Deped Order No. 42 , s.

2016

School Tinongan National High School Grade Level Grade 12

GRADES 1 to 12 Teacher Eureca L. Berio Learning Area HAIRDRESSING
DAILY LESSON LOG
Teaching Dates and Time JULY 10-14,2017 Quarter FIRST

Monday Tuesday Wednesday Thursday Friday

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
I. OBJECTIVES 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 guide

The learner demonstrates an The learner demonstrates an The learner demonstrates an The learner demonstrates an
The learner demonstrates an understanding in creative understanding in creative understanding in creative understanding in creative
A. Content Standard understanding in creative hairstyling. hairstyling. hairstyling. hairstyling.
hairstyling.

The learner independently
demonstrates the core
B. Performance Standards
competencies in creative
hairstyling.
The learner independently The learner independently The learner independently The learner independently
demonstrates the core demonstrates the core demonstrates the core demonstrates the core
competencies in creative competencies in creative competencies in creative competencies in creative
hairstyling. hairstyling. hairstyling. hairstyling.

1.2 Check texture and

LO 1. Prepare client for volume of client’s hair by 1.7 Select and prepare tools
1.5 Advise client to and equipment supplies
the hairstyling. touching and visual
remove all personal materials, and implements 1.6 Drape and shampoo
1.1 Assess shape of the analysis.
accessories for safety and according to style or hair client according to
client’s face and head.
C. Learning 1.3 Present creative hairstyle
comfort. design. salon procedures.
And determine proportion,
Competencies/Objectives options to the client.  Determine the  Identify the tools  Perform proper
personality, and lifestyle.
Write the LC code for each safety measures and draping and
 Recognize the and equipment
comforts during shampooing
different facial 1.4 Determine desired
shape and hairstyle according to
draping and supplies materials
shampooing.
profile client’s profile and for hair draping
preference. and shampooing.
II. CONTENT 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.
Preparation of client Preparation of client Preparation of client Preparation of client
 □ Facial shapes and profiles
□ Hair and scalp analysis
□ Clients’ consultation
□ Draping and shampooing
□ Tools, equipment,
materials and
supplies
□ Hairstyle products
and implements
□ Occupational safety and
health rules and
regulations
□ Safety procedures
and practices
□ Facial shapes and profiles
□ Hair and scalp analysis
□ Clients’ consultation
□ Draping and shampooing
□ Tools, equipment,
materials and
supplies
□ Hairstyle products and
implements
□ Occupational safety and
health rules and
regulations
□ Safety procedures
and practices
□ Facial shapes and profiles
□ Hair and scalp analysis
□ Clients’ consultation
□ Draping and shampooing
□ Tools, equipment,
materials and
supplies
□ Hairstyle products and
implements
□ Occupational safety and
health rules and
regulations
□ Safety procedures and
practices
□ Facial shapes and profiles
□ Hair and scalp analysis
□ Clients’ consultation
□ Draping and shampooing
□ Tools, equipment,
materials and
supplies
□ Hairstyle products and
implements
□ Occupational safety and
health rules and
regulations
□ Safety procedures
and practices

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
III. LEARNING RESOURCES 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 Material pages
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal

B. 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 students with multiple ways to learn new things, practice
IV. PROCEDURES 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.

How would you analyzed What are the

What are the ways to
A. Reviewing previous lesson or provide a relaxed and
presenting the new lesson. caring environment for
our client?
B. Establishing a purpose for Identify the different facial
the lesson shapes shown in the
What are the different
facial shape and profile?
Presenting lesson
objectives
your hair texture and
volume that will be
suitable for your hairstyle?
What do you think are the
occupational safety and
What are the occupational
occupational safety and
safety and health rules and
health rules and
regulations in performing
regulations in performing
draping and shampooing?
draping and shampooing?
Presenting lesson Students prepare all the
objectives tools and equipment

health rules and

supplies and materials for
pictures. regulations that you must
hair draping and
observed during the
shampooing.
draping and shampooing?

C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and Pre-test on the facial
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical applications Identify the facial shape
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
List down the different
occupational safety
Today we will be
Reading the mechanics for and health rules and Presentation of tools,
learning about the
the group activity. regulations while equipment and
different facial shapes
performing draping material
and profile.
and
shampooing.
Teacher performing
Reporting Reporting Reporting
shapes and profiles. draping and shampooing.
Assessing students and
giving additional
information about the hair
Group activity
and scalp analysis and Assessing students report Assessing students report
what type of hairstyle is
suitable for the hair
analyzed.
Reporting
Oral questioning Oral questioning Oral Questioning
In your own
understanding, why do we
Identify the tools,
Analyzed your own hair need to observe safety
equipment, supplies and
texture and volume, then health measures and
and profile of your materials for hair draping Returned demo
draw what suitable follow the rules and
seatmate. and shampooing as shown
hairstyle for you. regulations in performing
in the picture.
proper draping and
shampooing.
Identification of
facial shape and
profiles.
 Analyzed the texture and What are the occupational
Identify the facial shape volume of the client’s hair safety health rules and
I. Evaluating learning and profile shown in and determine what regulations in performing Rubrics
the pictures. creative hairstyle is hair draping and
suitable to the client. shampooing.
What are the ways in
What are the tools and
analyzing the client’s hair List down ways on how to
J. Additional activities for equipment, supplies
and scalp? take good care of your Feedbackings
application or materials for draping and
remediation hair and scalp.
shampooing?
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
VI. REFLECTION 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
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 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?