PROCEDURES

(5mins) (5mins) (5mins) (5mins)

A. Reviewing previous lesson or presenting the Teacher will group the class for a game "passing the
new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of the new
lesson
Teacher will ask the questions, what is oral Teacher will ask the questions, what are the four Teacher will ask the questions, what are the different
message" communication? What are the characteristics of models of communication? Present them in a graphic elements of communication? Tell something about
language? form. each element.
(10mins) (10mins) (10mins) (10mins)
Teacher says: "Let us try to understand to analyze Teacher will ask the students to write all Teacher will ask the students to " Based on the Teacher will ask the students to describe or illustrate
why the other group did not get the right answer in "communication" that one has done from waking up in models previously presented as well as on the other the communication process in different stages.
passing the message." the morning until arrival in class. models, communication can be seen as complex
process, what are the elements of communication? Teacher will group the class for this activity.
Teacher will present another situation where Teacher will post the different models of
communication is present then analyze how communication on the board. Grup the class into four
communication is done. and assign each model.
(15mins) (15mins) (15mins) (15mins)
Teacher will ask the students to define oral Teacher will ask each group to discuss among the Teacher will group the students and ask them to Teacher will ask each group to discuss among the
communication members about the flow of the model assigned to present how the elements of communication interact members about the stages of communication process
Explain and give examples. them. with each other. to be presented after 15 minutes.
Explain.
 Session1 Session2 Session3 Session4
(25mins) (25mins) (25mins) (25mins)
Teacher will enumerate and discuss about the Teacher will call each group to present and explain the Teacher will call each group to present their illustration Teacher will call each group to present their illustration
D. Discussing new concepts and practicing new characteristics of language. Ask from the class if there model assigned to them. on the interaction of the elements of communication. of the stages of communication process.
skills #1 is somebody who can explain the characteristics of
language.

N/A N/A N/A N/A

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 geralizations and abstractions about the lesson
Answer the KWL Chart. Answer the Activity on page 7 of the textbook. Answer Activity on page 10 of the textbook. N/A
N/A N/A N/A N/A
(5mins) (5mins) (5mins) (5mins)
Teacher says: Oral Communication is the dual or two- Teacher says: These are just four models of Teacher says: As illustrated by the models of communication Teacher says: The communication process is initiated by a
way process of transmitting messages from one communication. There are other models, but these introduced in the previous lesson, these elements are sender, who in response to a stimulus or according to a
present in all of our communication. They combine, interact, need, purpose or desire, formulates a thought or an idea
person to another. It is the symbolic interaction four will guide the student in understanding the
and are intertwined in the process of communication. from his/her vast reservoir of accumulated information. This
between two or more people that influences each elements of communication that will be discussed in Everything proceeds smoothly when the elements of message is transfered through channel to the receiverand
other behaviors. the next lesson. communication work properly. will be backed though a feedback.

N/A N/A N/A LONG QUIZ

I. Evaluating learning

Agreement: Read in advance about the elements of N/A N/A

J. Additional activities for application or
oral communication.
remediation
V. REMARKS
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
VI. REFLECTION relevant questions.

A. No. of learners who earned 80% on the formative N/A N/A N/A N/A
assessment

B. No. of learners who require additional activities for N/A N/A N/A N/A
remediation

C. Did the remedial lesson work? No. of learners who have N/A N/A N/A N/A
caught up with the lesson.

D. No. of learners who continue to require N/A N/A N/A N/A

 School ARBOLEDA NATIONAL HIGH SCHOOL Grade Level 12
GRADE 1 to 12 Teacher Madonna C. Famorcan Learning Area Practical Research 1
DAILY LESSON LOG
Teaching Dates and Time June 13-16, 2017 Session 1 to 4 Quarter 1st

Session1 Session2 Session3 Session4

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
I. OBJECTIVES are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy inlearning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards
B. Performance Standards
At the end of the session, learners are expected to: At the end of the session, learners are expected to: At the end of the session, learners are expected to: At the end of the session, learners are expected to:
1. Differentiates Qualitative from Quantitative 1. Identifies the kinds of research across the fields
C. Learning Competencies / Objectives 1. Enumerates the characteristics, processes and Research
Write the LC code for each 1. Enumerates the importance of research in daily life ethics of research.

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
NATURE OF INQUIRY AND RESEARCH NATURE OF INQUIRY AND RESEARCH NATURE OF INQUIRY AND RESEARCH NATURE OF INQUIRY AND RESEARCH

III. LEARNING RESOURCES 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.

A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from Learning
Web resources, books, article, authentic data Web resources, books, article, authentic data Web resources, books, article, authentic data Web resources, books, article, authentic data
Resources (LR) portal
A. Other Learning 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 systematically by providing
IV. PROCEDURES 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.

(5mins) (5mins) (5mins) (5mins)

A. Reviewing previous lesson or presenting the Teacher will ask the students if what is their 1. Teacher will ask the meaning of Inquiry. Teacher will ask the students to give the Teacher will ask the students to differentiate qualitative
new lesson
understanding about the nature of inquiry. 2, What are the characteristics of research characteristics, processes and ethics of research. and quantitative research
(10mins) Let the students write the words they know to (10mins) Instruct the students to explain the (10mins) The teacher will ask the students about the (10mins) The teacher will ask the students to identify
B. Establishing a purpose for the lesson describe or give the meaning of research on the characteristics, processes and ethics of research. strength and weaknesses of qualitative and the kinds of research across the fields
semantic web on the board. quantitative research.
(15mins) (15mins) (15mins) (15mins)
C. Presenting examples/ instances of the new Process the observations / questions written by the Students will give examples to explain the The teacher will ask the students to differentiate The teacher will ask the students to give examples of
lesson students. characteristics, processes and ethics of research. qualitative and quantitative research. the different kinds of research across the fields.

(25mins) (25mins) (25mins) (25mins)

D. Discussing new concepts and practicing new Teacher will ask the students about their concept of Teacher will ask the other students to give also their Teacher will ask the students to bring out their Teacher will ask the students to present their answers.
skills #1 inquiry and research. opinion and explanations on the topic. notebook and give at least 5 differences of qualitative
and quantitative research.
 Session1 Session2 Session3 Session4
E. Discussing new concepts and practicing new
N/A N/A N/A N/A
skills #2
F. Developing mastery Design a creative work showing the forms, content and
N/A N/A N/A
(Leads to Formative Assessment 3) context of contemporary art forms in the Philippines.
The Teacher will ask the students to identify the
G. Finding practical applications of concepts Use inquiry in finding the solution on how to find the The Teacher will show a video on the Ethics of The Teacher will ask the students to identify the types
different research topics if it is qualitative or
and skills in daily living direction going to a new place to visit. research. of research from the following research topics.
quantitative research.
(5mins) (5mins) (5mins) (5mins)
Teacher says: Inquiry is a mental process while The discussion will be synthesize by the teacher. The discussion will be synthesize by the teacher. The discussion will be synthesize by the teacher.
H. Making geralizations and abstractions research is a natural day-to-day activity of gathering
about the lesson data information.

I. Evaluating learning N/A N/A N/A Long Quiz

J. Additional activities for application or
N/A N/A N/A N/A
remediation
V. REMARKS
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
VI. REFLECTION relevant questions.

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

assessment
B. No. of learners who require additional activities for
remediation
C. Did the remedial lesson work? No. of learners who
have caught up with the lesson. N/A N/A N/A N/A

D. No. of learners who continue to require N/A N/A N/A N/A

 School ARBOLEDA NATIONAL HIGH SCHOOL Grade Level 11
GRADE 1 to 12 Teacher Madonna C. Famorcan Learning Area Understanding Culture, Society and Politics
DAILY LESSON LOG
Teaching Dates and Time June 13-16, 2017 Session 1-4 Quarter 1st

Session1 Session2 Session3 Session4

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
I. OBJECTIVES are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy inlearning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards
B. Performance Standards
At the end of the session, learners are expected to: At the end of the session, learners are expected to: At the end of the session, learners are expected to: At the end of the session, learners are expected to:
C. Learning Competencids / Objectives 1. Articulates observations on human cultural variation, 1. Articulates observations on human cultural variation, 1. Demonstrates curiousity and openness to explore 1. Demonstrates curiousity and openness to explore
Write the LC code for each social differences, social change, and political social differences, social change, and political the origins and dynamics of culture and society and the origins and dynamics of culture and society and
identities identities political identities political identities
2. Identifies various contemporary art forms and their
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.
2. Identifies various contemporary art forms and their
II. CONTENT practices from the various regions practices from the various regions
SHARING OF SOCIAL AND CULTURAL BACKGROUNDS SHARING OF SOCIAL AND CULTURAL BACKGROUNDS SHARING OF SOCIAL AND CULTURAL BACKGROUNDS SHARING OF SOCIAL AND CULTURAL BACKGROUNDS

III. LEARNING RESOURCES 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.

A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from Learning
Web resources, books, article, authentic data Web resources, books, article, authentic data Web resources, books, article, authentic data Web resources, books, article, authentic data
Resources (LR) portal
A. Other Learning Resources Photos, videos of art works Photos, videos of art works Photos, videos of art works Photos, videos of art works
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
IV. PROCEDURES 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.

(5mins) (5mins) (5mins) (5mins)

A. Reviewing previous lesson or presenting the Teacher will show a video Teacher will ask the questions, what are your social Teacher will ask the questions, what are the different Teacher will ask the questions, what are the different
new lesson
and cultural backgrounds? social, cultural and political issues in Alcala? social, cultural and political issues in the Philippines?
(10mins) Let the students write their questions / (10mins) Group the class in a group of three and (10mins) The teacher and the students shall have a
(10mins) Group the class in a group of three and
B. Establishing a purpose for the lesson observations on the video shown. instruct them to illustrate in a table chart the social, short discussion about the previous lesson.
instruct them to illustrate in a table chart the social,
cultural and political phenomena / issues in the locality cultural and political phenomena / issues in the
(15mins) of Alcala.
(15mins) (15mins) Philippines
(15mins)
C. Presenting examples/ instances of the new Process the observations / questions written by the The teacher will instruct the students to share their
The teacher will instruct the students to write an essay The teacher will instruct the students to share their
lesson students. own backgrounds and choose their presentor after.
about one issues on social, cultural and political own backgrounds and choose their presentor after.
phenomena in Alcala.
(25mins) (25mins) (25mins) (25mins)
Teacher will ask the students about their social and Teacher will ask the students to present about the Students will write an essay at this point. Teacher will ask the students to present about the
D. Discussing new concepts and practicing new cultural backgrounds as well as their political identities. social, cultural and political phenomena and issues in social, cultural and political phenomena and issues in
skills #1 the municipality of Alcala. the Philippines
 Session1 Session2 Session3 Session4
E. Discussing new concepts and practicing new
skills #2
F. Developing mastery Draw a graphic organizer about the inter relationships of the
(Leads to Formative Assessment 3) social, cultural and political phenomena of our country.
G. Finding practical applications of concepts and skills in
daily living
(5mins) (5mins) (5mins) (5mins)
Teacher says: that each of the learners has his or her The discussion will be synthesize by the teacher. The discussion will be synthesize by the teacher. The discussion will be synthesize by the teacher.
H. Making geralizations and abstractions
own social and cultural backgrounds as well as
about the lesson
political identities

I. Evaluating learning N/A N/A N/A LONG QUIZ

J. Additional activities for application or
N/A N/A N/A N/A
remediation
V. REMARKS
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
VI. REFLECTION relevant questions.

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

assessment N/A N/A N/A N/A
B. No. of learners who require additional activities for
N/A N/A N/A N/A
remediation
C. Did the remedial lesson work? No. of learners who have
caught up with the lesson. N/A N/A N/A N/A

D. No. of learners who continue to require N/A N/A N/A N/A