GRADE 11 School MARAWI HIGH SCHOOL Grade Level 11

Teacher ADRIENNE F. HERNANDO Learning Area Disaster Readiness and Risk Reduction
DAILY LESSON LOG Teaching Dates and Time March 6 – 10, 2023 Quarter 3rd

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES Objectives must be over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities
may be done for developing content knowledge competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children
to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards Various elements that may be exposed to
Concept of Disaster and Concept of Disaster Risk hazards: (1) Physical, (2) Social, (3) Economic
(4) Environmental;
B. Performance Standards The learners conduct hazard hunts of exposed
The learners relate the concept of disaster with daily life elements and propose corresponding corrective
actions for one’s preparedness
C. Learning Analyze disaster from the different
Competencies/Objectives Identify areas/locations exposed to perspectives (physical, psychological,
Explain how and when an event becomes a Enumerate elements exposed to hazards
hazards that may lead to disasters socio – cultural, economic, political
disaster DRRR11/12 – Ia-b – 4 DRRR11/12 – Ic – 7
DRRR11/12 – Ia-b – 5 and biological) DRRR11/12 – Ia-b –
6
Content is what the lesson is all about. It pertains to the subject that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT Basic Concept of Disaster and Disaster Risk
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain student’s interest in the lesson and in learner. Ensure that there is a mix of concrete and manipulative materials as well as paper –
based materials. Hands – on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages  Disaster Readiness and Risk Reduction by Quebral pp 7-8
Disaster Readiness and Risk
Disaster Readiness nad Risk
 Building Resilient Communities by Lanada et.al pp. 34-36 Reductionby Rolly E. Rimando and
 Disaster Readiness and Risk Reduction by Rimando pp. 4-5 Reduction by Rimando pp. 9 – 13
Josefina G. Belen.Rex.pp15 – 19
4. Additional Materials from unisdr.org/we/inform/
Learning Resource (LR) portal terminology
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by the demonstration of learning by the students which you can infer from
IV. PROCEDURES formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about
what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Review on the effects of disaster on one’s What is the impact of hazard to our
Recall the different risk factors What are the effects of disasters?
presenting the new lesson life. What is a disaster? lives?
B. Establishing a purpose for the Video presentation about storm surge in City of Picture Analysis Picture Analysis: Pick one picture and Show a picture of one of the elements
lesson Tacloban brought by Typhoon Yolanda. Students will identify hazards tell which scenario the picture that may be exposed to hazard and let
Guide Questions: depicted in the picture and asks them portrays, why do you think so? the students identify and explain why it
1. What is the video presentation all about? to make a possible scenario of can be exposed to hazard
Do you consider that phenomena a disaster?
impending disaster
 Why?
Guide Questions:
1. What are the hazards you can see in
PICTURE-PICTURE the picture?
C. Presenting examples/instances of 2. What area/locations are considered Identify the different characteristics Differentiate the various types of
the new lesson Group the given pictures as man-made or hazardous? of disasters elements at risk
natural disaster. 3. What makes it hazardous?
4. How can these hazards turn into
disaster?
Each group will be given a scenario to Based from the sharing of the studets,
simulate. Each must clearly show or identify areas/locations exposed to
factors that triggered disaster. hazards. Areas near: Social, Environmental, and Economic
D. Discussing new concepts and 1. Vehicular accident a. Steep slopes, mountains Enumerate and describe the immpacts
b. Rivers, riverbanks, dams
Dimensions of Exposure and
practicing new skills #1 2. Stampede in a concert of disasters
c. Volcano Vulnerability
3. A girl falling from the stairs.
4. Storm surge in a populated area. d. Factories, industrial plants,
5. A sinking ship. e. Others
Describe the different human and
List down the elements exposed to
economic impacts of recent notable
E. Discussing new concepts and Factors in the different areas that various hazards. (Social,
disasters and the effects of these
practicing new skills #2 make it a hazard Environmental, Economic and
impacts to the economic and social
Physical)
development of a country
Choose three elements from essential
PICTURE ANALYSIS facilities, industrial and high potential
Present the following pictures in class. Assuming that a country like the loss facilities and facilities containing
1. Overloaded tricycle. Philippines can afford it, what materials, transport lifelines, and utility
F. Developing mastery 2. A young boy riding in abicycle. Events that can turn these hazards portion of its annual budget should it lifelines. Take note of the location of
(Leads to Formative Assessment 3) 3. An old hanging bridge. into a disaster pend for disaster – related the items you have chosen in your
programs? How justified is this community. Which of these can be
figure? affected in case of:
a. a large magnitude earthquake
b. flooding due to river or sea water
What would be the possible consequences
of these hazard events:
Why do we need to follow signage such Being aware of the nature of hazards a. Total or partial building collapse
as, Ask students what mitigations can and what these can do to people and b. Structural damage
G. Finding practical applications of
a. No smoking in gasoline station be done to remove the hazard and other elements at risk is the first step c. Loss of electric power
concepts and skills in daily living
b. No jaywalking reduce the effect of the disaster? in every effort to minimize he d. Communication lines down
c. Traffic signs effects of disasters. e. Rupture gas pipes
f. Water lines damage
g. Explosion
H. Making generalizations and An even becomes a disaster when the Proximity to some geological How do disaster risk estimated? Why Being aware of the nature of hazards
abstractions about the lesson probable destructive agent, the hazard, hits formation and also industry can pose a is measurement (quantitative or and what these can do to people and
a vulnerable populated area. hazard and if no mitigation is done, qualitative) of risk important? other elements at risk is the first step in
 every effort to minimize he effects of
may lead to disaster
disasters.
Essay (5 pts). Answer the given question As an expert in disaster risk, you were
briefly. Explain how an event becomes a consulted to assess the levels of risk that Essay Question: Choose one question and
disaster sites in a scenic mountainous residential answer briefly:
(5 points) Exceptional – student responses far exceed area are exposed to. You got hold of a 1. If your choice of applying protective
what is expected simple but informative landslide hazard measures is limited, which five specific
(4 points) Excellent – information is factually map from the Mines and Geosciences physical elements at risk would you
accurate and offers extra supporting facts. Bureau showing which areas were List ways to minimize vulnerability of prioritize? Explaine
I. Evaluating learning (3 points) Good – The student somewhat responds exposed to high, medium, and low buildings to ground shaking hazard due to 2. How different are the exposure to flood
beyond the basic level of the question to provide landslide hazard. Qualitative estimates an earthquake hazard of people from cities in developed
supporting details and or interpretation.
are as useful, as the quantitative values countries and people who live in cities in
(2 points) Fair – student responses, although
somewhat correct, are lacking in relevant details and especially when the range of category less – developed countries? Cite examples.
supporting examples and or interpretation. values are significantly different. Which 3. Name three places no exposure and
(1 point) Not Mastered - student responses are sites will you recommend for further disaser risk o flood hazard in your locality.
largely incorrect. development? Mark these sites as FD at Are you located in any of these paces?
the risk map
J. Additional activities for Identify the disaster risk on your
application or remediation community by illustrating a risk map

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
VI. REFLECTION supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% on
___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
the formative assessment
B. No. of learners who require additional ___ of Learners who require additional activities for ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional activities for
activities for remediation remediation activities for remediation activities for remediation remediation
C. Did the remedial lessons work? No. ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
of learners who have caught up with ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
the lesson.
D. No. of learners who continue to ___ of Learners who continue to require remediation ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
require remediation remediation remediation remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these work? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary activities/exercises ___ Answering preliminary activities/exercises ___ Answering preliminary activities/exercises ___ Answering preliminary activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ Poems/Stories ___ Rereading of Paragraphs/ Poems/Stories ___ Rereading of Paragraphs/ Poems/Stories ___ Rereading of Paragraphs/ Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
 ___ Group member’s Cooperation in doing their tasks ___ Group member’s Cooperation in doing ___ Group member’s Cooperation in doing ___ Group member’s Cooperation in doing their
their tasks their tasks tasks
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal or supervisor can __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab __ Science/ Computer/ Internet Lab __ Science/ Computer/ Internet Lab __ Science/ Computer/ Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover which I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
wish to share with the other teachers? __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as Instructional
Materials Instructional Materials Instructional Materials Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures

Prepared by:

ADRIENNE F. HERNANDO, RN
Subject Teacher Checked by:

JOVERT G. TAÑOTE
Master Teacher II NOTED:

RICHARD V. ANCHO, PhD

Principal l