GRADE 11 School MARAWI HIGH SCHOOL Grade Level 12

Teacher ADRIENNE F. HERNANDO, RN Learning Area Disaster Readiness and Risk Reduction
DAILY LESSON LOG Teaching Dates and Time June 13 – 16, 2017 Quarter 1st

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 Nature of Disasters and Effects of Disasters
B. Performance Standards The learners relate the concept of disaster with daily life
C. Learning Identify areas/locations exposed to hazards
Analyze disaster from the different
Competencies/Objectives perspectives (physical, psychological, socio
that may lead to disasters DRRR11/12 –
– cultural, economic, political and
Ia-b – 5
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 Rimando pp. 9 – 13
4. Additional Materials from
unisdr.org/we/inform/terminology
Learning Resource (LR) portal
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
Recall the different risk factors What are the effects of disasters?
presenting the new lesson
Picture Analysis
Picture Analysis: Pick one picture
B. Establishing a purpose for the Students will identify hazards depicted in
and tell which scenario the picture
lesson the picture and asks them to make a
portrays, why do you think so?
possible scenario of impending disaster
C. Presenting examples/instances of Guide Questions: Identify the different characteristics
the new lesson 1. What are the hazards you can see in the of disasters
picture?
2. What area/locations are considered
hazardous?
3. What makes it hazardous?
 4. How can these hazards turn into disaster?
Based from the sharing of the studets,
identify areas/locations exposed to hazards.
Areas near:
D. Discussing new concepts and a. Steep slopes, mountains Enumerate and describe the immpacts
practicing new skills #1 b. Rivers, riverbanks, dams of disasters
c. Volcano
d. Factories, industrial plants,
e. Others
E. Discussing new concepts and Factors in the different areas that make it a
practicing new skills #2 hazard
Describe the different human and
economic impacts of recent notable
F. Developing mastery Events that can turn these hazards into a disasters and the effects of these
(Leads to Formative Assessment 3) disaster impacts to the economic and social
development of a country

Assuming that a country like the

Philippines can afford it, what
Ask students what mitigations can be done
G. Finding practical applications of portion of its annual budget should it
to remove the hazard and reduce the effect
concepts and skills in daily living pend for disaster – related
of the disaster?
programs? How justified is this
figure?
Being aware of the nature of hazards
Proximity to some geological formation and and what these can do to people and
H. Making generalizations and
also industry can pose a hazard and if no other elements at risk is the first step
abstractions about the lesson
mitigation is done, may lead to disaster in every effort to minimize he
effects of disasters.
As an expert in disaster risk, you were consulted
to assess the levels of risk that sites in a scenic
mountainous residential area are exposed to.
You got hold of a simple but informative
landslide hazard map from the Mines and How do disaster risk estimated?
Geosciences Bureau showing which areas were
I. Evaluating learning exposed to high, medium, and low landslide Why is measurement (quantitative or
hazard. Qualitative estimates are as useful, as qualitative) of risk important?
the quantitative values especially when the
range of category values are significantly
different. Which sites will you recommend for
further development? Mark these sites as FD at
the risk map
List ways to minimize vulnerability of
J. Additional activities for Identify the disaster risk on your community by
buildings to ground shaking hazard due to
application or remediation illustrating a risk map
an earthquake
 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
the formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with the other teachers?

NOTED:

ANGEL M. VILLMIN,
Ed. D.
SSP – ll