GRADE 1-12
DAILY LESSON LOG
SCHOOL:
VIRAY-LISING IS
GRADE LEVEL:
7
TEACHER:
JAYVEE D. MONTERO
LEARNING AREA:
CATCH-UP FRIDAY
TEACHING DATES AND TIME:
MARCH 1, 2024
QUARTER:
3RD
NATIONAL READING PROGRAM
March 1, 2024
I. Subject Matter: Introduction to Narrative
Texts
II. Objectives:
- Identify the elements of a narrative
text.
- Understand the structure of a narrative
(e.g., characters, setting, plot).
- Develop comprehension skills through
narrative analysis.
SUGGESTED STRATEGIES FOR
GMRC, VALUES, PEACE,
HEALTH, AND NATIONAL
READING PROGRAM
III. Materials:
- Short story: "The Boy Who Cried Wolf"
- Whiteboard and markers
- Printed worksheets
- Pencils
IV. Procedure:
a. Daily Routine
- Greet the students.
- Review previous lessons briefly.
- Introduce today's topic: narrative texts.
b. Pre-Reading Activities
- Engage students in a brief discussion
about what they know about stories.
- Show a short video explaining the
elements of a narrative (e.g., characters,
setting, plot).
- Ask students to predict what they think
the story "The Boy Who Cried Wolf" is
about based on the title and the elements
discussed.
c. During Reading Activities
VALUES EDUCATION
**March 1, 2024: Community ResilienceTopic 1**
I. Subject Matter: Community Resilience
Understanding the concept of community
resilience and its importance in facing
challenges.
II. Objectives:
- To comprehend the meaning and
significance of community resilience.
- To recognize factors contributing to
community resilience.
- To reflect on personal experiences
related to community resilience.
III. Materials:
- Whiteboard and markers
- Handouts with discussion questions
- Pens/pencils
IV. Procedure:
a. Introduction (5 minutes):
- Welcome the students warmly to
catch-up Friday and explain the focus on
community resilience.
- Introduce the topic by asking students
what they understand about resilience and
how it relates to their communities.
b. Reflective Thinking Activities (15
minutes):
- Facilitate a guided discussion on times
when the students' communities have
HEALTH EDUCATION
PEACE EDUCATION
March 1, 2024
I. Subject Matter: Key Responsibilities in Different
Relationships: Romantic-Topic 1
II. Objectives:
- Understand the concept of key responsibilities
in romantic relationships.
- Identify the importance of communication and
respect in romantic relationships.
III. Materials:
- Whiteboard and markers
- Printed handouts on communication and
respect in relationships
IV. Procedure:
a. Introduction (5 minutes):
- Welcome the students and explain the focus
of today's lesson on understanding key
responsibilities in romantic relationships.
b. Friday Routine Exercise (5 minutes):
- Lead the students through a brief stretching
routine to prepare their bodies for learning.
c. Current Health News Sharing (5 minutes):
- Discuss recent health news related to
relationships, if any, encouraging students to
share any news they've come across.
d. Health Sessions (30 minutes):
- Engage students in activities exploring
communication and respect in relationships.
- Show a short video clip illustrating effective
communication in relationships, such as "Effective
Communication in Romantic Relationships" by
TED-Ed. (YouTube link:
https://www.youtube.com/watch?v=_pN1M_nkDFI)
- Facilitate a discussion on the importance of
respect in relationships, using scenarios for
students to analyze.
e. Reflection and Sharing (10 minutes):
Grade: Grade 7
Theme: Community Awareness
Sub-theme: Compassion
Subject Matter: Community Resilience-Topic 1
I. Objectives:
- Understand the concept of community resilience.
- Identify factors contributing to community
resilience.
- Recognize the importance of compassion in
resilient communities.
II. Materials:
- Projector or smartboard for video presentations.
- Whiteboard and markers.
- Notebooks and pens for students.
III. Procedure:
a. Introduction (5 minutes)
- Warmly welcome students, setting a positive and
engaging tone for the lesson.
- Introduce the concept of community resilience,
emphasizing its importance in facing and
overcoming challenges together.
b. Icebreaker Activity (10 minutes)
- Activity: "Community Web"
- In small groups, students will create a "web" with
yarn, each piece representing a resilience factor
(e.g., community support, communication). This
visualizes how these factors interconnect to form
a resilient community.
c. Multimedia Exploration (8 minutes)
- Present the video "Community Resilience:
Building it and Sustaining it" by Todd De Voe at
TEDxSaddlebackCollege. This video will help
- Read "The Boy Who Cried Wolf" aloud,
pausing to discuss key points and ask
questions for comprehension.
- Encourage students to follow along in
their copies of the story.
- Use the whiteboard to illustrate key
elements of the story as you read.
d. Post-Reading Activities
- Lead a discussion about the
characters, setting, and plot of the story.
- Ask students to identify the moral or
lesson of the story.
- Distribute worksheets with
comprehension questions related to the
story for individual or group work.
Additional Activities:
a. Activity 1: Character Analysis
- Have students choose one character
from the story and create a character
profile detailing traits, motivations, and
actions. They can present their profiles to
the class.
b. Activity 2: Retelling the Story
- Divide students into small groups and
have each group retell the story in their
own words, emphasizing key elements.
They can use props or drawings to aid in
their retelling.
V. Evaluation:
- Assess students' understanding
through participation in discussions,
completion of worksheets, and
engagement in additional activities.
A. No. of learner who earned
80%
VI. Assignment:
- Ask students to write a short paragraph
reflecting on the lesson and what they
learned about narrative texts.
No. of learners who earned 80% and
above in the evaluation: _________
faced challenges and how they
responded.
- Encourage students to reflect on the
strengths and weaknesses of their
communities in such situations.
c. Structured Values Activities (15
minutes):
- Divide students into groups and
provide scenarios where communities
exhibit resilience.
- Ask each group to discuss the values
demonstrated in these scenarios and how
they contribute to resilience.
- Ask students to reflect on what they've
learned about communication and respect in
romantic relationships.
- Encourage students to share personal
experiences or insights gained from the activities.
V. Wrap Up (10 minutes):
- Summarize the key points discussed during the
lesson.
- Provide feedback and address any questions
or concerns raised by the students.
- Remind students of the importance of healthy
communication and respect in all relationships.
d. Small Group Discussion (8 minutes)
- Groups discuss the video's insights and relate
them to their own community, identifying visible
resilience factors and areas for improvement.
e. Group Presentations (20 minutes)
- Each group shares their findings, emphasizing
specific resilience factors in their community and
proposing ways to enhance them.
- Use drawings or diagrams to illustrate concepts
for clearer understanding.
d. Group Sharing and Reflection (10
minutes):
- Have each group share their
discussions with the class.
- Encourage students to reflect on how
they can contribute to building resilience
in their communities.
f. Class Reflection (2 minutes)
- Reflect on how each student can contribute to
their community's resilience, highlighting the role
of compassion and collaboration.
V. Feedback and Reinforcement (10
minutes):
IV. Wrap Up (2 minutes)
- Summarize key lesson points, reinforcing the
importance of community resilience and the role
each individual plays in fostering it.
- Encourage feedback and thoughts from students
on how they can apply today’s lessons in their
lives and communities.
- Gather feedback from students on the
activities and discussions.
- Reinforce the importance of resilience
in overcoming challenges.
- Conclude with a motivational message
about the role of individuals in fostering
community resilience.
No. of learners who earned 80% and
above in the evaluation: _________
students understand real-world applications of
resilience.
- Video Link:
https://www.youtube.com/watch?v=EVpd7CzrgDM
- Discuss the video, focusing on key points and
insights related to community resilience.
For further exploration of resilience, you might
consider showing additional videos such as "10
Ways to Build and Develop Resilience" for
practical tips, or "Three invaluable tools to boost
your resilience" by BBC Ideas for strategies on
enhancing personal and community resilience.
These resources can provide students with a
broader understanding of resilience and its
significance in various contexts.
No. of learners who earned 80% and above in the
evaluation: _________
No. of learners who earned 80% and above in the
evaluation: _________
B. No. of learner who scored
below 80% (needs
remediation)
No. of learners who require additional
activities for remediation who scored below
80%:______
No. of learners who require additional
activities for remediation who scored below
80%:______
No. of learners who require additional activities for
remediation who scored below 80%:______
No. of learners who require additional activities for
remediation who scored below 80%:______
C. No. of learners who have
caught up with the lesson
____Yes
_____No
No. of learners who have caught up with the lesson:
__________
____Yes
_____No
No. of learners who have caught up with the lesson:
__________
____Yes
_____No
No. of learners who have caught up with the lesson: __________
____Yes
_____No
No. of learners who have caught up with the lesson:
__________
D. No of learner who continue
to require remediation
No. of learners who continue to require
remediation: ___________
No. of learners who continue to require
remediation: ___________
No. of learners who continue to require
remediation: ___________
No. of learners who continue to require
remediation: ___________
E. Which of my teaching
strategies works well? Why?
Strategies used that work well:
_____Group Collaboration
_____Games
_____PowerPoint Presentation
_____Answering Preliminary Activities
_____Discussion
_____Case Method
_____Think – Pair – Share (TPS)
_____Differentiated Instruction
_____PHET Simulations
_____Role Playing/Drama
_____Discovery Method
_____Complete Instructional Materials
_____Problem Solving/Problem Set
_____Laboratory Activities/Experimentations
_____Group Reporting
_____Audio Visual Presentation
_____Lecture Method
_____Graphic Organizer
_____Board Works/ Seat Works
_____ICT Integration
_____Others (Pls. Specify:
______________________________________)
Strategies used that work well:
_____Group Collaboration
_____Games
_____PowerPoint Presentation
_____Answering Preliminary Activities
_____Discussion
_____Case Method
_____Think – Pair – Share (TPS)
_____Differentiated Instruction
_____PHET Simulations
_____Role Playing/Drama
_____Discovery Method
_____Complete Instructional Materials
_____Problem Solving/Problem Set
_____Laboratory Activities/Experimentations
_____Group Reporting
_____Audio Visual Presentation
_____Lecture Method
_____Graphic Organizer
_____Board Works/ Seat Works
_____ICT Integration
_____Others (Pls. Specify:
______________________________________)
Why did this work?
_____Complete IMs
_____Availability of Materials
_____Learners eagerness to learn
_____Group members cooperation in doing their
tasks
_____Others (Pls. Specify:
____________________________________)
Why did this work?
_____Complete IMs
_____Availability of Materials
_____Learners eagerness to learn
_____Group members cooperation in doing their
tasks
_____Others (Pls. Specify:
____________________________________)
Prepared by:
Checked and Signature:
Strategies used that work well:
_____Group Collaboration
_____Games
_____PowerPoint Presentation
_____Answering Preliminary Activities
_____Discussion
_____Case Method
_____Think – Pair – Share (TPS)
_____Differentiated Instruction
_____PHET Simulations
_____Role Playing/Drama
_____Discovery Method
_____Complete Instructional Materials
_____Problem Solving/Problem Set
_____Laboratory Activities/Experimentations
_____Group Reporting
_____Audio Visual Presentation
_____Lecture Method
_____Graphic Organizer
_____Board Works/ Seat Works
_____ICT Integration
_____Others (Pls. Specify:
______________________________________)
Strategies used that work well:
_____Group Collaboration
_____Games
_____PowerPoint Presentation
_____Answering Preliminary Activities
_____Discussion
_____Case Method
_____Think – Pair – Share (TPS)
_____Differentiated Instruction
_____PHET Simulations
_____Role Playing/Drama
_____Discovery Method
_____Complete Instructional Materials
_____Problem Solving/Problem Set
_____Laboratory Activities/Experimentations
_____Group Reporting
_____Audio Visual Presentation
_____Lecture Method
_____Graphic Organizer
_____Board Works/ Seat Works
_____ICT Integration
_____Others (Pls. Specify:
______________________________________)
Why did this work?
_____Complete IMs
_____Availability of Materials
_____Learners eagerness to learn
_____Group members cooperation in doing their tasks
_____Others (Pls. Specify:
____________________________________)
Why did this work?
_____Complete IMs
_____Availability of Materials
_____Learners eagerness to learn
_____Group members cooperation in doing their tasks
_____Others (Pls. Specify:
____________________________________)
JAYVEE D. MONTERO
Teacher I
JAYVEE D. MONTERO
Teacher I
JAYVEE D. MONTERO
Teacher I
JAYVEE D. MONTERO
Teacher I
OBRIEH S. ADLAWAN
Master Teacher I
OBRIEH S. ADLAWAN
Master Teacher I
OBRIEH S. ADLAWAN
Master Teacher I
OBRIEH S. ADLAWAN
Master Teacher I
GRADE 1-12
DAILY LESSON LOG
SCHOOL:
GRADE LEVEL:
TEACHER:
LEARNING AREA:
TEACHING DATES AND TIME:
NATIONAL READING PROGRAM
March 8, 2024
I. Subject Matter: Understanding Main
Idea and Supporting Details
II. Objectives:
- Identify the main idea of a text.
- Recognize supporting details that
contribute to the main idea.
- Improve comprehension skills through
identifying main ideas and supporting
details.
SUGGESTED STRATEGIES FOR
GMRC, VALUES, PEACE,
HEALTH, AND NATIONAL
READING PROGRAM
III. Materials:
- Short non-fiction text: "The Importance
of Recycling"
- Whiteboard and markers
- Printed graphic organizers
- Pencils
IV. Procedure:
a. Daily Routine
- Welcome the students and review the
previous lesson briefly.
- Introduce today's topic: understanding
main idea and supporting details.
b. Pre-Reading Activities
- Engage students in a discussion about
the importance of understanding the main
idea of a text.
- Show a short video explaining main
idea and supporting details, providing
examples for clarity.
- Distribute graphic organizers for
students to use during and after reading.
c. During Reading Activities
MARCH 8, 2024
VALUES EDUCATION
**March 8, 2024: Community ResilienceTopic 2**
I. Subject Matter: Community Resilience
Exploring strategies for building
community resilience.
II. Objectives:
- To identify strategies for enhancing
community resilience.
- To understand the role of individuals in
building community resilience.
- To brainstorm actions that promote
community resilience.
III. Materials:
- Flipchart or whiteboard
- Markers
- Index cards
- Sticky notes
IV. Procedure:
a. Introduction (5 minutes):
- Recap the previous session on
community resilience and its importance.
- Introduce the focus on strategies for
building resilience.
b. Reflective Thinking Activities (15
minutes):
- Present case studies or examples of
communities that have successfully built
resilience.
CATCH-UP FRIDAY
QUARTER:
HEALTH EDUCATION
March 8, 2024
I. Subject Matter: Key Responsibilities in Different
Relationships: Romantic-Topic 2
II. Objectives:
- Recognize the importance of trust and honesty
in romantic relationships.
- Understand the significance of boundaries and
compromise in maintaining healthy relationships.
III. Materials:
- Whiteboard and markers
- Printed handouts on trust, honesty, boundaries,
and compromise in relationships
IV. Procedure:
a. Introduction (5 minutes):
- Welcome the students back and recap the
previous lesson on key responsibilities in romantic
relationships.
b. Friday Routine Exercise (5 minutes):
- Lead the students through a brief relaxation
exercise to relieve any tension and create a
conducive learning environment.
c. Current Health News Sharing (5 minutes):
- Discuss recent health news related to
relationships or mental health, encouraging
students to share any relevant information they
may have encountered.
d. Health Sessions (30 minutes):
- Engage students in discussions and activities
exploring trust, honesty, boundaries, and
compromise in relationships.
- Show a short video clip illustrating the
importance of trust and honesty in romantic
relationships, such as "Building Trust in
Relationships" (YouTube link:
https://www.youtube.com/watch?v=XyV_k39HrNk).
- Facilitate a discussion on setting boundaries
and the importance of compromise in maintaining
healthy relationships.
PEACE EDUCATION
Grade: Grade 7
Theme: Community Awareness
Sub-theme: Compassion
Subject Matter: Community Resilience-Topic 2
#### I. Objectives:
- Deepen understanding of personal and
community resilience.
- Explore the impact of stress on resilience and
ways to overcome it.
- Learn from real-life stories of resilience.
#### II. Materials:
- Projector or smartboard for video presentations.
- Whiteboard and markers.
- Notebooks and pens for students.
#### III. Procedure:
a. Introduction (5 minutes)
- Welcome the students and briefly recap the
previous lesson on community resilience.
- Introduce today's focus on understanding stress's
role in resilience and learning from stories of
overcoming adversity.
b. Icebreaker Activity (10 minutes)
- "Story of My Name": Each student shares a brief
story of their name or a nickname, focusing on any
challenges or unique experiences they've faced.
This personalizes resilience, showing how
everyone has their story of overcoming difficulties.
c. Multimedia Exploration (8 minutes)
- Present a video from TEDxManhattanBeach by
Raphael Rose on "From stress to resilience,"
explaining how facing stress is integral to
developing resilience. Link:
https://www.youtube.com/watch?v=Q7vYuKvpneM
- Read the non-fiction text "The
Importance of Recycling" aloud, pausing
to discuss main points and ask questions.
- Encourage students to actively listen
for the main idea and supporting details,
jotting down notes on their graphic
organizers.
d. Post-Reading Activities
- Lead a discussion about the main idea
of the text and ask students to share the
supporting details they noted.
- Use the whiteboard to chart the main
idea and supporting details as identified
by the students.
- Provide additional examples if needed
to reinforce understanding.
Additional Activities:
a. Activity 1: Main Idea Gallery Walk
- Display several short texts around the
classroom.
- Have students rotate in pairs or small
groups to read each text and determine
the main idea and supporting details.
- Encourage them to discuss and
compare their findings.
b. Activity 2: Summarizing Practice
- Assign students a different short text
to read independently.
- Ask them to write a brief summary of
the main idea and supporting details.
- Students can then share their
summaries with the class.
V. Evaluation:
- Assess students' comprehension
through participation in discussions,
completion of graphic organizers, and
accuracy in identifying main ideas and
supporting details.
VI. Assignment:
- Assign students to find a news article
or magazine snippet at home. They
- Prompt students to analyze the
strategies employed and their
effectiveness.
c. Structured Values Activities (15
minutes):
- In small groups, have students
brainstorm and write down actions
individuals can take to contribute to
community resilience.
- Discuss the importance of empathy,
cooperation, and solidarity in these
actions.
d. Group Sharing and Reflection (10
minutes):
- Have each group share their ideas
with the class.
- Encourage students to reflect on how
they can incorporate these actions into
their lives.
V. Feedback and Reinforcement (10
minutes):
- Solicit feedback from students on the
effectiveness of the activities.
- Emphasize the role of individuals in
building resilient communities.
- Conclude with a reminder of the
collective responsibility to support one
another in times of need.
e. Reflection and Sharing (10 minutes):
- Ask students to reflect on the new concepts
learned and how they can apply them to their own
relationships or future relationships.
- Encourage students to share personal
anecdotes or insights gained from the activities.
V. Wrap Up (10 minutes):
- Summarize the key points discussed during the
lesson.
- Reiterate the importance of trust, honesty,
boundaries, and compromise in building and
maintaining healthy romantic relationships.
- Provide an opportunity for students to ask
questions or seek clarification on any topic covered
during the lesson.
- Discuss how stress can be a catalyst for growth
and resilience, using examples from the video.
d. Small Group Discussion (8 minutes)
- Divide students into small groups to discuss
personal experiences where they felt stress led to
personal growth or resilience. Encourage them to
think about how these experiences have
strengthened their ability to face challenges.
e. Group Presentations (20 minutes)
- Groups share their discussions, highlighting
stories of resilience and growth from personal
experiences or those around them.
- Use "30 + 1 Resilient Stories" as an example to
illustrate resilience in various life aspects. Link:
https://www.youtube.com/watch?v=KyLTX6W-oW4
f. Class Reflection (2 minutes)
- Reflect on the importance of resilience in
personal and community contexts.
- Emphasize the value of facing challenges as
opportunities for growth.
#### IV. Wrap Up (2 minutes)
- Summarize the key lessons from the stories
shared and the videos.
- Encourage students to continue reflecting on their
resilience journeys and how they can support
others in their community.
- Invite feedback and any insights the students
gained from today’s lesson.
Consider exploring "Community Resilience Model Video 4 - Trauma Triggers" for further discussions
on how communities can understand and manage
trauma triggers as part of building resilience. Link:
https://www.youtube.com/watch?v=yEhmMnM1lFk.
This video can provide a deeper understanding of
how resilience can be developed in the face of
traumatic events, supporting both personal growth
and community strengthening.
should identify the main idea and at least
three supporting details and be ready to
discuss it in the next class.
A. No. of learner who earned
80%
B. No. of learner who scored
below 80% (needs
remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who continue
to require remediation
E. Which of my teaching
strategies works well? Why?
F. What difficulties did I
encounter which my principal
/supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share w/another teacher?
GRADE 1-12
DAILY LESSON LOG
SCHOOL:
GRADE LEVEL:
TEACHER:
LEARNING AREA:
TEACHING DATES AND TIME:
NATIONAL READING PROGRAM
March 15, 2024
I. Subject Matter: Vocabulary Building:
Context Clues and Word Roots
II. Objectives:
- Understand how to use context clues
to determine the meaning of unfamiliar
words.
- Recognize common word roots and
their meanings.
- Expand vocabulary through practice
with context clues and word roots.
SUGGESTED STRATEGIES FOR
GMRC, VALUES, PEACE,
HEALTH, AND NATIONAL
READING PROGRAM
III. Materials:
- Vocabulary worksheets
- Whiteboard and markers
- Printed list of common word roots
- Pencils
IV. Procedure:
a. Daily Routine
- Welcome the students and briefly
review the previous lesson.
- Introduce today's topic: vocabulary
building using context clues and word
roots.
b. Pre-Reading Activities
- Discuss with students the importance
of understanding unfamiliar words in texts.
- Show a short video explaining how
context clues can help determine word
meaning.
- Introduce common word roots and
their meanings, providing examples.
c. During Reading Activities
MARCH 15, 2024
VALUES EDUCATION
March 15, 2024: Community ResilienceTopic 3
I. Subject Matter: Community Resilience
Exploring the role of communication in
enhancing community resilience.
II. Objectives:
- To understand the importance of
effective communication in building
community resilience.
- To explore different modes of
communication within communities.
- To reflect on personal experiences
highlighting the impact of communication
on resilience.
III. Materials:
- Whiteboard and markers
- Handouts with communication scenarios
- Pens/pencils
IV. Procedure:
a. Introduction (5 minutes):
- Welcome the students and briefly
recap the previous sessions on
community resilience.
- Introduce the topic of communication in
relation to resilience and its significance.
b. Reflective Thinking Activities (15
minutes):
- Present scenarios depicting
communication breakdowns during crises.
CATCH-UP FRIDAY
QUARTER:
HEALTH EDUCATION
PEACE EDUCATION
March 15, 2024
March 15, 2024
I. Subject Matter: Key Responsibilities in Different
Relationships: Long-Term Relationships
II. Objectives:
- Understand the characteristics and challenges
of long-term relationships.
- Identify strategies for maintaining long-term
relationships.
III. Materials:
- Whiteboard and markers
- Printed handouts on characteristics and
challenges of long-term relationships
IV. Procedure:
a. Introduction (5 minutes):
- Welcome the students and introduce the
topic of long-term relationships.
b. Friday Routine Exercise (5 minutes):
- Lead the students through a brief physical
activity to energize them for the lesson.
c. Current Health News Sharing (5 minutes):
- Discuss recent health news related to longterm relationships or family dynamics.
d. Health Sessions (30 minutes):
- Engage students in a discussion about the
characteristics and challenges of long-term
relationships.
- Show a short video clip highlighting
successful long-term relationships or marriages,
such as "Secrets to a Long and Happy Marriage"
(YouTube link:
https://www.youtube.com/watch?v=dEgGvpUsj5I).
- Facilitate a brainstorming session on
strategies for maintaining healthy long-term
relationships.
e. Reflection and Sharing (10 minutes):
- Ask students to reflect on their own
perceptions of long-term relationships and share
their thoughts with the class.
Grade: Grade 7
Theme: Community Awareness
Sub-theme: Compassion
Subject Matter: Community Resilience-Topic 3
**I. Objectives:**
- Understand how communities can develop and
sustain resilience.
- Explore the building blocks of resilience in
communities and individuals.
- Analyze tools and strategies that enhance
resilience.
**II. Materials:**
- Projector or smartboard for video presentations.
- Whiteboard and markers.
- Notebooks and pens for students.
**III. Procedure:**
a. Introduction (5 minutes)
- Welcome students and recap the insights from
the previous lesson on resilience and stress
management.
- Introduce the topic of the day, focusing on how
communities develop resilience and the tools that
can support this process.
b. Icebreaker Activity (10 minutes)
- "Resilience Roundtable": Students sit in a circle
and each share a time when their community
showed resilience in facing a challenge. This
activity aims to highlight local examples of
resilience.
c. Multimedia Exploration (8 minutes)
- Present students with sentences or
short passages containing unfamiliar
words.
- Guide students through the process of
using context clues to infer the meaning of
these words.
- Encourage students to brainstorm
possible meanings based on surrounding
words and phrases.
d. Post-Reading Activities
- Lead a discussion about the
effectiveness of using context clues to
determine word meaning.
- Review common word roots and their
meanings, providing additional examples.
- Have students practice identifying
word roots in given words and deducing
their meanings.
Additional Activities:
a. Activity 1: Context Clues Game
- Create a game where students
compete in teams to decipher the
meaning of words using context clues.
- Provide sentences with blanks where
the unfamiliar words are, and students
must fill in the blanks with the correct
meanings.
b. Activity 2: Word Root Flashcards
- Prepare flashcards with common word
roots on one side and their meanings on
the other.
- Have students work in pairs or small
groups to quiz each other on the word
roots and meanings.
V. Evaluation:
- Assess students' understanding
through participation in activities, accuracy
in determining word meanings using
context clues, and proficiency in
identifying word roots.
VI. Assignment:
- Facilitate a discussion on how effective
communication could have improved the
community's resilience in those situations.
c. Structured Values Activities (15
minutes):
- Divide students into pairs or small
groups and provide them with
communication-related tasks or role-plays.
- Encourage them to brainstorm
effective communication strategies to
address various challenges.
d. Group Sharing and Reflection (10
minutes):
- Have each group share their insights
and strategies with the class.
- Encourage students to reflect on
personal experiences where
communication played a crucial role in
overcoming adversity.
V. Feedback and Reinforcement (10
minutes):
- Gather feedback from students on the
activities and discussions.
- Reinforce the importance of clear,
timely communication in fostering
resilience.
- Conclude with a motivational message
emphasizing the power of communication
in strengthening communities during
challenging times.
- Encourage students to discuss any personal
experiences or observations related to long-term
relationships.
V. Wrap Up (10 minutes):
- Summarize the key points discussed during the
lesson.
- Reiterate the importance of understanding and
actively working on long-term relationships.
- Encourage students to apply the strategies
discussed in their own lives and relationships.
- Present the TEDxSaddlebackCollege talk by
Todd De Voe on "Community Resilience: Building
it and Sustaining it," which discusses the
importance of preparedness and community effort
in building resilience. Link:
https://www.youtube.com/watch?v=EVpd7CzrgDM
- Discuss the key points from the video,
emphasizing how communities can prepare for
and respond to various challenges.
d. Small Group Discussion (8 minutes)
- In groups, students discuss the resiliencebuilding strategies mentioned in the video and
brainstorm how these could be applied or are
already being applied in their community.
e. Group Presentations (20 minutes)
- Groups present their findings, focusing on
specific strategies for building community
resilience and examples of these strategies in
action.
- Encourage the use of "InBrief: How Resilience is
Built" as a reference for understanding the
fundamental aspects of resilience building. Link:
https://www.youtube.com/watch?v=xSf7pRpOgu8
f. Class Reflection (2 minutes)
- Reflect on the personal and collective roles in
enhancing community resilience.
- Highlight the importance of proactive measures
and community solidarity in facing challenges.
**IV. Wrap Up (2 minutes)**
- Summarize the discussions and presentations,
reinforcing the key strategies for building and
sustaining community resilience.
- Encourage students to think about how they can
contribute to resilience efforts in their community.
- Open the floor for any questions or feedback
from the students.
For additional insights on personal resilience
strategies, consider exploring "Three invaluable
tools to boost your resilience" by BBC Ideas. This
video provides practical tips on enhancing
personal resilience, which can be beneficial for
- Assign students a list of vocabulary
words with unfamiliar words highlighted.
They should use context clues to
determine the meanings of these words
and write down their interpretations. They
can share their findings in the next class.
A. No. of learner who earned
80%
B. No. of learner who scored
below 80% (needs
remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who continue
to require remediation
E. Which of my teaching
strategies works well? Why?
F. What difficulties did I
encounter which my principal
/supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share w/another teacher?
both individual growth and community
development. Link:
https://www.youtube.com/watch?v=dgk7nmI_nXI.
This resource can offer valuable perspectives on
coping mechanisms and resilience-building
practices.
GRADE 1-12
DAILY LESSON LOG
SCHOOL:
GRADE LEVEL:
TEACHER:
LEARNING AREA:
TEACHING DATES AND TIME:
NATIONAL READING PROGRAM
March 22, 2024
I. Subject Matter: Making Inferences in
Texts
II. Objectives:
- Understand the concept of making
inferences.
- Learn how to use textual evidence to
make logical deductions.
- Enhance comprehension skills by
making inferences in texts.
SUGGESTED STRATEGIES FOR
GMRC, VALUES, PEACE,
HEALTH, AND NATIONAL
READING PROGRAM
III. Materials:
- Short passages or excerpts from
various texts (fiction and non-fiction)
- Whiteboard and markers
- Printed worksheets with inference
questions
- Pencils
MARCH 22, 2024
VALUES EDUCATION
March 22, 2024: Community ResilienceTopic 4
I. Subject Matter: Community Resilience
Understanding the role of collaboration in
building community resilience.
II. Objectives:
- To recognize the significance of
collaboration in enhancing community
resilience.
- To explore different forms of
collaboration within communities.
- To reflect on personal experiences
highlighting the benefits of collaboration
in resilience-building efforts.
III. Materials:
IV. Procedure:
a. Daily Routine
- Welcome the students and briefly
recap the previous lesson.
- Introduce today's topic: making
inferences in texts.
- Flipchart or whiteboard
- Markers
- Handouts with collaboration scenarios
- Pens/pencils
b. Pre-Reading Activities
- Engage students in a discussion about
what it means to make an inference and
why it's important in reading.
- Show examples of simple scenarios
where inference is needed in everyday
life.
- Explain how making inferences in
reading involves using clues from the text
combined with background knowledge.
a. Introduction (5 minutes):
- Welcome the students and provide a
brief overview of the previous lessons on
community resilience.
- Introduce the concept of collaboration
and its importance in resilience-building.
IV. Procedure:
b. Reflective Thinking Activities (15
minutes):
CATCH-UP FRIDAY
QUARTER:
HEALTH EDUCATION
PEACE EDUCATION
March 22, 2024
March 22, 2024
I. Subject Matter: Key Responsibilities in Different
Relationships: Marriage
II. Objectives:
- Understand the commitments and
responsibilities involved in marriage.
- Recognize the importance of communication,
trust, and compromise in a marital relationship.
III. Materials:
- Whiteboard and markers
- Printed handouts on marital commitments and
responsibilities
IV. Procedure:
a. Introduction (5 minutes):
- Welcome the students and introduce the topic
of marriage as a significant type of relationship.
b. Friday Routine Exercise (5 minutes):
- Conduct a brief mindfulness activity or deep
breathing exercise to help students focus their
minds and bodies.
c. Current Health News Sharing (5 minutes):
- Discuss recent health news related to
marriage or family dynamics, encouraging
students to share any relevant articles or stories
they may have come across.
d. Health Sessions (30 minutes):
- Engage students in a discussion about the
commitments and responsibilities involved in
marriage.
- Show a short video clip illustrating the
importance of communication, trust, and
compromise in a marital relationship, such as "The
Secrets of a Happy Marriage" (YouTube link:
https://www.youtube.com/watch?v=4TCbfXfVpzA).
- Facilitate a brainstorming session on
strategies for maintaining a healthy and fulfilling
marriage.
e. Reflection and Sharing (10 minutes):
Grade: Grade 7
Theme: Community Awareness
Sub-theme: Compassion
Subject Matter: Community Resilience-Topic 4
I. Objectives:
- Examine how communities can enhance their
resilience against disasters.
- Understand the role of individual and collective
actions in disaster resilience.
- Learn practical ways to develop resilience.
II. Materials:
- Projector or smartboard for video presentations.
- Whiteboard and markers.
- Notebooks and pens for students.
III. Procedure:
a. Introduction (5 minutes)
- Welcome the students and introduce the day's
topic, emphasizing the importance of resilience in
the face of disasters.
- Briefly discuss the concept of disaster resilience
and its significance for communities.
b. Icebreaker Activity (10 minutes)
- "Disaster Survival Plan": Students form small
groups and brainstorm a basic survival plan for a
hypothetical disaster scenario (e.g., flood,
earthquake). This encourages thinking about
preparedness and resilience.
c. Multimedia Exploration (8 minutes)
- Show "How disaster resilience saves lives" by
Derrick Tin at TEDxUniMelb, highlighting the
importance of preparedness and community action
c. During Reading Activities
- Provide students with short passages
or excerpts from texts.
- Model the process of making
inferences by reading a passage aloud
and thinking aloud about possible
inferences.
- Guide students through making
inferences in subsequent passages,
encouraging them to identify evidence
from the text to support their inferences.
d. Post-Reading Activities
- Lead a class discussion about the
inferences made by students, ensuring
they understand the reasoning behind
each inference.
- Use the whiteboard to record notable
inferences and the evidence supporting
them.
- Distribute worksheets with inference
questions for students to practice
independently or in pairs.
Additional Activities:
a. Activity 1: Inference Gallery Walk
- Display several images around the
classroom.
- Have students walk around and make
inferences about each image, discussing
their reasoning with a partner.
b. Activity 2: Inference Chain
- Start with a simple inference related to
a text read in class.
- Have students take turns building on
the inference chain by adding their own
logical deductions based on the initial
inference.
V. Evaluation:
- Assess students' ability to make
logical inferences through their
participation in discussions, accuracy in
making inferences on worksheets, and
depth of reasoning.
- Present scenarios where communities
successfully collaborated to overcome
challenges.
- Facilitate a discussion on the factors
that contribute to effective collaboration
and its impact on resilience.
c. Structured Values Activities (15
minutes):
- Divide students into small groups and
assign them collaboration tasks or
problem-solving activities.
- Encourage them to discuss and
implement collaborative strategies to
address the given tasks.
d. Group Sharing and Reflection (10
minutes):
- Have each group share their
experiences and insights with the class.
- Encourage students to reflect on how
collaboration can be fostered and
sustained within their communities.
V. Feedback and Reinforcement (10
minutes):
- Gather feedback from students on the
activities and discussions.
- Reinforce the importance of
collaboration as a key component of
resilience.
- Conclude with a motivational message
encouraging students to actively
participate in collaborative efforts within
their communities to build resilience
collectively.
- Ask students to reflect on their understanding
of marriage and what they believe contributes to a
successful marital relationship.
- Encourage students to share any personal
experiences or observations related to marriage, if
they feel comfortable doing so.
V. Wrap Up (10 minutes):
- Summarize the key points discussed during the
lesson, emphasizing the importance of
communication, trust, and compromise in
marriage.
- Encourage students to apply the principles
learned to their own relationships, both present
and future.
- Provide an opportunity for students to ask
questions or seek further clarification on any
aspect of the lesson.
in saving lives during disasters. Link:
https://www.youtube.com/watch?v=OvSmQCjEIeQ
- Discuss key points and how the concepts can be
applied to their community.
d. Small Group Discussion (8 minutes)
- Groups discuss the video and share ideas on how
their community currently prepares for disasters
and how they can improve their resilience
strategies.
e. Group Presentations (20 minutes)
- Each group presents their survival plan and
suggestions for improving community disaster
resilience, inspired by the video and discussion.
f. Class Reflection (2 minutes)
- Reflect on the importance of individual and
community preparedness for disasters.
- Emphasize the role of resilience in reducing the
impact of disasters on communities.
IV. Wrap Up (2 minutes)
- Summarize key points from the presentations and
discussions.
- Encourage students to think about ways they can
contribute to their community's disaster resilience.
- Ask for any final questions or comments.
For additional resources on building resilience,
consider exploring "Three invaluable tools to boost
your resilience" by BBC Ideas
(https://www.youtube.com/watch?v=dgk7nmI_nXI)
and "10 Ways to Build and Develop Resilience"
(https://www.youtube.com/watch?v=VNCL1glwyOI).
These videos offer practical advice and strategies
for developing resilience on both personal and
community levels, providing valuable insights for
facing and overcoming challenges.
VI. Assignment:
- Assign students to read a short story
or article at home and identify at least
three inferences they can make based on
the text. They should provide evidence
from the text to support each inference.
They will share their findings in the next
class.
A. No. of learner who earned
80%
B. No. of learner who scored
below 80% (needs
remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who continue
to require remediation
E. Which of my teaching
strategies works well? Why?
F. What difficulties did I
encounter which my principal
/supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share w/another teacher?
GRADE 1-12
DAILY LESSON LOG
SCHOOL:
GRADE LEVEL:
TEACHER:
LEARNING AREA:
TEACHING DATES AND TIME:
NATIONAL READING PROGRAM
March 29, 2024
I. Subject Matter: Summarizing Texts
MARCH 29, 2024
VALUES EDUCATION
March 29, 2024: Community ResilienceTopic 5
I. Subject Matter: Community Resilience
II. Objectives:
- Understand the concept of
summarization.
- Learn strategies for identifying main
ideas and important details in texts.
- Develop skills in writing concise and
accurate summaries.
SUGGESTED STRATEGIES FOR
GMRC, VALUES, PEACE, HEALTH,
AND NATIONAL READING
PROGRAM
III. Materials:
- Short passages or excerpts from various
texts (fiction and non-fiction)
- Whiteboard and markers
- Printed worksheets with summarization
exercises
- Pencils
Exploring adaptability as a key factor in
community resilience.
II. Objectives:
- To understand the concept of adaptability
and its role in building community resilience.
- To recognize the importance of flexibility
and innovation in facing challenges within
communities.
- To reflect on personal experiences
showcasing the significance of adaptability
in resilience-building efforts.
III. Materials:
IV. Procedure:
a. Daily Routine
- Welcome the students and briefly review
the previous lesson.
- Introduce today's topic: summarizing
texts.
b. Pre-Reading Activities
- Engage students in a discussion about
why summarizing is important in reading
and academic tasks.
- Show examples of summaries of varying
lengths and discuss their effectiveness.
- Introduce strategies for identifying main
ideas and important details in texts.
c. During Reading Activities
- Whiteboard and markers
- Handouts with adaptability scenarios
- Pens/pencils
IV. Procedure:
a. Introduction (5 minutes):
- Welcome the students and provide a
brief recap of the previous discussions on
community resilience.
- Introduce the topic of adaptability and its
relevance to resilience-building efforts.
b. Reflective Thinking Activities (15
minutes):
CATCH-UP FRIDAY
QUARTER:
HEALTH EDUCATION
PEACE EDUCATION
March 29, 2024
March 29, 2024
I. Subject Matter: Key Responsibilities in Different
Relationships: Parenting
II. Objectives:
- Understand the key responsibilities involved in
parenting.
- Recognize the importance of communication,
patience, and support in parenting.
III. Materials:
- Whiteboard and markers
- Printed handouts on parenting responsibilities
IV. Procedure:
a. Introduction (5 minutes):
- Welcome the students and introduce the topic
of parenting as a crucial aspect of relationships.
b. Friday Routine Exercise (5 minutes):
- Lead the students through a brief stretching
or relaxation exercise to prepare them for the
lesson ahead.
c. Current Health News Sharing (5 minutes):
- Discuss recent health news related to
parenting or child development, encouraging
students to share any relevant information they
may have encountered.
d. Health Sessions (30 minutes):
- Engage students in a discussion about the
responsibilities involved in parenting, including
providing love, care, and guidance to children.
- Show a short video clip illustrating effective
parenting techniques and the importance of
communication and patience, such as "Positive
Parenting Tips" (YouTube link:
https://www.youtube.com/watch?v=McWFtdxwgZI).
- Facilitate a brainstorming session on how
parents can support their children's physical,
emotional, and educational needs.
e. Reflection and Sharing (10 minutes):
Grade: Grade 7
Theme: Community Awareness
Sub-theme: Compassion
Subject Matter: Community Resilience-Topic
5
I. Objectives:
- To learn from community resilience
success stories and understand their
impact.
- To recognize the importance of community
engagement and collaboration in resilience
efforts.
- To explore how different communities
adapt to environmental challenges.
II. Materials:
- Projector or smartboard for video
presentations.
- Whiteboard and markers.
- Notebooks and pens for students.
III. Procedure:
a. Introduction (5 minutes)
- Greet the students and briefly discuss the
importance of learning from success stories
in building community resilience.
- Introduce the objective of exploring how
communities have successfully enhanced
their resilience through various strategies.
b. Icebreaker Activity (10 minutes)
- "Resilience Heroes": Students briefly
describe a person or a story they know of
someone who demonstrated resilience in
- Provide students with short passages or
excerpts from texts.
- Model the process of summarization by
reading a passage aloud and highlighting
the main idea and key details.
- Guide students through summarizing
subsequent passages, emphasizing the
importance of conciseness and accuracy.
d. Post-Reading Activities
- Lead a class discussion about the
summaries created by students, highlighting
effective strategies used.
- Use the whiteboard to collaboratively
create a summarized version of a passage,
eliciting input from students.
- Distribute worksheets with
summarization exercises for independent or
group practice.
Additional Activities:
a. Activity 1: Summarization Challenge
- Divide students into pairs or small
groups.
- Provide each group with a longer
passage and challenge them to create the
most concise and accurate summary
possible within a time limit.
- Have groups share their summaries with
the class and discuss the effectiveness of
each.
b. Activity 2: Summarization Relay
- Divide the class into teams.
- Provide each team with a different
passage.
- Have the first student in each team read
the passage and summarize it to the next
student, who then summarizes it to the next,
and so on.
- The last student in each team writes
down the final summary. The team with the
most accurate summary wins.
V. Evaluation:
- Present scenarios or case studies where
communities demonstrated adaptability in
response to various challenges.
- Facilitate a discussion on the
characteristics of adaptive communities and
the benefits of adaptability in resilience.
c. Structured Values Activities (15 minutes):
- Divide students into small groups and
assign them tasks that require creative
problem-solving or adaptability.
- Encourage them to brainstorm innovative
solutions and strategies to address the
given tasks.
d. Group Sharing and Reflection (10
minutes):
- Have each group share their ideas and
experiences with the class.
- Encourage students to reflect on how
they can cultivate adaptability within
themselves and their communities.
V. Feedback and Reinforcement (10
minutes):
- Gather feedback from students on the
activities and discussions.
- Reinforce the importance of adaptability
as a crucial aspect of resilience.
- Conclude with a motivational message
emphasizing the value of being open to
change and embracing new ways of thinking
to strengthen community resilience.
- Ask students to reflect on their own
experiences with parental figures and what they
believe constitutes effective parenting.
- Encourage students to share any personal
anecdotes or insights related to parenting.
V. Wrap Up (10 minutes):
- Summarize the key points discussed during the
lesson, emphasizing the importance of
communication, patience, and support in parenting.
- Encourage students to consider the role they
may play as future parents and the responsibilities
they will have towards their children.
- Provide an opportunity for students to ask
questions or seek further clarification on any
aspect of the lesson.
the face of adversity, highlighting the
importance of resilience in personal and
community life.
c. Multimedia Exploration (8 minutes)
- Present the "Faces of Resiliency" video
series developed by UGA Marine Extension
and Georgia Sea Grant, showcasing how
Georgia's coastal communities are
responding to sea level rise, storm surge,
and flooding by identifying solutions that
protect infrastructure and coastal habitats.
- Discuss the innovative approaches to
resilience highlighted in the series, such as
preserving salt marsh habitat, implementing
green infrastructure, and engaging in
environmental justice.
d. Small Group Discussion (8 minutes)
- In groups, students discuss the strategies
featured in the video series and consider
how these approaches could be applied or
adapted to their own community or other
communities they know.
e. Group Presentations (20 minutes)
- Groups present their discussions, focusing
on the applicability of the resilience
strategies from the video series to other
contexts.
- Highlight the importance of community
involvement and collaboration with
scientists, non-profits, and government
agencies in successful resilience projects.
f. Class Reflection (2 minutes)
- Reflect on the key learnings from the
success stories and the role of innovation,
collaboration, and community engagement
in building resilience.
IV. Wrap Up (2 minutes)
- Summarize the discussions and
emphasize the value of learning from
success stories in enhancing community
resilience.
- Assess students' ability to summarize
texts through their participation in activities,
accuracy in creating summaries, and
adherence to summarization strategies.
VI. Assignment:
- Assign students to summarize a news
article or story they read at home. They
should focus on identifying the main idea
and key details while keeping their
summaries concise. They will share their
summaries in the next class.
A. No. of learner who earned
80%
B. No. of learner who scored
below 80% (needs
remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who continue
to require remediation
E. Which of my teaching
strategies works well? Why?
F. What difficulties did I
encounter which my principal
/supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share w/another
teacher?
- Encourage students to think about how
they can contribute to resilience efforts in
their own communities.
The "Faces of Resiliency" video series not
only offers a roadmap for communities
facing similar environmental challenges but
also illustrates how resilience projects can
be successful by involving communities in
planning and implementing science-based
solutions. This series serves as an inspiring
example of how collective action and
innovative thinking can lead to significant
improvements in community resilience.
GRADE 1-12
DAILY LESSON LOG
SCHOOL:
GRADE LEVEL:
TEACHER:
LEARNING AREA:
TEACHING DATES AND TIME:
NATIONAL READING PROGRAM
April 5, 2024
I. Subject Matter: Making Predictions in
Texts
II. Objectives:
- Understand the concept of making
predictions while reading.
- Learn strategies for making informed
predictions based on textual clues.
- Develop critical thinking skills by
justifying and revising predictions.
SUGGESTED STRATEGIES FOR
GMRC, VALUES, PEACE, HEALTH,
AND NATIONAL READING
PROGRAM
III. Materials:
- Short stories or passages with
ambiguous endings
- Whiteboard and markers
- Printed worksheets with prediction
exercises
- Pencils
APRIL 5, 2024
QUARTER:
VALUES EDUCATION
April 5, 2024: Peace Concept - Positive
Peace
I. Subject Matter: Peace Concept - Positive
Peace
Understanding the concept of positive
peace and its importance in fostering
sustainable peace within communities.
II. Objectives:
- To comprehend the meaning and
significance of positive peace.
- To recognize the components and factors
contributing to positive peace.
- To reflect on personal experiences related
to positive peace-building efforts.
III. Materials:
IV. Procedure:
a. Daily Routine
- Welcome the students and briefly review
the previous lesson.
- Introduce today's topic: making
predictions in texts.
- Whiteboard and markers
- Handouts with discussion questions on
positive peace
- Pens/pencils
b. Pre-Reading Activities
- Engage students in a discussion about
why making predictions is important in
reading and how it enhances
comprehension.
- Show examples of situations where
making predictions is necessary and
beneficial.
- Introduce strategies for making
predictions based on textual clues (e.g.,
foreshadowing, character actions).
a. Introduction (5 minutes):
- Welcome the students and set a positive
tone for the session.
- Introduce the topic of positive peace and
its relevance to community well-being.
IV. Procedure:
b. Reflective Thinking Activities (15
minutes):
- Facilitate a guided discussion on
students' understanding of peace and the
CATCH-UP FRIDAY
HEALTH EDUCATION
PEACE EDUCATION
April 5, 2024
April 5, 2024
I. Subject Matter: Protecting oneself from gateway
substances
II. Objectives:
- Define gateway substances and understand
their role in leading to further drug use.
- Identify strategies for protecting oneself from
the use of gateway substances.
III. Materials:
- Whiteboard and markers
- Printed handouts on gateway substances and
prevention strategies
IV. Procedure:
a. Introduction (5 minutes):
- Welcome the students and introduce the topic
of gateway substances and their risks.
b. Friday Routine Exercise (5 minutes):
- Lead the students through a brief physical
activity to invigorate their minds and bodies for
learning.
c. Current Health News Sharing (5 minutes):
- Discuss recent health news related to
substance abuse prevention or youth health,
inviting students to share any relevant articles or
stories they may have encountered.
d. Health Sessions (30 minutes):
- Engage students in a discussion about
gateway substances, explaining how they can lead
to further drug use.
- Show a short educational video about
gateway substances and their risks, such as
"Understanding Gateway Drugs" (YouTube link:
https://www.youtube.com/watch?v=4hMLZ1imLd0).
- Facilitate a brainstorming session on
strategies for protecting oneself from the use of
gateway substances, such as building refusal skills
and surrounding oneself with positive influences.
e. Reflection and Sharing (10 minutes):
Grade: Grade 7
Theme: National and Global Awareness
Sub-theme: Good Stewardship
Subject Matter: Peace Concept: Positive
Peace
I. Objectives:
- Understand the concept of Positive Peace
and its eight pillars.
- Explore how these pillars contribute to a
peaceful society.
- Discuss the importance of each pillar in
maintaining peace.
II. Materials:
- Projector or smartboard for presentations.
- Whiteboard and markers.
- Notebooks and pens for students.
III. Procedure:
a. Introduction (5 minutes)
- Introduce the concept of Positive Peace,
emphasizing its role in creating and
sustaining peaceful societies.
b. Icebreaker Activity (10 minutes)
- "Peace Pillar Mind Map": Students
brainstorm ideas and examples related to
the concept of Positive Peace.
c. Multimedia Exploration (8 minutes)
- Present an overview of the eight pillars of
Positive Peace. Since a specific video was
not found during the search, consider using
resources from the Vision of Humanity
website to explain each pillar.
c. During Reading Activities
- Provide students with short stories or
passages with ambiguous endings.
- Model the process of making predictions
by reading part of a passage aloud and
asking students to predict what might
happen next.
- Guide students through making
predictions for subsequent passages,
encouraging them to justify their predictions
with evidence from the text.
d. Post-Reading Activities
- Lead a class discussion about the
predictions made by students, discussing
the evidence used to support them.
- Discuss how predictions can be revised
or confirmed as the text progresses.
- Distribute worksheets with prediction
exercises for independent or group practice.
Additional Activities:
a. Activity 1: Prediction Gallery Walk
- Display several images around the
classroom.
- Have students walk around and make
predictions about what might happen next in
each image, based on visual clues.
b. Activity 2: Prediction Journal
- Assign students to keep a prediction
journal where they record predictions they
make while reading independently.
- After finishing each text, they should
reflect on the accuracy of their predictions
and reasons for any discrepancies.
V. Evaluation:
- Assess students' ability to make logical
predictions through their participation in
discussions, accuracy in predicting
outcomes, and use of textual evidence to
support predictions.
VI. Assignment:
differences between negative and positive
peace.
- Encourage students to reflect on
examples of positive peace initiatives within
their communities or globally.
c. Structured Values Activities (15 minutes):
- Divide students into groups and provide
them with scenarios highlighting different
aspects of positive peace (e.g., social
justice, equality, environmental
sustainability).
- Ask each group to discuss how these
components contribute to building a culture
of peace.
d. Group Sharing and Reflection (10
minutes):
- Have each group share their insights and
discussions with the class.
- Encourage students to reflect on their
roles in promoting positive peace within their
communities.
V. Feedback and Reinforcement (10
minutes):
- Gather feedback from students on the
activities and discussions.
- Emphasize the importance of positive
peace in creating a harmonious and just
society.
- Conclude with a motivational message
encouraging students to actively engage in
peace-building efforts and promote positive
change in their communities.
- Ask students to reflect on what they've
learned about gateway substances and prevention
strategies.
- Encourage students to share their thoughts
on how they can apply these strategies in their own
lives or support others in doing so.
V. Wrap Up (10 minutes):
- Summarize the key points discussed during the
lesson, emphasizing the importance of being
aware of gateway substances and taking proactive
steps to avoid them.
- Encourage students to continue educating
themselves about the risks of substance abuse and
to seek support if needed.
- Provide an opportunity for students to ask
questions or seek further clarification on any
aspect of the lesson.
d. Small Group Discussion (8 minutes)
- Students discuss the relevance of each
pillar to their community and the world.
e. Group Presentations (20 minutes)
- Groups present their discussions, focusing
on how to apply the pillars of Positive Peace
in their community.
f. Class Reflection (2 minutes)
- Reflect on how understanding Positive
Peace can contribute to global stewardship.
IV. Wrap Up (2 minutes)
- Summarize the discussion and encourage
students to think of ways they can promote
Positive Peace in their daily lives.
For a detailed explanation of Positive Peace
and its eight pillars, visit the Vision of
Humanity's website.
- Assign students to read a chapter from a
novel or a short story at home. They should
make predictions about what will happen
next at various points in the text and note
any changes or confirmations to their
predictions as they read. They will discuss
their predictions in the next class.
--For the succeeding Fridays until May 31,
2024, please provide me with the dates, and
I'll create lesson plans accordingly.
A. No. of learner who earned
80%
B. No. of learner who scored
below 80% (needs
remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who continue
to require remediation
E. Which of my teaching
strategies works well? Why?
F. What difficulties did I
encounter which my principal
/supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share w/another
teacher?
GRADE 1-12
DAILY LESSON LOG
SCHOOL:
GRADE LEVEL:
TEACHER:
LEARNING AREA:
TEACHING DATES AND TIME:
NATIONAL READING PROGRAM
April 12, 2024
I. Subject Matter: Identifying Story Elements:
Plot, Characters, and Setting
II. Objectives:
- Understand the basic elements of a
story: plot, characters, and setting.
- Learn how to identify and analyze these
elements in a text.
- Enhance comprehension skills by
recognizing how story elements contribute
to the overall narrative.
SUGGESTED STRATEGIES FOR
GMRC, VALUES, PEACE, HEALTH,
AND NATIONAL READING
PROGRAM
III. Materials:
- Short story or narrative passage
- Whiteboard and markers
- Printed worksheets with story element
analysis exercises
- Pencils
IV. Procedure:
a. Daily Routine
- Welcome the students and briefly review
the previous lesson.
- Introduce today's topic: identifying story
elements.
b. Pre-Reading Activities
- Engage students in a discussion about
what makes up a story and why
understanding story elements is important.
- Show examples of well-known stories
and ask students to identify the plot,
characters, and setting.
- Introduce definitions and examples of
plot, characters, and setting.
c. During Reading Activities
APRIL 12, 2024
QUARTER:
VALUES EDUCATION
April 12, 2024: Peace Concept - Negative
Peace
I. Subject Matter: Peace Concept - Negative
Peace
Understanding the concept of negative
peace and its implications for communities.
II. Objectives:
- To comprehend the meaning and
implications of negative peace.
- To identify examples of negative peace in
society.
- To reflect on the challenges and limitations
of negative peace.
III. Materials:
- Whiteboard and markers
- Handouts with discussion questions on
negative peace
- Pens/pencils
IV. Procedure:
a. Introduction (5 minutes):
- Welcome the students and briefly revisit
the previous lesson on positive peace.
- Introduce the concept of negative peace
and its contrast with positive peace.
b. Reflective Thinking Activities (15
minutes):
- Facilitate a discussion on the
characteristics of negative peace, such as
the absence of direct violence without
addressing underlying issues.
CATCH-UP FRIDAY
HEALTH EDUCATION
PEACE EDUCATION
April 12, 2024
April 12, 2024
I. Subject Matter: Nature of gateway substances:
Tobacco and e-Cigarettes
II. Objectives:
- Understand what gateway substances are and
their significance in leading to further drug use.
- Identify the characteristics and risks associated
with tobacco and e-cigarettes as gateway
substances.
III. Materials:
- Whiteboard and markers
- Printed handouts on the nature of tobacco and
e-cigarettes as gateway substances
IV. Procedure:
a. Introduction (5 minutes):
- Welcome the students and briefly review the
concept of gateway substances introduced in the
previous lesson.
b. Friday Routine Exercise (5 minutes):
- Lead the students through a quick energizing
activity to prepare them for learning.
c. Current Health News Sharing (5 minutes):
- Discuss recent health news related to
tobacco use or e-cigarette trends, encouraging
students to share any relevant information they
may have encountered.
d. Health Sessions (30 minutes):
- Engage students in a discussion about
tobacco and e-cigarettes as gateway substances,
explaining their addictive nature and potential
health risks.
- Show a short educational video about the
dangers of tobacco and e-cigarettes, such as "The
Truth About Vaping" (YouTube link:
https://www.youtube.com/watch?v=Yktn6_YJrY0).
- Facilitate a discussion on the tactics used by
the tobacco industry to target youth and encourage
experimentation with their products.
Grade: Grade 7
Theme: National and Global Awareness
Sub-theme: Good Stewardship
Subject Matter: Peace Concept: Negative
Peace
I. Objectives:
- Understand the concept of Negative Peace
as the absence of violence or fear of
violence.
- Explore how Negative Peace contrasts
with Positive Peace.
- Discuss the limitations of focusing solely
on Negative Peace for sustainable
community development.
II. Materials:
- Projector or smartboard for video
presentations.
- Whiteboard and markers.
- Notebooks and pens for students.
III. Procedure:
a. Introduction (5 minutes)
- Welcome the students and briefly discuss
the previous lesson on Positive Peace.
- Introduce the concept of Negative Peace,
emphasizing its definition as the absence of
violence or fear of violence.
b. Icebreaker Activity (10 minutes)
- "Peace Symbols": Students draw symbols
that they associate with peace and share
their meanings, highlighting perceptions of
peace as both the absence of conflict
- Provide students with a short story or
narrative passage.
- Model the process of identifying story
elements by reading part of the story aloud
and discussing the plot, characters, and
setting.
- Guide students through identifying story
elements in subsequent passages,
encouraging them to look for textual
evidence to support their analyses.
d. Post-Reading Activities
- Lead a class discussion about the story
elements identified by students, discussing
how they contribute to the overall narrative.
- Use the whiteboard to create a visual
representation of the story elements
identified in the text.
- Distribute worksheets with story element
analysis exercises for independent or group
practice.
Additional Activities:
a. Activity 1: Character Profile
- Assign students to choose a character
from the story and create a character profile
detailing traits, motivations, and actions.
They can present their profiles to the class.
b. Activity 2: Setting Sketch
- Ask students to draw a sketch or scene
representing the setting of the story based
on the descriptions provided in the text.
They can share their sketches with the
class.
V. Evaluation:
- Assess students' understanding of story
elements through their participation in
discussions, accuracy in identifying
elements, and ability to provide evidence
from the text to support their analyses.
VI. Assignment:
- Assign students to read a different short
story or narrative passage at home. They
- Encourage students to reflect on
examples of negative peace in their
communities or in the world.
c. Structured Values Activities (15 minutes):
- Divide students into groups and provide
them with case studies or scenarios
illustrating negative peace situations (e.g.,
unresolved conflicts, social injustices).
- Ask each group to discuss the root
causes of these situations and potential
strategies for moving towards positive
peace.
d. Group Sharing and Reflection (10
minutes):
- Have each group share their findings and
insights with the class.
- Encourage students to reflect on the
complexities of peace-building and the
importance of addressing underlying issues
for sustainable peace.
V. Feedback and Reinforcement (10
minutes):
- Gather feedback from students on their
understanding of negative peace.
- Emphasize the need for proactive efforts
to address the root causes of conflicts and
injustices.
- Conclude with a message encouraging
students to advocate for positive peace and
work towards building inclusive and
equitable communities.
e. Reflection and Sharing (10 minutes):
- Ask students to reflect on what they've
learned about tobacco and e-cigarettes as
gateway substances.
- Encourage students to share their thoughts
on how to resist peer pressure and make healthy
choices regarding tobacco and e-cigarette use.
V. Wrap Up (10 minutes):
- Summarize the key points discussed during the
lesson, emphasizing the dangers of tobacco and
e-cigarettes as gateway substances.
- Remind students of the importance of making
informed decisions about their health and wellbeing.
- Provide resources for students who may need
support in quitting tobacco or e-cigarette use.
- Allow time for any remaining questions or
comments from the students.
(Negative Peace) and the presence of
positive factors (Positive Peace).
c. Multimedia Exploration (8 minutes)
- Present a selected video or resource that
explains the concept of Negative Peace, its
implications, and its limitations in creating a
sustainably peaceful society. Since a
specific video was not found, you can utilize
descriptions and definitions from reputable
peace studies resources.
d. Small Group Discussion (8 minutes)
- Students discuss the differences between
Negative and Positive Peace and how each
affects societal development. They consider
scenarios where focusing on Negative
Peace might not address the root causes of
conflicts.
e. Group Presentations (20 minutes)
- Each group presents their thoughts on the
importance of transitioning from Negative to
Positive Peace, using real-life examples or
hypothetical scenarios.
f. Class Reflection (2 minutes)
- Reflect on the importance of addressing
both the symptoms and root causes of
conflicts to achieve lasting peace.
IV. Wrap Up (2 minutes)
- Summarize the discussion, highlighting the
contrast between Negative and Positive
Peace and the need for comprehensive
peacebuilding efforts.
- Encourage students to think about how
they can contribute to building Positive
Peace in their communities and beyond.
should identify and analyze the plot,
characters, and setting and be prepared to
discuss their findings in the next class.
A. No. of learner who earned
80%
B. No. of learner who scored
below 80% (needs
remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who continue
to require remediation
E. Which of my teaching
strategies works well? Why?
F. What difficulties did I
encounter which my principal
/supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share w/another
teacher?
GRADE 1-12
DAILY LESSON LOG
SCHOOL:
GRADE LEVEL:
TEACHER:
LEARNING AREA:
TEACHING DATES AND TIME:
NATIONAL READING PROGRAM
VALUES EDUCATION
QUARTER:
HEALTH EDUCATION
PEACE EDUCATION
April 19, 2024
April 19, 2024: Cultural Sensitivity-Topic 1
April 19, 2024
April 19, 2024
I. Subject Matter: Drawing Inferences from
Character Actions and Dialogue
I. Subject Matter: Cultural Sensitivity
I. Subject Matter: Nature of gateway
substances: Alcohol
II. Objectives:
- Understand the concept of gateway
substances and their role in leading to further
substance abuse.
- Identify the characteristics and risks
associated with alcohol as a gateway
substance.
III. Materials:
- Whiteboard and markers
- Printed handouts on the nature of alcohol
as a gateway substance
IV. Procedure:
a. Introduction (5 minutes):
- Welcome the students and recap the
previous lesson on gateway substances,
focusing on tobacco and e-cigarettes.
b. Friday Routine Exercise (5 minutes):
- Lead the students through a brief
physical activity to increase alertness and
focus.
c. Current Health News Sharing (5
minutes):
- Discuss recent health news related to
alcohol use or trends, allowing students to
share any relevant information they may have
come across.
d. Health Sessions (30 minutes):
- Engage students in a discussion about
alcohol as a gateway substance, explaining
its effects on the body and brain, as well as
its potential for addiction.
- Show a short educational video about
the dangers of alcohol as a gateway
substance, such as "The Truth About Alcohol"
(YouTube link:
Grade: Grade 7
Theme: National and Global Awareness
Sub-theme: Good Stewardship
Subject Matter: Cultural Sensitivity-Topic 1
II. Objectives:
- Understand how character actions and
dialogue reveal motivations and traits.
- Learn to make inferences about
characters based on their behavior and
speech.
- Enhance comprehension skills by
analyzing character interactions in texts.
SUGGESTED STRATEGIES FOR
GMRC, VALUES, PEACE, HEALTH,
AND NATIONAL READING
PROGRAM
APRIL 19, 2024
CATCH-UP FRIDAY
III. Materials:
- Short story or excerpt with rich
character interactions
- Whiteboard and markers
- Printed worksheets with inference
exercises
- Pencils
IV. Procedure:
a. Daily Routine
- Welcome the students and briefly
review the previous lesson.
- Introduce today's topic: drawing
inferences from character actions and
dialogue.
b. Pre-Reading Activities
- Engage students in a discussion about
how characters' actions and dialogue can
provide insight into their personalities and
motivations.
- Show examples of character
interactions in literature and discuss what
they reveal about the characters involved.
Understanding the importance of cultural
sensitivity in fostering harmonious
relationships within diverse communities.
II. Objectives:
- To comprehend the meaning and
significance of cultural sensitivity.
- To recognize the value of respecting and
understanding cultural differences.
- To reflect on personal experiences related
to cultural sensitivity.
III. Materials:
- Whiteboard and markers
- Handouts with discussion questions on
cultural sensitivity
- Pens/pencils
IV. Procedure:
a. Introduction (5 minutes):
- Welcome the students and set a positive
tone for the session.
- Introduce the topic of cultural sensitivity
and its relevance in today's multicultural
society.
b. Reflective Thinking Activities (15
minutes):
- Facilitate a guided discussion on the
importance of cultural sensitivity in
promoting inclusivity and reducing
misunderstandings.
I. Objectives:
- Understand the importance of cultural sensitivity
and diversity.
- Explore different cultures and the significance of
respecting diversity.
- Learn strategies for being culturally sensitive in
various situations.
II. Materials:
- Projector or smartboard for video presentations.
- Whiteboard and markers.
- Notebooks and pens for students.
III. Procedure:
a. Introduction (5 minutes)
- Welcome the students and introduce the concept
of cultural sensitivity.
- Explain how understanding and respecting cultural
diversity can improve communication and
relationships.
b. Icebreaker Activity (10 minutes)
- "Cultural Bingo": A game where students find
peers with experiences or knowledge of different
cultural practices.
c. Multimedia Exploration (8 minutes)
- Show a video on Cultural Sensitivity & Diversity,
offering insights into effective interaction with
diverse cultures. Link:
https://www.youtube.com/watch?v=WUS23ZU8Wzk
- Introduce the concept of making
inferences about characters based on
textual evidence.
- Encourage students to share instances
where cultural insensitivity led to conflicts or
misunderstandings.
c. During Reading Activities
- Provide students with a short story or
excerpt with rich character interactions.
- Model the process of drawing
inferences from character actions and
dialogue by reading part of the text aloud
and discussing what can be inferred about
the characters.
- Guide students through making
inferences about characters in subsequent
passages, prompting them to consider both
explicit and implicit clues.
c. Structured Values Activities (15 minutes):
- Divide students into small groups and
provide them with scenarios involving
cultural differences.
- Ask each group to brainstorm ways to
respond with cultural sensitivity and
respect.
d. Post-Reading Activities
- Lead a class discussion about the
inferences made by students, focusing on
the evidence from the text that supports
their interpretations.
- Use the whiteboard to record notable
inferences and the textual evidence that
supports them.
- Distribute worksheets with inference
exercises for independent or group
practice.
Additional Activities:
a. Activity 1: Character Role-Play
- Assign each student a character from
the text.
- Have students engage in role-play
scenarios where they must respond to
various situations as their assigned
characters, drawing on what they have
inferred about the characters' personalities
and motivations.
b. Activity 2: Character Comparison
- Assign students to compare and
contrast two characters from the text,
focusing on their actions, dialogue, and
inferred traits.
d. Group Sharing and Reflection (10
minutes):
- Have each group share their responses
and insights with the class.
- Encourage students to reflect on how
cultural sensitivity can contribute to building
stronger and more cohesive communities.
V. Feedback and Reinforcement (10
minutes):
- Gather feedback from students on the
activities and discussions.
- Emphasize the importance of empathy
and open-mindedness in promoting cultural
sensitivity.
- Conclude with a motivational message
encouraging students to embrace diversity
and strive for cultural understanding in their
interactions with others.
https://www.youtube.com/watch?v=8d7UXBnNC0).
- Facilitate a brainstorming session on
strategies for resisting peer pressure and
making responsible choices regarding alcohol
use.
e. Reflection and Sharing (10 minutes):
- Ask students to reflect on what they've
learned about alcohol as a gateway
substance.
- Encourage students to share their
thoughts on how they can avoid or minimize
alcohol use and support others in doing so.
V. Wrap Up (10 minutes):
- Summarize the key points discussed
during the lesson, emphasizing the
importance of being aware of the risks
associated with alcohol as a gateway
substance.
- Remind students of the resources
available for those who may need support
with alcohol use or addiction.
- Provide time for any remaining questions
or comments from the students.
- Discuss key points from the video, emphasizing
the role of empathy and understanding.
d. Small Group Discussion (8 minutes)
- Students share their own experiences or
knowledge related to cultural diversity and discuss
how cultural sensitivity impacts their interactions.
e. Group Presentations (20 minutes)
- Groups present on the importance of cultural
sensitivity, using examples from the video, their
discussions, and any personal experiences.
f. Class Reflection (2 minutes)
- Reflect on how cultural sensitivity can foster a
more inclusive and understanding community.
IV. Wrap Up (2 minutes)
- Summarize the day’s lesson and encourage
students to practice cultural sensitivity in their daily
lives.
- Students can create Venn diagrams or
written comparisons to illustrate their
findings.
V. Evaluation:
- Assess students' ability to draw
inferences about characters through their
participation in discussions, accuracy in
making inferences, and use of textual
evidence to support their interpretations.
VI. Assignment:
- Assign students to read a different short
story or excerpt at home. They should
focus on analyzing character actions and
dialogue to make inferences about the
characters and be prepared to discuss their
findings in the next class.
A. No. of learner who earned
80%
B. No. of learner who scored
below 80% (needs
remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who continue
to require remediation
E. Which of my teaching
strategies works well? Why?
F. What difficulties did I
encounter which my principal
/supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share w/another teacher?
GRADE 1-12
DAILY LESSON LOG
SCHOOL:
GRADE LEVEL:
TEACHER:
LEARNING AREA:
TEACHING DATES AND TIME:
NATIONAL READING PROGRAM
QUARTER:
VALUES EDUCATION
HEALTH EDUCATION
PEACE EDUCATION
April 26, 2024
April 26, 2024: Cultural Sensitivity-Topic 2
April 26, 2024
April 26, 2024
I. Subject Matter: Analyzing Theme in
Literature
I. Subject Matter: Cultural Sensitivity
I. Subject Matter: Reasons for using cigarettes
II. Objectives:
- Understand common reasons why individuals
may start smoking cigarettes.
- Recognize the risks and consequences
associated with cigarette use.
III. Materials:
- Whiteboard and markers
- Printed handouts on reasons for using
cigarettes and the health effects of smoking
IV. Procedure:
a. Introduction (5 minutes):
- Welcome the students and introduce the topic
of reasons for using cigarettes.
b. Friday Routine Exercise (5 minutes):
- Conduct a brief mindfulness activity to help
students focus their attention on the lesson.
c. Current Health News Sharing (5 minutes):
- Discuss recent health news related to
smoking or tobacco control efforts, encouraging
students to share any relevant information they
may have.
d. Health Sessions (30 minutes):
- Engage students in a discussion about
common reasons why people start smoking
cigarettes, such as peer pressure, stress relief, or
curiosity.
- Show a short educational video about the
reasons for smoking cigarettes, such as "Why Do
People Start Smoking?" (YouTube link:
https://www.youtube.com/watch?v=hm4WFLjQ5io).
- Facilitate a conversation about the risks and
consequences of smoking, including both shortterm and long-term health effects.
e. Reflection and Sharing (10 minutes):
Grade: Grade 7
Theme: National and Global Awareness
Sub-theme: Good Stewardship
Subject Matter: Cultural Sensitivity-Topic 2
II. Objectives:
- Understand the concept of theme in
literature.
- Learn strategies for identifying and
analyzing themes in texts.
- Enhance critical thinking skills by
exploring the deeper meanings of texts.
SUGGESTED STRATEGIES FOR
GMRC, VALUES, PEACE,
HEALTH, AND NATIONAL
READING PROGRAM
APRIL 26, 2024
CATCH-UP FRIDAY
III. Materials:
- Short stories or excerpts with distinct
themes
- Whiteboard and markers
- Printed worksheets with theme
analysis exercises
- Pencils
IV. Procedure:
a. Daily Routine
- Welcome the students and briefly
review the previous lesson.
- Introduce today's topic: analyzing
theme in literature.
b. Pre-Reading Activities
- Engage students in a discussion about
what theme means in literature and why it
is important to understand.
- Show examples of common themes
found in literature (e.g., love, friendship,
courage) and discuss how they are
conveyed through various texts.
- Introduce strategies for identifying
themes, such as examining recurring
Exploring cultural competence and its role
in fostering inclusive communities.
II. Objectives:
- To understand the concept of cultural
competence.
- To recognize the importance of
developing cultural competence in
promoting diversity and inclusion.
- To reflect on personal experiences and
attitudes towards cultural differences.
III. Materials:
- Whiteboard and markers
- Handouts with discussion questions on
cultural competence
- Pens/pencils
IV. Procedure:
a. Introduction (5 minutes):
- Welcome the students and briefly
review the previous lesson on cultural
sensitivity.
- Introduce the concept of cultural
competence and its significance in today's
interconnected world.
b. Reflective Thinking Activities (15
minutes):
- Facilitate a discussion on the
characteristics of culturally competent
individuals and communities.
I. Objectives:
- To appreciate the value of cultural diversity.
- To understand the impact of cultural sensitivity
on global relationships.
- To discuss ways to foster an environment of
respect and understanding for all cultures.
II. Materials:
- Projector or smartboard for video presentations.
- Whiteboard and markers.
- Notebooks and pens for students.
III. Procedure:
a. Introduction (5 minutes)
- Welcome students and introduce the
significance of cultural diversity and sensitivity in
today's globalized world.
b. Icebreaker Activity (10 minutes)
- "Cultural Artifact Show and Tell": Students bring
an item that represents their culture or a culture
they admire and share its significance.
c. Multimedia Exploration (8 minutes)
- Show "Why cultural diversity matters | Michael
Gavin | TEDxCSU" to highlight the importance of
cultural diversity. Link:
https://www.youtube.com/watch?v=48RoRi0ddRU
- Discuss the key points made by Michael Gavin
regarding the benefits of cultural diversity.
patterns, character motivations, and
authorial intent.
c. During Reading Activities
- Provide students with short stories or
excerpts with distinct themes.
- Model the process of analyzing theme
by reading part of a text aloud and
discussing the possible themes present.
- Guide students through identifying and
analyzing themes in subsequent
passages, encouraging them to consider
how various elements of the text
contribute to the overall theme.
d. Post-Reading Activities
- Lead a class discussion about the
themes identified by students, focusing on
the evidence from the text that supports
their interpretations.
- Use the whiteboard to record notable
themes and the textual evidence that
supports them.
- Distribute worksheets with theme
analysis exercises for independent or
group practice.
Additional Activities:
a. Activity 1: Theme Debate
- Divide the class into groups and assign
each group a different theme to analyze
from the same text.
- Have groups prepare arguments
supporting their interpretation of the
theme and present them in a debate
format.
b. Activity 2: Personal Reflection
- Ask students to choose a theme from
the text that resonated with them
personally.
- Have them write a reflection discussing
why they connected with that theme and
how it relates to their own experiences or
beliefs.
- Encourage students to reflect on their
own cultural backgrounds and
experiences in diverse settings.
c. Structured Values Activities (15
minutes):
- Divide students into small groups and
provide them with scenarios requiring
cultural competence (e.g., navigating
cultural differences in communication,
celebrations, or decision-making).
- Ask each group to brainstorm
strategies for effectively addressing these
scenarios while respecting cultural
diversity.
d. Group Sharing and Reflection (10
minutes):
- Have each group share their strategies
and insights with the class.
- Encourage students to reflect on the
importance of continuous learning and
growth in cultural competence.
V. Feedback and Reinforcement (10
minutes):
- Gather feedback from students on the
activities and discussions.
- Emphasize the value of cultural
competence in building bridges across
cultures and promoting social cohesion.
- Conclude with a message encouraging
students to embrace diversity and actively
work towards creating inclusive
communities through cultural
understanding and respect.
- Ask students to reflect on what they've
learned about the reasons for using cigarettes and
the associated risks.
- Encourage students to share their thoughts
on how to avoid or resist cigarette use and support
others in making healthy choices.
V. Wrap Up (10 minutes):
- Summarize the key points discussed during the
lesson, emphasizing the importance of
understanding the reasons for smoking and the
negative impact it can have on health.
- Remind students of the resources available for
those who want to quit smoking or need support
with tobacco cessation.
- Provide time for any remaining questions or
comments from the students.
d. Small Group Discussion (8 minutes)
- Students discuss in groups the impact of cultural
sensitivity on interpersonal and international
relationships.
e. Group Presentations (20 minutes)
- Groups share insights on how cultural sensitivity
can improve understanding and cooperation
among different cultures.
f. Class Reflection (2 minutes)
- Reflect on the importance of embracing cultural
diversity and promoting cultural sensitivity.
IV. Wrap Up (2 minutes)
- Summarize the discussions and emphasize the
role of cultural sensitivity in fostering a globally
aware and respectful society.
V. Evaluation:
- Assess students' ability to analyze
theme through their participation in
discussions, accuracy in identifying
themes, and depth of analysis supported
by textual evidence.
VI. Assignment:
- Assign students to read a different
short story or excerpt at home. They
should focus on identifying and analyzing
the theme of the text and be prepared to
discuss their findings in the next class.
A. No. of learner who earned
80%
B. No. of learner who scored
below 80% (needs
remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who continue
to require remediation
E. Which of my teaching
strategies works well? Why?
F. What difficulties did I
encounter which my principal
/supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share w/another teacher?
GRADE 1-12
DAILY LESSON LOG
SCHOOL:
GRADE LEVEL:
TEACHER:
LEARNING AREA:
TEACHING DATES AND TIME:
NATIONAL READING PROGRAM
QUARTER:
VALUES EDUCATION
HEALTH EDUCATION
PEACE EDUCATION
May 3, 2024
May 3, 2024: Intercultural Relations
May 3, 2024
May 3, 2024
I. Subject Matter: Making Connections:
Text-to-Self, Text-to-Text, and Text-toWorld
I. Subject Matter: Intercultural Relations
I. Subject Matter: Reasons for using alcohol
II. Objectives:
- Understand common reasons why individuals
may start using alcohol.
- Recognize the risks and consequences
associated with alcohol use.
III. Materials:
- Whiteboard and markers
- Printed handouts on reasons for using alcohol
and the effects of alcohol on health
IV. Procedure:
a. Introduction (5 minutes):
- Welcome the students and introduce the
topic of reasons for using alcohol.
b. Friday Routine Exercise (5 minutes):
- Conduct a brief relaxation exercise to help
students focus their minds and bodies on the
lesson.
c. Current Health News Sharing (5 minutes):
- Discuss recent health news related to alcohol
use or alcohol-related incidents, encouraging
students to share any relevant information they
may have.
d. Health Sessions (30 minutes):
- Engage students in a discussion about
common reasons why people may start using
alcohol, such as peer pressure, social influence, or
coping with stress.
- Show a short educational video about the
reasons for using alcohol, such as "Why Do
People Drink Alcohol?" (YouTube link:
https://www.youtube.com/watch?v=6JljBo4xVZg).
- Facilitate a conversation about the risks and
consequences of alcohol use, including both shortterm effects like impaired judgment and long-term
effects like addiction and liver damage.
e. Reflection and Sharing (10 minutes):
Grade: Grade 7
Theme: National and Global Awareness
Sub-theme: Good Stewardship
Subject Matter: Intercultural Relations
II. Objectives:
- Understand the importance of making
connections while reading.
- Learn strategies for making text-to-self,
text-to-text, and text-to-world connections.
- Enhance comprehension and critical
thinking skills by relating texts to personal
experiences, other texts, and the world.
SUGGESTED STRATEGIES FOR
GMRC, VALUES, PEACE, HEALTH,
AND NATIONAL READING
PROGRAM
MAY 3, 2024
CATCH-UP FRIDAY
III. Materials:
- Various texts (short stories, articles,
poems)
- Whiteboard and markers
- Printed worksheets with connection
exercises
- Pencils
IV. Procedure:
a. Daily Routine
- Welcome the students and briefly
review the previous lesson.
- Introduce today's topic: making
connections while reading.
b. Pre-Reading Activities
- Engage students in a discussion about
why making connections is important in
reading and how it enhances
comprehension.
- Show examples of different types of
connections (text-to-self, text-to-text, textto-world) and discuss their significance.
Exploring the dynamics of intercultural
interactions and relationships.
II. Objectives:
- To understand the concept of intercultural
relations.
- To recognize the importance of effective
communication and mutual respect in
intercultural interactions.
- To reflect on personal experiences and
attitudes towards intercultural relationships.
III. Materials:
- Whiteboard and markers
- Handouts with discussion questions on
intercultural relations
- Pens/pencils
IV. Procedure:
a. Introduction (5 minutes):
- Welcome the students and introduce
the topic of intercultural relations.
- Discuss the importance of
understanding and appreciating cultural
diversity in today's globalized world.
b. Reflective Thinking Activities (15
minutes):
- Facilitate a discussion on the
challenges and opportunities presented by
intercultural interactions.
I. Objectives:
- To understand the basics of intercultural
communication and its significance.
- To explore how diversity and cultural
awareness contribute to effective
communication.
- To learn about the challenges and benefits of
intercultural interactions.
II. Materials:
- Projector or smartboard for video
presentations.
- Whiteboard and markers.
- Notebooks and pens for students.
III. Procedure:
a. Introduction (5 minutes)
- Introduce the topic of intercultural relations and
its importance in global communication.
b. Icebreaker Activity (10 minutes)
- "Cultural Exchange Stories": Students share
brief stories about their experiences with
different cultures, either personally or through
media.
c. Multimedia Exploration (8 minutes)
- Present "Intercultural Communication
Adventure with Little Pilot" to discuss key
aspects of effective intercultural communication.
- Introduce strategies for making
connections, such as asking questions,
identifying similarities, and considering
broader implications.
- Encourage students to reflect on their
own experiences of interacting with
individuals from different cultural
backgrounds.
c. During Reading Activities
- Provide students with various texts to
read individually or in groups.
- Model the process of making
connections by reading a passage aloud
and sharing personal experiences or other
texts that it reminds you of.
- Guide students through making text-toself, text-to-text, and text-to-world
connections as they read, encouraging
them to annotate the text or discuss their
connections with peers.
c. Structured Values Activities (15
minutes):
- Divide students into small groups and
provide them with scenarios involving
intercultural misunderstandings or conflicts.
- Ask each group to brainstorm strategies
for resolving these situations while
promoting understanding and respect.
d. Post-Reading Activities
- Lead a class discussion about the
connections made by students, focusing
on the significance of each type of
connection.
- Use the whiteboard to categorize and
organize the connections into text-to-self,
text-to-text, and text-to-world categories.
- Distribute worksheets with connection
exercises for independent or group
practice.
Additional Activities:
a. Activity 1: Connection Carousel
- Set up stations around the classroom,
each with a different text.
- Have students rotate in groups to each
station, reading the text and making
connections (text-to-self, text-to-text, textto-world) on sticky notes.
- After each rotation, have groups share
their connections with the class.
b. Activity 2: Connection Journal
- Assign students to keep a connection
journal where they record connections they
make while reading independently.
d. Group Sharing and Reflection (10
minutes):
- Have each group share their strategies
and insights with the class.
- Encourage students to reflect on how
they can apply these strategies to foster
positive intercultural relationships in their
own lives.
V. Feedback and Reinforcement (10
minutes):
- Gather feedback from students on the
activities and discussions.
- Emphasize the importance of empathy,
open-mindedness, and communication
skills in building successful intercultural
relationships.
- Conclude with a message encouraging
students to embrace diversity and seek
opportunities for meaningful intercultural
exchanges.
- Ask students to reflect on what they've
learned about the reasons for using alcohol and
the associated risks.
- Encourage students to share their thoughts
on how to make responsible choices regarding
alcohol use and support peers in doing the same.
V. Wrap Up (10 minutes):
- Summarize the key points discussed during the
lesson, emphasizing the importance of
understanding the reasons for alcohol use and
making informed decisions.
- Remind students of the resources available for
those who may need support with alcohol use or
addiction.
- Provide time for any remaining questions or
comments from the students.
- Video Link:
https://www.youtube.com/watch?v=PSt_op3fQck
- Discuss the video's main points, focusing on
cross-cultural awareness and diversity.
d. Small Group Discussion (8 minutes)
- Discuss the challenges and benefits of
intercultural communication highlighted in the
video.
e. Group Presentations (20 minutes)
- Groups present their thoughts on how to
improve intercultural communication skills and
the importance of diversity.
f. Class Reflection (2 minutes)
- Reflect on the role of cultural sensitivity in
fostering positive intercultural relations.
IV. Wrap Up (2 minutes)
- Summarize the key learnings and encourage
students to practice cultural sensitivity and
openness in daily interactions.
- For each connection, students should
briefly explain how the text relates to
themselves, another text, or the world.
V. Evaluation:
- Assess students' ability to make
meaningful connections through their
participation in discussions, accuracy in
identifying connections, and depth of
analysis.
VI. Assignment:
- Assign students to read a text of their
choice at home and make at least one
text-to-self, one text-to-text, and one textto-world connection. They should record
their connections in their journals and be
prepared to share them in the next class.
A. No. of learner who earned
80%
B. No. of learner who scored
below 80% (needs
remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who continue
to require remediation
E. Which of my teaching
strategies works well? Why?
F. What difficulties did I
encounter which my principal
/supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share w/another teacher?
GRADE 1-12
DAILY LESSON LOG
SCHOOL:
GRADE LEVEL:
TEACHER:
LEARNING AREA:
TEACHING DATES AND TIME:
NATIONAL READING PROGRAM
SUGGESTED STRATEGIES FOR
GMRC, VALUES, PEACE, HEALTH,
AND NATIONAL READING
PROGRAM
MAY 10, 2024
CATCH-UP FRIDAY
QUARTER:
VALUES EDUCATION
HEALTH EDUCATION
PEACE EDUCATION
May 10, 2024
May 10, 2024: Intercultural Understanding
May 10, 2024
May 10, 2024
I. Subject Matter: Analyzing Character
Development
I. Subject Matter: Intercultural
Understanding
II. Objectives:
- Understand the concept of character
development in literature.
- Learn to analyze how characters
change or evolve throughout a text.
- Enhance critical thinking skills by
interpreting character development in
context.
Exploring the importance of empathy and
cultural sensitivity in fostering intercultural
understanding.
I. Subject Matter: How cigarettes harm the body
(Short-Term & Long-Term)
II. Objectives:
- Understand the short-term and long-term effects
of smoking cigarettes on the body.
- Recognize the risks associated with smoking
and the importance of avoiding or quitting smoking.
III. Materials:
- Whiteboard and markers
- Printed handouts on the short-term and longterm effects of smoking
IV. Procedure:
a. Introduction (5 minutes):
- Welcome the students and introduce the topic
of how cigarettes harm the body.
b. Friday Routine Exercise (5 minutes):
- Lead the students through a brief physical
activity to energize them for the lesson.
c. Current Health News Sharing (5 minutes):
- Discuss recent health news related to
smoking or tobacco control efforts, encouraging
students to share any relevant information they
may have.
d. Health Sessions (30 minutes):
- Engage students in a discussion about the
short-term effects of smoking, such as bad breath,
coughing, and reduced lung function.
- Show a short educational video about the
short-term and long-term effects of smoking, such
as "How Smoking Affects Your Body" (YouTube
link:
https://www.youtube.com/watch?v=hdMz7BUtOvk).
- Facilitate a conversation about the long-term
effects of smoking, including increased risk of lung
cancer, heart disease, and stroke.
e. Reflection and Sharing (10 minutes):
Grade: Grade 7
Theme: National and Global Awareness
Sub-theme: Good Stewardship
Subject Matter: Intercultural Understanding
III. Materials:
- Short stories or excerpts with welldeveloped characters
- Whiteboard and markers
- Printed worksheets with character
analysis exercises
- Pencils
IV. Procedure:
a. Daily Routine
- Welcome the students and briefly review
the previous lesson.
- Introduce today's topic: analyzing
character development.
b. Pre-Reading Activities
- Engage students in a discussion about
what character development means and
why it is important in literature.
- Show examples of characters from
different texts and discuss how they change
or grow over time.
- Introduce strategies for analyzing
character development, such as tracking
II. Objectives:
- To understand the concept of intercultural
understanding.
- To recognize the value of empathy and
cultural sensitivity in bridging cultural
divides.
- To reflect on personal experiences and
attitudes towards cultural differences.
III. Materials:
- Whiteboard and markers
- Handouts with discussion questions on
intercultural understanding
- Pens/pencils
IV. Procedure:
a. Introduction (5 minutes):
- Welcome the students and introduce the
topic of intercultural understanding.
- Discuss the significance of empathy and
cultural sensitivity in promoting harmony
and cooperation among diverse groups.
b. Reflective Thinking Activities (15
minutes):
I. Objectives:
- To understand the principles of intercultural
communication.
- To recognize the importance of an "othercentered" orientation in intercultural
interactions.
- To learn the impact of intercultural
understanding in a globalized world.
II. Materials:
- Projector or smartboard for video
presentations.
- Whiteboard and markers.
- Notebooks and pens for students.
III. Procedure:
a. Introduction (5 minutes)
- Welcome the students and discuss the
importance of intercultural communication in
today's globalized society.
b. Icebreaker Activity (10 minutes)
- "Cultural Exchange Dialogues": Students
pair up to share and discuss one aspect of
their cultural background with their partner.
c. Multimedia Exploration (8 minutes)
- Show "Intercultural Communication" to
introduce key principles of effective
intercultural communication.
changes in behavior, relationships, and
beliefs.
c. During Reading Activities
- Provide students with short stories or
excerpts with well-developed characters.
- Model the process of analyzing
character development by reading a
passage aloud and discussing how the
character changes or evolves.
- Guide students through analyzing
character development in subsequent
passages, prompting them to consider the
reasons behind the changes and their
implications for the story.
d. Post-Reading Activities
- Lead a class discussion about the
character development observed in the
text, focusing on the evidence from the text
that supports the analysis.
- Use the whiteboard to chart the
progression of character development,
highlighting key moments and changes.
- Distribute worksheets with character
analysis exercises for independent or group
practice.
Additional Activities:
a. Activity 1: Character Timeline
- Have students create a timeline of
events that contribute to the development
of a character in the text.
- Encourage them to include both major
and minor events, as well as internal and
external factors.
b. Activity 2: Character Interview
- Assign students to choose a character
from the text and imagine they are
interviewing them.
- Students should prepare questions
about the character's experiences,
motivations, and growth, and then write
responses from the character's perspective.
- Facilitate a discussion on the role of
empathy in understanding and appreciating
cultural differences.
- Encourage students to reflect on times
when they have felt understood or
misunderstood by individuals from different
cultural backgrounds.
c. Structured Values Activities (15 minutes):
- Divide students into small groups and
provide them with case studies or scenarios
involving intercultural interactions.
- Ask each group to identify challenges to
understanding and brainstorm ways to
cultivate empathy and cultural sensitivity in
such situations.
d. Group Sharing and Reflection (10
minutes):
- Have each group share their insights
and proposed solutions with the class.
- Encourage students to reflect on how
they can apply empathy and cultural
sensitivity to improve their intercultural
understanding.
V. Feedback and Reinforcement (10
minutes):
- Gather feedback from students on the
activities and discussions.
- Emphasize the importance of actively
listening, seeking to understand, and
respecting cultural differences.
- Conclude with a message encouraging
students to embrace diversity and strive for
deeper intercultural understanding in their
interactions with others.
- Ask students to reflect on what they've
learned about the harmful effects of smoking on the
body.
- Encourage students to share their thoughts on
why it's important to avoid smoking or quit if they
are already smokers.
V. Wrap Up (10 minutes):
- Summarize the key points discussed during the
lesson, emphasizing the detrimental impact of
smoking on health.
- Encourage students to make healthy choices for
themselves and to support others in doing the
same.
- Provide information about smoking cessation
resources available for those who want to quit
smoking.
- Allow time for any remaining questions or
comments from the students.
- Video Link:
https://www.youtube.com/watch?v=RXwxg6dUbE
- Discuss the concepts of "other-centered"
orientation and intercultural understanding
highlighted in the video.
d. Small Group Discussion (8 minutes)
- Students discuss how adopting an "othercentered" perspective can improve
intercultural interactions.
e. Group Presentations (20 minutes)
- Groups present their ideas on promoting
intercultural understanding in their community
and beyond.
f. Class Reflection (2 minutes)
- Reflect on the role of intercultural
communication in fostering global awareness
and cooperation.
IV. Wrap Up (2 minutes)
- Summarize the day’s lesson, emphasizing
the importance of intercultural understanding
in a globalized world.
V. Evaluation:
- Assess students' ability to analyze
character development through their
participation in discussions, accuracy in
identifying changes, and depth of analysis
supported by textual evidence.
VI. Assignment:
- Assign students to read a different short
story or excerpt at home. They should
focus on analyzing the development of a
character and be prepared to discuss their
findings in the next class.
A. No. of learner who earned
80%
B. No. of learner who scored
below 80% (needs
remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who continue
to require remediation
E. Which of my teaching
strategies works well? Why?
F. What difficulties did I
encounter which my principal
/supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share
w/another teacher?
GRADE 1-12
DAILY LESSON LOG
SCHOOL:
GRADE LEVEL:
TEACHER:
LEARNING AREA:
TEACHING DATES AND TIME:
NATIONAL READING PROGRAM
May 17, 2024
I. Subject Matter: Exploring Point of View
in Literature
II. Objectives:
- Understand the concept of point of
view in literature.
- Learn to identify different points of view
(first person, third person limited, third
person omniscient).
- Enhance comprehension skills by
analyzing how point of view influences the
narrative.
SUGGESTED STRATEGIES FOR
GMRC, VALUES, PEACE,
HEALTH, AND NATIONAL
READING PROGRAM
III. Materials:
- Short stories or excerpts with different
points of view
- Whiteboard and markers
- Printed worksheets with point of view
analysis exercises
- Pencils
MAY 17, 2024
QUARTER:
VALUES EDUCATION
May 17, 2024: Social Justice and Human
Rights
I. Subject Matter: Social Justice and
Human Rights
Exploring the principles of social justice
and human rights and their significance in
creating equitable communities.
II. Objectives:
- To understand the concepts of social
justice and human rights.
- To recognize the importance of
upholding human rights and promoting
social justice for all individuals.
- To reflect on personal experiences and
attitudes towards social justice and human
rights issues.
III. Materials:
IV. Procedure:
a. Daily Routine
- Welcome the students and briefly
review the previous lesson.
- Introduce today's topic: exploring point
of view in literature.
- Whiteboard and markers
- Handouts with discussion questions on
social justice and human rights
- Pens/pencils
b. Pre-Reading Activities
- Engage students in a discussion about
what point of view means and why it is
important in storytelling.
- Show examples of texts written from
different points of view and discuss how
the choice of point of view affects the
reader's experience.
a. Introduction (5 minutes):
- Welcome the students and introduce
the topic of social justice and human
rights.
- Discuss the relevance of these
concepts in ensuring fairness, equality,
and dignity for all members of society.
IV. Procedure:
CATCH-UP FRIDAY
HEALTH EDUCATION
PEACE EDUCATION
May 17, 2024
May 17, 2024
I. Subject Matter: How alcohol harms the body
(Short-Term & Long-Term)
II. Objectives:
- Understand the short-term and long-term
effects of alcohol consumption on the body.
- Recognize the risks associated with alcohol
use and the importance of making informed
choices.
III. Materials:
- Whiteboard and markers
- Printed handouts on the short-term and longterm effects of alcohol on health
IV. Procedure:
a. Introduction (5 minutes):
- Welcome the students and introduce the
topic of how alcohol harms the body.
b. Friday Routine Exercise (5 minutes):
- Conduct a brief relaxation exercise to help
students focus their attention on the lesson.
c. Current Health News Sharing (5 minutes):
- Discuss recent health news related to
alcohol consumption or alcohol-related incidents,
inviting students to share any relevant information
they may have.
d. Health Sessions (30 minutes):
- Engage students in a discussion about the
short-term effects of alcohol consumption, such
as impaired judgment, coordination, and memory.
- Show a short educational video about the
short-term and long-term effects of alcohol on the
body, such as "The Effects of Alcohol on Your
Body" (YouTube link:
https://www.youtube.com/watch?v=yNvCjg18N-c).
- Facilitate a conversation about the long-term
effects of alcohol use, including liver damage,
heart disease, and addiction.
e. Reflection and Sharing (10 minutes):
Grade: Grade 7
Theme: National and Global Awareness
Sub-theme: Good Stewardship
Subject Matter: Social Justice and Human Rights
I. Objectives:
- Understand the concept of social justice and its
significance.
- Explore the relationship between social justice
and human rights.
- Identify ways students can advocate for equity
and human rights in their community.
II. Materials:
- Projector or smartboard for video presentations.
- Whiteboard and markers.
- Notebooks and pens for students.
III. Procedure:
a. Introduction (5 minutes)
- Introduce the topic of social justice and its
importance in ensuring fairness and equality in
society.
b. Icebreaker Activity (10 minutes)
- "Justice in Our Lives": Students think of an
example where they saw justice or injustice and
share it with the class.
c. Multimedia Exploration (8 minutes)
- Show the video "Keep it Simple: What is Social
Justice?" to provide an overview of social justice.
- Video Link:
https://www.youtube.com/watch?v=MtBOR_4dvEc
- Discuss key points and how social justice relates
to human rights.
- Introduce the three main points of view:
first person, third person limited, and third
person omniscient.
c. During Reading Activities
- Provide students with short stories or
excerpts written from different points of
view.
- Model the process of identifying point
of view by reading a passage aloud and
discussing the perspective from which it is
told.
- Guide students through identifying and
analyzing point of view in subsequent
passages, prompting them to consider
how it influences their understanding of
the characters and events.
d. Post-Reading Activities
- Lead a class discussion about the
different points of view observed in the
texts, focusing on how each point of view
shapes the narrative.
- Use the whiteboard to chart the
characteristics of each point of view and
provide examples from the texts.
- Distribute worksheets with point of view
analysis exercises for independent or
group practice.
Additional Activities:
a. Activity 1: Point of View Rewrite
- Assign students to rewrite a scene from
the text from a different point of view.
- Encourage them to consider how
changing the perspective alters the
reader's perception of the events.
b. Activity 2: Point of View Debate
- Divide the class into groups, with each
group representing a different point of
view.
- Have groups debate why their chosen
point of view is the most effective for
telling the story, using evidence from the
text to support their arguments.
b. Reflective Thinking Activities (15
minutes):
- Facilitate a discussion on the meaning
of social justice and human rights,
providing examples of injustices and
violations.
- Encourage students to reflect on how
these issues impact individuals and
communities, both locally and globally.
c. Structured Values Activities (15
minutes):
- Divide students into small groups and
provide them with scenarios illustrating
social justice or human rights dilemmas.
- Ask each group to discuss the
underlying principles at stake and propose
solutions that uphold justice and human
rights.
d. Group Sharing and Reflection (10
minutes):
- Have each group share their analyses
and proposed solutions with the class.
- Encourage students to reflect on their
own roles in promoting social justice and
human rights within their communities.
V. Feedback and Reinforcement (10
minutes):
- Gather feedback from students on the
activities and discussions.
- Emphasize the importance of
advocating for fairness, equality, and
respect for human dignity.
- Conclude with a message encouraging
students to be active agents of positive
change in promoting social justice and
human rights in society.
- Ask students to reflect on what they've
learned about the harmful effects of alcohol on
the body.
- Encourage students to share their thoughts
on responsible alcohol consumption and
strategies for avoiding alcohol-related harm.
V. Wrap Up (10 minutes):
- Summarize the key points discussed during
the lesson, emphasizing the importance of
understanding the risks associated with alcohol
use.
- Remind students to make informed choices
about alcohol consumption and to seek help if
they or someone they know is struggling with
alcohol misuse.
- Provide information about resources available
for those who may need support with alcoholrelated issues.
- Allow time for any remaining questions or
comments from the students.
d. Small Group Discussion (8 minutes)
- Students discuss in groups how social justice
issues affect their community and what actions
can be taken to address them.
e. Group Presentations (20 minutes)
- Groups present their discussions, focusing on
actionable steps for promoting social justice and
human rights.
f. Class Reflection (2 minutes)
- Reflect on the importance of understanding and
advocating for social justice and human rights.
IV. Wrap Up (2 minutes)
- Summarize the day’s discussions and
encourage students to be proactive in supporting
social justice initiatives.
V. Evaluation:
- Assess students' understanding of
point of view through their participation in
discussions, accuracy in identifying points
of view, and ability to analyze how point of
view influences the narrative.
VI. Assignment:
- Assign students to read a different
short story or excerpt at home. They
should identify the point of view from
which it is told and consider how this
choice impacts their understanding of the
text. They will discuss their findings in the
next class.
A. No. of learner who earned
80%
B. No. of learner who scored
below 80% (needs
remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who continue
to require remediation
E. Which of my teaching
strategies works well? Why?
F. What difficulties did I
encounter which my principal
/supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share w/another teacher?
GRADE 1-12
DAILY LESSON LOG
SCHOOL:
GRADE LEVEL:
TEACHER:
LEARNING AREA:
TEACHING DATES AND TIME:
NATIONAL READING PROGRAM
QUARTER:
VALUES EDUCATION
HEALTH EDUCATION
PEACE EDUCATION
May 24, 2024
May 24, 2024: Public Order and Safety
May 24, 2024
May 24, 2024
I. Subject Matter: Exploring Symbolism in
Literature
I. Subject Matter: Public Order and Safety
I. Subject Matter: Ways to protect oneself from
cigarettes
II. Objectives:
- Learn effective strategies to prevent cigarette
use.
- Understand the importance of resisting peer
pressure and making healthy choices.
III. Materials:
- Whiteboard and markers
- Printed handouts on strategies to avoid cigarette
use
IV. Procedure:
a. Introduction (5 minutes):
- Welcome the students and introduce the topic
of ways to protect oneself from cigarettes.
b. Friday Routine Exercise (5 minutes):
- Lead the students through a brief energizing
activity to prepare them for the lesson.
c. Current Health News Sharing (5 minutes):
- Discuss recent health news related to smoking
prevention or tobacco control efforts, encouraging
students to share any relevant information they may
have.
d. Health Sessions (30 minutes):
- Engage students in a discussion about
effective strategies to avoid cigarette use, such as
assertive refusal skills, avoiding situations where
smoking occurs, and seeking support from trusted
adults.
- Show a short educational video about resisting
peer pressure to smoke, such as "How to Say No to
Peer Pressure" (YouTube link:
https://www.youtube.com/watch?v=LzZgZLAMcBE).
- Facilitate a brainstorming session on
additional ways students can protect themselves
from cigarette use, incorporating ideas such as
Grade: Grade 7
Theme: National and Global Awareness
Sub-theme: Good Stewardship
Subject Matter: Public Order and Safety
II. Objectives:
- Understand the concept of symbolism in
literature.
- Learn to identify symbols and interpret
their meanings.
- Enhance critical thinking skills by
analyzing the use of symbolism in texts.
SUGGESTED STRATEGIES FOR
GMRC, VALUES, PEACE, HEALTH,
AND NATIONAL READING
PROGRAM
MAY 24, 2024
CATCH-UP FRIDAY
III. Materials:
- Short stories or excerpts with prominent
symbols
- Whiteboard and markers
- Printed worksheets with symbolism
analysis exercises
- Pencils
Understanding the importance of public
order and safety in maintaining peaceful
communities.
II. Objectives:
- To comprehend the significance of public
order and safety.
- To recognize the role of individuals and
institutions in ensuring public order and
safety.
- To reflect on personal experiences and
responsibilities in contributing to public
order and safety.
III. Materials:
IV. Procedure:
a. Daily Routine
- Welcome the students and briefly review
the previous lesson.
- Introduce today's topic: exploring
symbolism in literature.
- Whiteboard and markers
- Handouts with discussion questions on
public order and safety
- Pens/pencils
b. Pre-Reading Activities
- Engage students in a discussion about
what symbolism means and why authors
use it in literature.
- Show examples of symbols from
literature, art, and everyday life, and discuss
their meanings.
- Introduce strategies for identifying
symbols, such as paying attention to
recurring images or objects with deeper
meanings.
a. Introduction (5 minutes):
- Welcome the students and introduce the
topic of public order and safety.
- Discuss the importance of maintaining
peaceful and secure communities for the
well-being of all members.
IV. Procedure:
b. Reflective Thinking Activities (15
minutes):
- Facilitate a discussion on the factors that
contribute to public order and safety, such
I. Objectives:
- Understand the concepts of public order
and safety.
- Explore the role of laws and regulations in
maintaining societal peace.
- Discuss the importance of responsible
citizenship in promoting public safety.
II. Materials:
- Projector or smartboard for video
presentations.
- Whiteboard and markers.
- Notebooks and pens for students.
III. Procedure:
a. Introduction (5 minutes)
- Introduce the topic of public order and
safety, explaining its significance in
maintaining a peaceful society.
b. Icebreaker Activity (10 minutes)
- "Safety First": Students share personal
stories or examples of how public order and
safety measures have impacted their lives.
c. Multimedia Exploration (8 minutes)
- Present a video related to public order and
safety issues, such as a documentary or
news report on the subject.
d. Small Group Discussion (8 minutes)
c. During Reading Activities
- Provide students with short stories or
excerpts with prominent symbols.
- Model the process of identifying and
interpreting symbols by reading a passage
aloud and discussing the possible meanings
of symbols present.
- Guide students through identifying and
analyzing symbols in subsequent passages,
prompting them to consider how symbols
contribute to the overall themes and
messages of the text.
d. Post-Reading Activities
- Lead a class discussion about the
symbols identified by students, focusing on
the evidence from the text that supports
their interpretations.
- Use the whiteboard to chart the symbols
and their meanings, providing examples
from the texts.
- Distribute worksheets with symbolism
analysis exercises for independent or group
practice.
Additional Activities:
a. Activity 1: Symbol Scavenger Hunt
- Assign students to find examples of
symbols in their everyday surroundings
(e.g., at home, in their neighborhood).
- Have them take photos or make
sketches of the symbols they find and write
a brief explanation of their meanings.
b. Activity 2: Symbolism Collage
- Provide students with magazines,
newspapers, and art supplies.
- Have them create collages that
represent a theme or message using
symbols cut from the materials provided.
V. Evaluation:
- Assess students' ability to identify and
interpret symbols through their participation
in discussions, accuracy in identifying
as law enforcement, community
involvement, and preventive measures.
- Encourage students to reflect on their
own experiences of feeling safe or unsafe in
public spaces.
c. Structured Values Activities (15 minutes):
- Divide students into small groups and
provide them with case studies or scenarios
related to public order and safety issues.
- Ask each group to identify potential
solutions and actions that individuals and
communities can take to address these
issues.
d. Group Sharing and Reflection (10
minutes):
- Have each group share their insights
and proposed solutions with the class.
- Encourage students to reflect on the
importance of taking collective responsibility
for public order and safety.
V. Feedback and Reinforcement (10
minutes):
- Gather feedback from students on the
activities and discussions.
- Emphasize the role of each individual in
contributing to public order and safety within
their communities.
- Conclude with a message encouraging
students to be proactive in promoting a
culture of respect, cooperation, and
responsibility for public order and safety.
finding healthy alternatives to smoking and
understanding the consequences of smoking.
e. Reflection and Sharing (10 minutes):
- Ask students to reflect on the strategies
discussed and consider how they can apply them in
their own lives.
- Encourage students to share their thoughts on
the importance of making healthy choices and
resisting peer pressure.
V. Wrap Up (10 minutes):
- Summarize the key points discussed during the
lesson, emphasizing the importance of protecting
oneself from cigarette use.
- Remind students that they have the power to
make healthy choices for themselves and their
future.
- Encourage students to support each other in
making positive decisions regarding smoking
prevention.
- Allow time for any remaining questions or
comments from the students.
- Students discuss the role of citizens and
government in maintaining public order and
how they can contribute to safety in their
community.
e. Group Presentations (20 minutes)
- Groups present their ideas on improving
public order and safety in their
neighborhoods or schools.
f. Class Reflection (2 minutes)
- Reflect on the collective responsibility
towards maintaining public order and
ensuring safety.
IV. Wrap Up (2 minutes)
- Summarize the discussion points and
encourage students to be proactive in their
roles as responsible citizens.
symbols, and depth of analysis supported
by textual evidence.
VI. Assignment:
- Assign students to read a different short
story or excerpt at home. They should
identify and analyze the symbols present in
the text, considering how they contribute to
the overall meaning. They will discuss their
findings in the next class.
A. No. of learner who earned
80%
B. No. of learner who scored
below 80% (needs
remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who continue
to require remediation
E. Which of my teaching
strategies works well? Why?
F. What difficulties did I
encounter which my principal
/supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share w/another
teacher?
GRADE 1-12
DAILY LESSON LOG
SCHOOL:
GRADE LEVEL:
TEACHER:
LEARNING AREA:
TEACHING DATES AND TIME:
NATIONAL READING PROGRAM
QUARTER:
VALUES EDUCATION
HEALTH EDUCATION
PEACE EDUCATION
May 31, 2024
May 31, 2024: Human Security
May 31, 2024
May 31, 2024
I. Subject Matter: Drawing Conclusions
and Making Inferences
I. Subject Matter: Human Security
I. Subject Matter: Ways to protect oneself from
alcohol
II. Objectives:
- Learn effective strategies to prevent alcohol
use.
- Understand the importance of making informed
decisions and setting boundaries.
III. Materials:
- Whiteboard and markers
- Printed handouts on strategies to avoid alcohol
use
IV. Procedure:
a. Introduction (5 minutes):
- Welcome the students and introduce the topic
of ways to protect oneself from alcohol.
b. Friday Routine Exercise (5 minutes):
- Conduct a brief mindfulness activity to help
students focus their attention on the lesson.
c. Current Health News Sharing (5 minutes):
- Discuss recent health news related to alcohol
prevention or awareness efforts, inviting students
to share any relevant information they may have.
d. Health Sessions (30 minutes):
- Engage students in a discussion about
effective strategies to avoid alcohol use, such as
setting personal boundaries, finding alternative
activities, and surrounding oneself with supportive
peers.
- Show a short educational video about making
healthy choices regarding alcohol, such as "How to
Avoid Alcohol Pressure" (YouTube link:
https://www.youtube.com/watch?v=ogIX3ZKZwFk).
- Facilitate a brainstorming session on
additional ways students can protect themselves
from alcohol use, incorporating ideas such as
understanding the risks associated with alcohol
and building refusal skills.
Grade: Grade 7
Theme: National and Global Awareness
Sub-theme: Good Stewardship
Subject Matter: Human Security
II. Objectives:
- Understand the difference between
drawing conclusions and making
inferences.
- Learn strategies for drawing
conclusions and making inferences in
texts.
- Enhance comprehension skills by
applying inference and conclusion-making
techniques.
SUGGESTED STRATEGIES FOR
GMRC, VALUES, PEACE,
HEALTH, AND NATIONAL
READING PROGRAM
MAY 31, 2024
CATCH-UP FRIDAY
III. Materials:
- Short passages or excerpts with
ambiguous or open-ended conclusions
- Whiteboard and markers
- Printed worksheets with inference and
conclusion exercises
- Pencils
IV. Procedure:
a. Daily Routine
- Welcome the students and briefly
review the previous lesson.
- Introduce today's topic: drawing
conclusions and making inferences.
b. Pre-Reading Activities
- Engage students in a discussion about
the difference between drawing
conclusions and making inferences.
- Show examples of situations where
drawing conclusions and making
inferences are necessary.
Understanding the concept of human
security and its importance in ensuring the
well-being of individuals and communities.
II. Objectives:
- To comprehend the meaning and scope
of human security.
- To recognize the interconnectedness of
various aspects of human security,
including economic, food, health,
environmental, and personal security.
- To reflect on personal experiences and
perspectives related to human security.
III. Materials:
- Whiteboard and markers
- Handouts with discussion questions on
human security
- Pens/pencils
IV. Procedure:
a. Introduction (5 minutes):
- Welcome the students and introduce
the topic of human security.
- Discuss the importance of addressing
the diverse needs and vulnerabilities of
individuals and communities to ensure
their security and well-being.
b. Reflective Thinking Activities (15
minutes):
I. Objectives:
- To understand the concept of human security
and its various dimensions.
- To recognize the importance of ensuring human
security in global and local contexts.
- To explore ways students can contribute to
enhancing human security in their communities.
II. Materials:
- Projector or smartboard for video presentations.
- Whiteboard and markers.
- Notebooks and pens for students.
III. Procedure:
a. Introduction (5 minutes)
- Briefly introduce the concept of human security,
focusing on its significance beyond traditional
notions of security.
b. Icebreaker Activity (10 minutes)
- "What Makes You Feel Secure?": Students list
factors that contribute to their sense of security.
c. Multimedia Exploration (8 minutes)
- Present Gary Lewis's TEDx talk on "Human
Security," discussing the importance of focusing
on individual and community security.
- Video Link:
https://www.youtube.com/watch?v=EWdg35jvNLA
- Highlight the key aspects of human security
mentioned in the talk.
- Introduce strategies for drawing
conclusions and making inferences, such
as considering context clues, author's
tone, and character motivations.
c. During Reading Activities
- Provide students with short passages
or excerpts with ambiguous or openended conclusions.
- Model the process of drawing
conclusions and making inferences by
reading a passage aloud and discussing
possible conclusions and inferences that
can be drawn.
- Guide students through drawing
conclusions and making inferences in
subsequent passages, prompting them to
provide evidence from the text to support
their reasoning.
d. Post-Reading Activities
- Lead a class discussion about the
conclusions drawn and inferences made
by students, focusing on the evidence
from the text that supports their
interpretations.
- Use the whiteboard to chart the
conclusions and inferences, providing
examples from the texts.
- Distribute worksheets with inference
and conclusion exercises for independent
or group practice.
Additional Activities:
a. Activity 1: Conclusion Challenge
- Provide students with a passage and
challenge them to come up with as many
possible conclusions as they can based
on the text.
- Encourage them to think creatively
and consider multiple perspectives.
b. Activity 2: Inference Debate
- Divide the class into groups and
assign each group a different inference to
defend.
- Facilitate a discussion on the different
dimensions of human security, such as
economic stability, access to healthcare,
environmental sustainability, and freedom
from violence.
- Encourage students to reflect on how
these aspects of human security intersect
and affect their lives and the lives of
others.
c. Structured Values Activities (15
minutes):
- Divide students into small groups and
provide them with case studies or
scenarios illustrating various human
security challenges.
- Ask each group to identify underlying
causes and propose strategies for
addressing these challenges to enhance
human security.
d. Group Sharing and Reflection (10
minutes):
- Have each group share their analyses
and proposed solutions with the class.
- Encourage students to reflect on their
roles and responsibilities in contributing to
the promotion of human security within
their communities.
V. Feedback and Reinforcement (10
minutes):
- Gather feedback from students on the
activities and discussions.
- Emphasize the importance of adopting
a holistic approach to human security that
addresses the root causes of
vulnerabilities and inequalities.
- Conclude with a message encouraging
students to advocate for policies and
actions that prioritize human security and
promote the well-being of all individuals
and communities.
e. Reflection and Sharing (10 minutes):
- Ask students to reflect on the strategies
discussed and consider how they can implement
them in their own lives.
- Encourage students to share their thoughts on
the importance of making informed decisions about
alcohol use and supporting peers in doing the
same.
V. Wrap Up (10 minutes):
- Summarize the key points discussed during the
lesson, emphasizing the importance of protecting
oneself from alcohol use.
- Remind students that they have the ability to
make healthy choices for themselves and that
seeking support is a sign of strength.
- Encourage students to continue educating
themselves about the risks associated with alcohol
and to reach out for help if needed.
- Allow time for any remaining questions or
comments from the students.
d. Small Group Discussion (8 minutes)
- Students discuss in groups how they think
human security can be improved in their
community.
e. Group Presentations (20 minutes)
- Each group presents their ideas for enhancing
human security, drawing on insights from the
video and discussion.
f. Class Reflection (2 minutes)
- Reflect on the role of individuals and
communities in promoting human security.
IV. Wrap Up (2 minutes)
- Summarize the lesson and encourage students
to think of ways they can contribute to human
security in their daily lives.
- Have groups present their inferences
and provide evidence from the text to
support their reasoning, then engage in a
debate to defend their interpretation.
V. Evaluation:
- Assess students' ability to draw
conclusions and make inferences through
their participation in discussions, accuracy
in identifying conclusions and inferences,
and depth of analysis supported by
textual evidence.
VI. Assignment:
- Assign students to read a different
short passage or excerpt at home. They
should identify ambiguous or open-ended
conclusions and make inferences based
on the text, providing evidence to support
their reasoning. They will discuss their
findings in the next class.
A. No. of learner who earned
80%
B. No. of learner who scored
below 80% (needs
remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who continue
to require remediation
E. Which of my teaching
strategies works well? Why?
F. What difficulties did I
encounter which my principal
/supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share w/another teacher?