SENIOR HIGH SCHOOL DEPARTMENT
1st Semester, School Year 2019 - 2020
DAILY LESSON LOG
School Gen.Tiburcio De Leon NHS
Teacher YVONNE A. DE BELEN
Teaching Dates and Time Week 1 (JUNE 3-7, 2019)
Session 1
I. OBJECTIVES
A Content Standards
B Performance Standards
C
D
Learning Competencies/
Objectives
Learning Competency Code
Grade Level
Learning Area
Quarter
Session 2
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
competencies. These are assessed using Formative Assessment Strategies, Valuing objectives to support the learning of content and competencies and enable students to find significance and joy in learning the lessons. W
guide.
The learners demonstrate an understanding of: 1. the formation of the universe and the solar
The learners shall be able to: 1. Conduct a survey to assess the possible geologic hazards that your communit
Select this performance standard if your school is in an area near faultlines, volcanoes, and stee
1. State the different hypotheses explaining the origin of the universe
S11/12ES-Ia-e- 1
S11/12ES-Ia-e- 1
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
III. LEARNING RESOURCES
Origin and Structure of the Earth
List the materials to be used in different days. Varied sources of materials sustain students’ interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based m
development.
A References
1. Teacher's Guide pages
2. Learner's Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B
Other Learning Resources
IV. PROCEDURES
Earth and Life pages 1-7
chalk and board, manila paper, bondpaper and colored paper, glue, scissors
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 ca
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 lea
previous knowledge. Indicate the time allotment for each step.
School Gen.Tiburcio De Leon NHS
Teacher YVONNE A. DE BELEN
Teaching Dates and Time Week 1 (JUNE 3-7, 2019)
DAILY LESSON LOG
A Reviewing previous lesson or
presenting the new lesson
B Establishing a purpose for the les• Teacher welcome the class and introduces
himself/herself.
• Lets get to know a little bit about each
other today?
• What excites you this school
C Presenting examples/ instances Activity
year? 1. Give the brief definition of the
of the new lesson
core subject Earth and Life Science
Grade Level
Learning Area
Quarter
Give a brief discussion of the history of the
Universe.
In 1927, Georges Lemaitre, had a big idea
about the universe. He said that a very long
time ago, the universe started as just a single
point, and then it streched and expanded and
up until now it is still expanding.
D Discussing new concepts and
practicing new skills #1
Discussion: Grading System
The teacher will distribute the information
data sheet.
E Discussing new concepts and
practicing new skills #2
Collaboration of the groups.
Students will analyze the information, they
need to determine the key stages of the Big
Bang Theory
F Developig mastery
(leads to
formative assessment)
Presentation of the output per group.
G Finding practical applications of
concepts and skills in daily
H living
Making generalizations and
abstractions about the lesson
I Evaluating Learning
J Additional activities for
application or remediation
• Students will be assessed based on their
participation during the Activity
• Assignment:
Bring manila paper and pentel pen
Students will present their output after 15
minutes
How will you relate the topic in your daily
living?
What are the key stages of the Big Bang
Theory?
• Students will be assessed based on their
participation during the Activity
Search about the theories of the universe and solar
system.
V. REMARKS
VI. 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 to learn? Identify what help your institutional super
you can ask them relevant questions.
DAILY LESSON LOG
A
School Gen.Tiburcio De Leon NHS
Teacher YVONNE A. DE BELEN
Teaching Dates and Time Week 1 (JUNE 3-7, 2019)
No. of learners who earned 80%
on the formative assessment
B No. of learners who require
additional activities for
C remediation.
Did the remedial lessons work?
No. of learners who have caught
up the lesson
D No. of learners who continue to
require
Which ofremediation.
my teaching strategies
E worked well?
Why did this 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.
Prepated by:
YVONNE A. DE BELEN
Teacher III
Checked by:
JAIME BOY A. ALEGRE
Master Teacher I
Subject Group Head
Grade Level
Learning Area
Quarter
ELEVEN (11)
EARTH & LIFE
FIRST (I)
Session 3
ons, exercises, and remedial activities may be done for developing content, knowledge, and
nificance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
universe and the solar system
ds that your community may experience. (Note:
es, volcanoes, and steep slopes.)
EID'L FITR
ulative materials as well as paper-based materials. Hands-on learning promotes concept
per, glue, scissors
earning by the students which you can infer from formative assessment activities.
draw conclusions about what they learned in relation to their life experiences and
ELEVEN (11)
EARTH & LIFE
FIRST (I)
Identify what help your institutional supervisors can provide for you so when you meet them,
ELEVEN (11)
EARTH & LIFE
FIRST (I)
Noted by:
EDMUNDO C. DE JESUS
Asst. Principal II
SENIOR HIGH SCHOOL DEPARTMENT
1st Semester, School Year 2019 - 2020
DAILY LESSON LOG
School Gen.Tiburcio De Leon NHS
Teacher YVONNE A. DE BELEN
Teaching Dates and Time Week 2 (JUNE 10-14, 2019)
Session 1
I. OBJECTIVES
A Content Standards
B Performance Standards
C
D
Learning Competencies/
Objectives
Learning Competency Code
Grade Level
Learning Area
Quarter
Session 2
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
competencies. These are assessed using Formative Assessment Strategies, Valuing objectives to support the learning of content and competencies and enable students to find significance and joy in learning the lessons. W
guide.
The learners demonstrate an understanding of: 1. the formation of the universe and the solar
The learners shall be able to: 1. Conduct a survey to assess the possible geologic hazards that your communit
Select this performance standard if your school is in an area near faultlines, volcanoes, and stee
1. State the different hypotheses explaining the origin of the universe
S11/12ES-Ia-e- 1
S11/12ES-Ia-e- 1
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
III. LEARNING RESOURCES
Origin and Structure of the Earth
List the materials to be used in different days. Varied sources of materials sustain students’ interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based m
development.
A References
1. Teacher's Guide pages
2. Learner's Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B
Other Learning Resources
IV. PROCEDURES
A Reviewing previous lesson or
presenting the new lesson
Physical Science pages 1-5
Physical Science pages 10-15
chalk and board, manila paper, bondpaper and colored paper, glue, scissors, balloon, stickers, marker,
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 ca
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 lea
previous knowledge. Indicate the time allotment for each step.
Who proposed the Big Bang Theory?
What is Big Bang Theory all about?
School Gen.Tiburcio De Leon NHS
Grade Level
Teacher YVONNE A. DE BELEN
Learning Area
DAILY LESSON LOG
Teaching Dates and Time Week 2 (JUNE 10-14, 2019)
Quarter
B Establishing a purpose for the lesLet the students to prepare the materials for Who are the proponents of Big Bang Theory?
the next activity.
C Presenting examples/ instances Students will follow the instruction of the
of the new lesson
paper given by the teacher.
Spell the following words: 1. Baryonic Matter,
2. Dark Matter 3. Dark energy 4. Stars 5. Milky
Way Galaxy
D Discussing new concepts and
practicing new skills #1
Activity no. 3. using the information given by
the teacher answer the following questions.
E Discussing new concepts and
practicing new skills #2
Activity no. 2: Using the information given by 1. determine the percentage composition of
the teacher craft a pick up lines about the the materials in the universe.
2. What are the most abundant
words on the paper
elements in the universe?
3. Using diagram
or chart discuss the stellar evolution.
F Developig mastery
(leads to
formative assessment)
G Finding practical applications of
concepts and skills in daily
living generalizations and
H Making
abstractions about the lesson
Memorize and understand the definition of
the words on the paper.
Students will present their output after 15
minutes
How will you relate the topic in your daily
living?
Presentation of the output
How will you relate the topic in your daily
living?
I Evaluating Learning
• Students will be assessed based on their
participation during the Activity
Assignment: Search the evidences that
support the Big Bang theory
J Additional activities for
application or remediation
• Students will be assessed based on their
participation during the Activity
What are the theories of the solar system?
V. REMARKS
VI. REFLECTION
A
No. of learners who earned 80%
on the formative assessment
B No. of learners who require
additional activities for
C remediation.
Did the remedial lessons work?
No. of learners who have caught
up the lesson
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 to learn? Identify what help your institutional super
you can ask them relevant questions.
DAILY LESSON LOG
School Gen.Tiburcio De Leon NHS
Teacher YVONNE A. DE BELEN
Teaching Dates and Time Week 2 (JUNE 10-14, 2019)
D No. of learners who continue to
require
Which ofremediation.
my teaching strategies
E worked well?
Why did this 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.
Prepated by:
YVONNE A. DE BELEN
Teacher III
Checked by:
JAIME BOY A. ALEGRE
Master Teacher I
Subject Group Head
Grade Level
Learning Area
Quarter
ELEVEN (11)
Earth and Life
FIRST (I)
Session 3
ons, exercises, and remedial activities may be done for developing content, knowledge, and
nificance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
universe and the solar system
ds that your community may experience. (Note:
es, volcanoes, and steep slopes.)
INDEPENDENCE DAY
ulative materials as well as paper-based materials. Hands-on learning promotes concept
oon, stickers, marker, and balloon pump
earning by the students which you can infer from formative assessment activities.
draw conclusions about what they learned in relation to their life experiences and
What are the theories of the solar system?
ELEVEN (11)
Earth and Life
FIRST (I)
just like in the origins of the universe, there are many
theories on the origins of the solar system.
Here are the known theories of the origin of the solar
system 1. Nebular Hypothesis 2. Steady State Universe
Theory 3. Capture Theory 4. The solar Nebula Theory 5.
Planetesimal Theory
Activity no. 4. Discuss tha most known or general theories
how our solar system was made through gallery walk.
Students will walk for 2 minutes for every
theory to determine the theories of the solar
system.
How will you relate the topic in your daily
living?
What are the theories of the solar system?
• Students will be assessed based on their
participation during the Activity
Be ready for the first summative test
Identify what help your institutional supervisors can provide for you so when you meet them,
ELEVEN (11)
Earth and Life
FIRST (I)
Noted by:
EDMUNDO C. DE JESUS
Asst. Principal II
SENIOR HIGH SCHOOL DEPARTMENT
1st Semester, School Year 2019 - 2020
DAILY LESSON LOG
School Gen.Tiburcio De Leon NHS
Teacher YVONNE A. DE BELEN
Teaching Dates and Time Week 3 (JUNE 17-21, 2019)
Session 1
I. OBJECTIVES
C
D
Learning Competencies/
Objectives
Learning Competency Code
Session 2
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
These are assessed using Formative Assessment Strategies, Valuing objectives to support the learning of content and competencies and enable students to find significance and joy in learning the lessons. Weekly objectiv
A Content Standards
B Performance Standards
Grade Level
Learning Area
Quarter
The learners demonstrate an understanding of: 1. the formation of the universe and the so
The learners shall be able to: 1. Conduct a survey to assess the possible geologic hazards that your community
this performance standard if your school is in an area near faultlines, volcanoes, and stee
1. State the different hypotheses explaining the
origin of the universe
S11/12ES-Ia-e- 1
2. Describe the different hypotheses
explaining the origin of the solar
system.
S11/12ES-Ia-e-2
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
III. LEARNING RESOURCES
The Formation of the Universe and the Solar System
List the materials to be used in different days. Varied sources of materials sustain students’ interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based m
A References
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B
Other Learning Resources
IV. PROCEDURES
chalk and board, manila paper, bondpaper and colored paper, glue, scissors, balloon, stickers, marke
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 ca
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
Indicate the time allotment for each step.
A Reviewing previous lesson or
Who proposed the Big Bang Theory?
What is Big Bang Theory all about?
presenting the new lesson
B Establishing a purpose for the lesLet the students to prepare the materials for Who are the proponents of Big Bang Theory?
the next activity.
School Gen.Tiburcio De Leon NHS
Grade Level
Teacher YVONNE A. DE BELEN
Learning Area
DAILY LESSON LOG
Teaching Dates and Time Week 3 (JUNE 17-21, 2019)
Quarter
C Presenting examples/ instances Students will follow the instruction of the
Spell the following words: 1. Baryonic Matter,
of the new lesson
paper given by the teacher.
2. Dark Matter 3. Dark energy 4. Stars 5. Milky
Way Galaxy
D Discussing new concepts and
practicing new skills #1
Activity no. 3. using the information given by
the teacher answer the following questions.
E Discussing new concepts and
practicing new skills #2
Activity no. 2: Using the information given by 1. determine the percentage composition of
the teacher craft a pick up lines about the the materials in the universe.
2. What are the most abundant
words on the paper
elements in the universe?
3. Using diagram
or chart discuss the stellar evolution.
F Developig mastery
(leads to
formative assessment)
G Finding practical applications of
concepts and skills in daily
H living
Making generalizations and
abstractions about the lesson
Memorize and understand the definition of
the words on the paper.
Students will present their output after 15
minutes
How will you relate the topic in your daily
living?
Presentation of the output
How will you relate the topic in your daily
living?
I Evaluating Learning
• Students will be assessed based on their
participation during the Activity
Assignment: Search the evidences that
support the Big Bang theory
J Additional activities for
application or remediation
• Students will be assessed based on their
participation during the Activity
What are the theories of the solar system?
V. REMARKS
VI. REFLECTION
A
No. of learners who earned 80%
on the formative assessment
B No. of learners who require
additional activities for
C remediation.
Did the remedial lessons work?
No. of learners who have caught
up the lesson
D No. of learners who continue to
require remediation.
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 to learn? Identify what help your institutional super
them relevant questions.
DAILY LESSON LOG
Which of my teaching strategies
E worked well?
Why did this work?
School Gen.Tiburcio De Leon NHS
Teacher YVONNE A. DE BELEN
Teaching Dates and Time Week 3 (JUNE 17-21, 2019)
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.
Prepated by:
YVONNE A. DE BELEN
Teacher III
Checked by:
JAIME BOY A. ALEGRE
Master Teacher I
Subject Group Head
Grade Level
Learning Area
Quarter
ELEVEN (11)
Earth and Life
FIRST (I)
Session 3
ons, exercises, and remedial activities may be done for developing content, knowledge, and competencies.
oy in learning the lessons. Weekly objectives shall be derived from the curriculum guide.
he universe and the solar system
s that your community may experience. (Note: Select
s, volcanoes, and steep slopes.)
3. Recognize the uniqueness of Earth, being the only planet
in the solar system with properties
necessary to support life.
S11/12ES-Ia-e-3
r System
ulative materials as well as paper-based materials. Hands-on learning promotes concept development.
alloon, stickers, marker, and balloon pump
earning by the students which you can infer from formative assessment activities. Sustain
nclusions about what they learned in relation to their life experiences and previous knowledge.
What are the theories of the solar system?
just like in the origins of the universe, there are many theories on
the origins of the solar system.
ELEVEN (11)
Earth and Life
FIRST (I)
Here are the known theories of the origin of the solar system 1.
Nebular Hypothesis 2. Steady State Universe Theory 3. Capture
Theory 4. The solar Nebula Theory 5. Planetesimal Theory
Activity no. 4. Discuss tha most known or general theories how
our solar system was made through gallery walk.
Students will walk for 2 minutes for every theory to
determine the theories of the solar system.
How will you relate the topic in your daily living?
What are the theories of the solar system?
• Students will be assessed based on their
participation during the Activity
Be ready for the first summative test
Identify what help your institutional supervisors can provide for you so when you meet them, you can ask
ELEVEN (11)
Earth and Life
FIRST (I)
Noted by:
EDMUNDO C. DE JESUS
Asst. Principal II
SENIOR HIGH SCHOOL DEPARTMENT
1st Semester, School Year 2019 - 2020
DAILY LESSON LOG
School Gen.Tiburcio De Leon NHS
Teacher YVONNE A. DE BELEN
Teaching Dates and Time Week 4 (JUNE 24-28, 2019)
Session 1
I. OBJECTIVES
C
D
Learning Competencies/
Objectives
Learning Competency Code
Session 2
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
These are assessed using Formative Assessment Strategies, Valuing objectives to support the learning of content and competencies and enable students to find significance and joy in learning the lessons. Weekly objectiv
A Content Standards
B Performance Standards
Grade Level
Learning Area
Quarter
The learners demonstrate an understanding of: 1. the formation of the universe and the so
The learners shall be able to: 1. Conduct a survey to assess the possible geologic hazards that your community
this performance standard if your school is in an area near faultlines, volcanoes, and stee
1. State the different hypotheses explaining the
origin of the universe
S11/12ES-Ia-e- 1
2. Describe the different hypotheses
explaining the origin of the solar
system.
S11/12ES-Ia-e-2
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
III. LEARNING RESOURCES
The Formation of the Universe and the Solar System
List the materials to be used in different days. Varied sources of materials sustain students’ interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based m
A References
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B
Other Learning Resources
IV. PROCEDURES
chalk and board, manila paper, bondpaper and colored paper, glue, scissors, balloon, stickers, marke
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 ca
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
Indicate the time allotment for each step.
A Reviewing previous lesson or
Who proposed the Big Bang Theory?
What is Big Bang Theory all about?
presenting the new lesson
B Establishing a purpose for the lesLet the students to prepare the materials for Who are the proponents of Big Bang Theory?
the next activity.
School Gen.Tiburcio De Leon NHS
Grade Level
Teacher YVONNE A. DE BELEN
Learning Area
DAILY LESSON LOG
Teaching Dates and Time Week 4 (JUNE 24-28, 2019)
Quarter
C Presenting examples/ instances Students will follow the instruction of the
Spell the following words: 1. Baryonic Matter,
of the new lesson
paper given by the teacher.
2. Dark Matter 3. Dark energy 4. Stars 5. Milky
Way Galaxy
D Discussing new concepts and
practicing new skills #1
Activity no. 3. using the information given by
the teacher answer the following questions.
E Discussing new concepts and
practicing new skills #2
Activity no. 2: Using the information given by 1. determine the percentage composition of
the teacher craft a pick up lines about the the materials in the universe.
2. What are the most abundant
words on the paper
elements in the universe?
3. Using diagram
or chart discuss the stellar evolution.
F Developig mastery
(leads to
formative assessment)
G Finding practical applications of
concepts and skills in daily
H living
Making generalizations and
abstractions about the lesson
Memorize and understand the definition of
the words on the paper.
Students will present their output after 15
minutes
How will you relate the topic in your daily
living?
Presentation of the output
How will you relate the topic in your daily
living?
I Evaluating Learning
• Students will be assessed based on their
participation during the Activity
Assignment: Search the evidences that
support the Big Bang theory
J Additional activities for
application or remediation
• Students will be assessed based on their
participation during the Activity
What are the theories of the solar system?
V. REMARKS
VI. REFLECTION
A
No. of learners who earned 80%
on the formative assessment
B No. of learners who require
additional activities for
C remediation.
Did the remedial lessons work?
No. of learners who have caught
up the lesson
D No. of learners who continue to
require remediation.
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 to learn? Identify what help your institutional super
them relevant questions.
DAILY LESSON LOG
Which of my teaching strategies
E worked well?
Why did this work?
School Gen.Tiburcio De Leon NHS
Teacher YVONNE A. DE BELEN
Teaching Dates and Time Week 4 (JUNE 24-28, 2019)
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.
Prepated by:
YVONNE A. DE BELEN
Teacher III
Checked by:
JAIME BOY A. ALEGRE
Master Teacher I
Subject Group Head
Grade Level
Learning Area
Quarter
ELEVEN (11)
Earth and Life
FIRST (I)
Session 3
ons, exercises, and remedial activities may be done for developing content, knowledge, and competencies.
oy in learning the lessons. Weekly objectives shall be derived from the curriculum guide.
he universe and the solar system
s that your community may experience. (Note: Select
s, volcanoes, and steep slopes.)
3. Recognize the uniqueness of Earth, being the only planet
in the solar system with properties
necessary to support life.
S11/12ES-Ia-e-3
r System
ulative materials as well as paper-based materials. Hands-on learning promotes concept development.
alloon, stickers, marker, and balloon pump
earning by the students which you can infer from formative assessment activities. Sustain
nclusions about what they learned in relation to their life experiences and previous knowledge.
What are the theories of the solar system?
just like in the origins of the universe, there are many theories on
the origins of the solar system.
ELEVEN (11)
Earth and Life
FIRST (I)
Here are the known theories of the origin of the solar system 1.
Nebular Hypothesis 2. Steady State Universe Theory 3. Capture
Theory 4. The solar Nebula Theory 5. Planetesimal Theory
Activity no. 4. Discuss tha most known or general theories how
our solar system was made through gallery walk.
Students will walk for 2 minutes for every theory to
determine the theories of the solar system.
How will you relate the topic in your daily living?
What are the theories of the solar system?
• Students will be assessed based on their
participation during the Activity
Be ready for the first summative test
Identify what help your institutional supervisors can provide for you so when you meet them, you can ask
ELEVEN (11)
Earth and Life
FIRST (I)
Noted by:
EDMUNDO C. DE JESUS
Asst. Principal II