Republic of the Philippines

Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF ISABELA

School ID/ School: 306123- MANUEL L. QUEZON NATIONAL HIGH SCHOOL Grade Level: Grade 11
DAILY LESSON PRACTICAL
LOG Teacher: JORYAN B. IBARRA Learning Area: RESEARCH 2
for Week 1 Grade/ Section GAS- 12- AMETHYST Quarter 1
Teaching Time and MONDAY - THURSDAY
Date: JULY 29-31-AUGUST 1-2, 2024 School Year 2024-2025

Inclusive Dates: DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. OBJECTIVES
A. Content Standards: The learner demonstrates an understanding of:
1. the characteristics, strengths, weaknesses, and kinds of quantitative research;
2. the importance of quantitative research across fields; and
3. the nature of variables.
B. Performance Standards: The learners should be able to:
a. decides on suitable; and
b. quantitative research in different areas of interest
C. Most Essential Learning
Competencies (MELC)
(NB: Write the MELC code Describes characteristics, strengths, weaknesses, and kinds of quantitative research (CS_RS12-Ia-c-1)
for each)

D. Unpacked MELC a. describes the a. categorize the strengths a. describes the kinds of a. classifies quantitative
(Daily Objectives) characteristics of or weaknesses of quantitative research. research topics according
quantitative research. quantitative research. to their kinds.
b. differentiates quantitative b. describe the strengths examine different kinds of
research from qualitative and weaknesses of quantitative research
research. quantitative research. samples
c. suggest ways how to
overcome the
weaknesses of
quantitative research
II. CONTENT / TOPIC INTRODUCTION TO QUANTITATIVE RESEARCH

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources Video Presentation
PowerPoint Presentation
C. Instructional Materials Laptop, scoring rubric, video clips, PowerPoint presentation

IV. PROCEDURES

A. Reviewing Previous Lesson -Greet the students and start

or Presenting the New by asking them about their
Lesson experience with research
methods.
- greet the students and - greet the students and - greet the students and
- Review the basics of
Class and Subject recapitulate the previous recapitulate the recapitulate the
research methods in
Orientation lesson previous lesson previous lesson
Practical Research 1.
- Introduce the new topic,
understanding and
differentiating quantitative
and qualitative research.
B. Establishing a Purpose for Explain to the students that
the Lesson Clearly state the objectives the purpose of today's
Explain to students that
of the lesson to the students, lesson is to explore the Explain the goals of the
understanding the
emphasizing that they will different kinds of current lesson: to learn how
characteristics of
learn to assess and quantitative research and to classify quantitative
quantitative research and
categorize the strengths and understand how each type research topics into
differentiating it from
weaknesses of quantitative is used to gather and different kinds and to
qualitative research is
research, and develop analyze data. Emphasize examine samples of
crucial for designing and
strategies to address its the importance of various quantitative
conducting effective
limitations. understanding these types research studies.
research studied
to become effective
researchers.

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
C. Presenting Examples/ Display a slide with key
Instances of the new lesson characteristics of
Provide real-world examples Using a projector or
quantitative research, such
of quantitative research whiteboard, present
as:
studies and their findings, examples and instances of
Measurable variables Show a slide with a few
highlighting both the various kinds of
Statistical analysis examples of quantitative
strengths and weaknesses of quantitative research, such
Class and Subject Objectivity and research topics. These
each study. For instance, you as:
Orientation replicability examples could cover
could discuss a study's
Large sample sizes various fields such as
robust sample size and Descriptive Research
Controlled experiments education, health, social
statistical validity, as well as Correlational Research
sciences, and more.
potential limitations like the Experimental Research
Present a slide illustrating
inability to capture Quasi-Experimental
the main differences
contextual nuances. Research
between quantitative and
qualitative research.
D. Discussing New Concepts Engage the class in a Introduce the different
Engage the students in a Engage the students in a
and Practicing New Skills discussion about each kinds of quantitative
discussion about the discussion about
#1 characteristic of quantitative research, such as
strengths of quantitative descriptive research.
research. Use real-world descriptive, correlational,
research, focusing on aspects Explain the concept,
examples to make the experimental, and quasi-
such as objectivity, characteristics, and
concepts more relatable. experimental research.
replicability, and purpose of descriptive
Explain each type briefly
generalizability. research. Present a sample
Break the students into pairs and provide real-world
study, such as a survey
and provide them with a set examples for better
Provide an example scenario conducted to gather
of research scenarios. Ask understanding.
where quantitative research information about
them to identify whether
was particularly effective in smartphone usage among
each scenario is an example
drawing clear conclusions students. Discuss the steps
of quantitative or qualitative
based on statistical data. involved in designing and
research and justify their
conducting such a study.
choices.
E. Discussing New Concepts Class and Subject Transition to discussing the Move on to correlational Distribute handouts with
and Practicing New Skills Orientation weaknesses of quantitative research. Define sample research topics to
#2 research, including issues correlation, positive and the students. Ask them to
like oversimplification of negative correlations, and classify each topic into one
complex phenomena, discuss how this type of of the different kinds of
potential biases in data research helps identify quantitative research they
collection, and limitations in relationships between just learned about. Have
capturing qualitative aspects. variables. Present a real- them work in pairs or small
world example, like a groups to discuss and
Divide the students into study examining the decide on the classification.
small groups and assign each relationship between sleep Afterward, discuss the
group a specific weakness of duration and academic correct classifications as a

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
 quantitative research. Have
performance. Discuss the
them brainstorm and present
limitations of correlational class.
potential strategies to
research.
mitigate or overcome that
weakness.
F. Developing Mastery Divide the students into
(Leads to Formative small groups. Provide each
Assessment 3) Divide the students into group with a different Divide the students into
small groups. research scenario and ask small groups. Provide each
them to identify the most group with a different
Provide each group with a appropriate kind of sample quantitative
different research topic (e.g., quantitative research for research study from
"Effectiveness of a new that scenario. For instance: various domains (e.g., a
teaching method," "Impact study on the effectiveness
of social media on mental  Scenario 1: of a teaching method, a
health," "Consumer Investigating the study on the correlation
preferences for a specific effect of a new between sleep and
product"). teaching method on academic performance, a
student test scores. study on the impact of
Instruct each group to design  Scenario 2: Analyzing economic policies).
a research study, clearly the relationship
outlining how they would between exercise Ask each group to analyze
approach it using frequency and heart their assigned research
quantitative methods. They rate. study, identify its kind
should define variables,  Scenario 3: Describing (descriptive, correlational,
propose data collection the demographics of experimental, or quasi-
methods, and suggest online shoppers. experimental), and explain
statistical analysis their reasoning. They
techniques. After discussing within should present their
their groups, have each findings to the class.
After designing their studies, group share their scenario
each group will present their and chosen research type This activity promotes
approach to the class, with the class. This activity engagement, critical
explaining their rationale for encourages critical thinking, and applica
using quantitative methods. thinking and helps solidify
their understanding.

G. Finding Practical Lead a class discussion on Engage the students in a Lead a class discussion . Facilitate a class
Applications of Concepts Class and Subject how an understanding of brainstorming session where about how understanding discussion on how
and Skills in Daily Living Orientation quantitative research can be they identify instances from different kinds of understanding different
applied in everyday life, everyday life where quantitative research can kinds of quantitative
such as reading research quantitative research could be applied in everyday research can be useful in

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
 everyday life. Encourage
situations. Encourage
students to brainstorm
be applied to address students to think of
scenarios where they might
specific questions or instances where they may
articles, making informed encounter or conduct
problems. This could include encounter or use
decisions, or evaluating quantitative research and
market research, public quantitative research
public policies. how knowing the kinds can
health studies, or educational findings, such as in
aid in understanding and
evaluations. marketing, education,
evaluating such studies.
health, or public policy.
H. Generalizing and Lead a class discussion Guide the
Abstractions about the about the importance of students in summarizing
Summarize the key points
Lesson understanding the strengths the key points of the
Summarize the key of the lesson, emphasizing
and weaknesses of research lesson. Discuss the
takeaways from the lesson: the importance of
methodologies in making importance of choosing the
understanding the classifying quantitative
informed decisions. Help appropriate research type
characteristics of research topics and being
students see the broader based on the research
quantitative research and its able to recognize different
applicability of these question, and how
distinctions from qualitative kinds of quantitative
concepts beyond academic quantitative research
research. research studies.
research. contributes to evidence-
based decision-making.

I. Evaluating Learning
Provide a short quiz or
Conduct a brief quiz or assessment where students
interactive activity where are given additional
Distribute a short quiz or
Conduct a short quiz or students answer questions research topics and must
worksheet that includes
knowledge check to assess related to the kinds of classify them into the
scenarios where students
Class and Subject the students' understanding quantitative research correct kinds of
need to identify whether
Orientation of the concepts covered in discussed in the lesson. quantitative research. This
quantitative or qualitative
the lesson. This will help assess their will help assess their
research methods are more
comprehension and understanding and
appropriate.
retention of the material. application of the concepts
learned.

J. Additional Activities for For advanced students, Provide students with a

Application or Remediation provide more complex take-home assignment or
research scenarios and project where they need to
challenge them to devise identify a research
comprehensive strategies for question and determine the
conducting quantitative most suitable kind of

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
 research while minimizing
weaknesses.
quantitative research to
For students who may need answer it. For students
extra help, provide who need extra support,
additional examples and offer additional reading
hands-on activities to materials or a follow-up
reinforce the concepts of session for clarification.
strengths and weaknesses in
quantitative research.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
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 works well? Why did
this work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

Prepared by: Checked by: Noted:

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
JORYAN B. IBARRA HANNAE ALYZA P. DOMINGO GILBERT V. ACAPUYAN, PhD
TII SHS Focal Person School Principal I

Date Monitored: _____________________________

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF ISABELA

School ID/ School: 306123- MANUEL L. QUEZON NATIONAL HIGH SCHOOL Grade Level: Grade 12
DAILY LESSON Teacher: JORYAN B. IBARRA Learning Area: CPAR
LOG Grade/ Section GAS- 12- AMETHYST Quarter 1
for Week 1 Teaching Time and MONDAY - THURSDAY
Date: JULY 29-31-AUGUST 1-2, 2024 School Year 2024-2025

Inclusive Dates: DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

VII. OBJECTIVES
E. Content Standards:
The learners demonstrate an appreciation of contemporary art forms, found in the various regions by understanding the elements and principles.
F. Performance Standards: The learners shall be able to present a form of integrated contemporary art based on the region of his / her choice. e.g. choreography, musical instrument,
literary and music composition, visual design, and/or theatrical performance.

G. Most Essential Learning Describes various contemporary art forms and their practices from the various regions:
Competencies (MELC) Define “contemporary art” in art historical, cultural, and stylistic terms.
(NB: Write the MELC code Differentiate contemporary art from traditional art.
for each) State the relevance of contemporary arts today.
Cite contemporary major artworks in the Philippines and explain their symbolism and importance.

H. Unpacked MELC
(Daily Objectives)

VIII. CONTENT / TOPIC VARIOUS CONTEMPORARY ART FORMS AND THEIR VARIOUS PRACTICES FROM THE DIFFERENT REGIONS

IX. LEARNING
RESOURCES
D. References
5. Teacher’s Guide Pages

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
 6. Learner’s Materials Pages

7. Textbook Pages

8. Additional Materials from

Learning Resource (LR)
portal
E. Other Learning Resources Video Presentation
Power Point Presentation
F. Instructional Materials Laptop and PowerPoint presentation

X. PROCEDURES

K. Reviewing Previous Lesson Ask students what they

or Presenting the New know about contemporary
Lesson The teacher greets the arts and how they differ The teacher greets the
Class and Subject
students and discusses the from traditional arts. students and recapitulate
orientation
first lesson. Present a brief overview of the previous lesson.
the previous lesson about
traditional arts.
L. Establishing a Purpose for By the end of this lesson,
At the end of the lesson,
the Lesson students will be able to:
you should be able to cite
State the objective of the
and explain the symbolism
Define contemporary art in lesson and its relevance in .
and importance of major
art historical, cultural, and understanding the current
contemporary artworks in
stylistic terms issues and trends in society.
the Philippines.
Differentiate contemporary
art from traditional arts
M.Presenting Examples/  Show examples of
Instances of the new lesson contemporary artworks
Show various examples of  Magkaisa by Eduardo
through an audiovisual
contemporary Philippine arts Castrillo
presentation.
from different regions, such  The Spoliarium by
 Discuss the different
as paintings, sculptures, Juan Luna
forms of contemporary
installations, and  Sa Loob Ng
Class and Subject arts such as visual arts,
performance art. Kulungang-Bayan by
orientation music, theater, film, and
Show examples of Jose Tence Ruiz
literature.
traditional arts such as folk Lumad Mindanaw by
Provide a brief history of
dances, tribal crafts, and Kublai Millan
contemporary arts in the
religious art.
Philippines.

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
N. Discussing New Concepts  Define contemporary art
and Practicing New Skills as a reflection of
#1 modern society, its
culture, and its issues,
expressed through
various art forms and
styles.
 Discuss the relevance of
 Discuss the  Symbolism and
contemporary arts in
characteristics of importance of
shaping society.
contemporary art, such Magkaisa by Eduardo
Encourage students to think
as the use of Castrillo
critically and creatively
unconventional Symbolism and
about the meaning and
materials, importance of The
significance of
experimentation with Spoliarium by Juan Luna
contemporary arts.
different techniques and
styles, and the
incorporation of
technology.
Discuss the historical and
cultural context of
contemporary Philippine art.

O. Discussing New Concepts  Differentiate

 Symbolism and
and Practicing New Skills contemporary art from
importance of Sa
#2 traditional arts by  Analyze the elements
Loob Ng Kulungang-
discussing their and principles of
Bayan by Jose Tence
characteristics and contemporary arts.
Ruiz
Class and Subject historical context. Discuss how contemporary
Symbolism and
orientation Discuss the cultural and artists express their ideas
importance of Lumad
social significance of and opinions through their
Mindanaw by Kublai
traditional arts in Philippine artworks.
Millan
culture and their
preservation.

P. Developing Mastery Interactive activity: Gallery Divide the class into Activity: Divide the class
(Leads to Formative Walk groups and assign each into groups of 3-4
Assessment 3) group a contemporary students. Each group will
 Students will be divided artwork to analyze. choose one of the artworks
into groups. Instruct them to identify discussed in class and
 Each group will be the elements and principles create a poster that will
assigned a contemporary used in the artwork and its explain the artwork's
art piece and a significance in shaping symbolism and

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
 traditional art piece.
 They will analyze and
compare the two importance. The poster
artworks based on their should also have a short
characteristics, materials society. explanation of what
used, techniques Each group will present their contemporary art is. The
employed, and cultural analysis to the class. group with the most
and social significance. creative and informative
Each group will present their poster will be awarded.
findings to the class.

Q. Finding Practical Contemporary art is not

 Ask students to reflect
Applications of Concepts just a form of expression
on how they can apply
and Skills in Daily Living or entertainment, but it is
the concepts and skills
also a reflection of
Students can apply their they learned in their
society's current issues and
understanding of daily lives.
Class and Subject concerns. By
contemporary and traditional  Encourage them to
orientation understanding the .
arts by creating their artwork appreciate and support
symbolism and importance
that reflects contemporary contemporary arts by
of contemporary artworks,
society or Philippine culture. attending exhibits,
we can gain a better
concerts, and
understanding of our
performances.
society and the issues that
we need to address.
R. Making Generalizations and In general,
Students will be able to  Summarize the
Abstractions about the contemporary art reflects
recognize the value and importance of
Lesson society's current issues and
significance of contemporary arts in
concerns. Each
contemporary art in shaping society.
contemporary artwork has
reflecting modern society's  Encourage students to
its own symbolism and
issues and culture, as well as continue exploring and
importance that reflects the
the importance of preserving appreciating
artist's perspective on these
traditional arts as part of the contemporary arts.
issues.
Philippine cultural heritage.
S. Evaluating Learning Class and Subject Assessment: Quiz Ask students to write a To evaluate learning,
orientation reflection paper on what students will be asked to
 Define they learned from the lesson present their posters to the
contemporary art and how they can apply it in class and explain their
 What are the their daily lives. chosen artwork's
characteristics of symbolism and
contemporary art? importance.

District Gragasin, Quezon, San Isidro, Isabela, 3310

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+639262142060
 How does contemporary art
differ from traditional arts?

T. Additional Activities for Students can further research

Application or Remediation contemporary artists and
their works, as well as
traditional arts and crafts
from different regions in the
Philippines. They can also
participate in community
programs and cultural events
that promote and preserve
Philippine arts and culture.

XI. REMARKS

XII. REFLECTION

H. No. of learners who earned

80% in the evaluation
I. No. of learners who require
additional activities for
remediation
J. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
K. No. of learners who continue
to require remediation
L. Which of my teaching
strategies work well? Why did
these work?

M. What difficulties did I

encounter that my principal or
supervisor can help me solve?

N. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
Prepared by: Checked by: Noted:

JORYAN B. IBARRA HANNAE ALYZA P. DOMINGO GILBERT V. ACAPUYAN

Teacher II SHS Focal Person School Principal I

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF ISABELA
QUEZON, SAN ISIDRO, ISABELA

306123- MANUEL L. QUEZON NATIONAL HIGH

DAILY LESSON School ID/ School: SCHOOL Grade Level: Grade 12
LOG Teacher: JORYAN B. IBARRA Learning Area: Creative Writing
for Week 3
Grade/ Section GAS- 12- AMETHYST Quarter 1
Teaching Time: School Year 2024-2025

Inclusive Dates: DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. OBJECTIVES
A. Content Standards:

B. Performance Standards:

C. Most Essential Learning

Competencies (MELC)
(NB: Write the MELC
code for each)

D. Unpacked MELC
(Daily Objectives)

II. CONTENT / TOPIC

III. LEARNING
RESOURCES
A. References

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
 1. Teacher’s Guide Pages

2. Learner’s Materials
Pages

3. Textbook Pages

4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Video Presentation
Resources Power Point Presentation

C. Instructional Materials Laptop and PoPoint presentation

IV. PROCEDURES

A. Reviewing Previous
Lesson or Presenting the
New Lesson
B. Establishing a Purpose
for the Lesson

C. Presenting Examples/
Instances of the new lesson

D. Discussing New Concepts

and Practicing New Skills
#1

E. Discussing New Concepts

and Practicing New Skills
#2
F. Developing Mastery
(Leads to Formative
Assessment 3)

G. Finding Practical

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
 Applications of Concepts
and Skills in Daily Living

H. Making Generalizations
and Abstractions about the
Lesson

I. Evaluating Learning

J. Additional Activities for

Application or Remediation

XIII. REMARKS

XIV. REFLECTION

O. No. of learners who earned

80% in the evaluation
P. No. of learners who require
additional activities for
remediation
Q. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
R. No. of learners who
continue to require
remediation
S. Which of my teaching
strategies work well? Why

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
 did these work?

T. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

Republic of the Philippines

Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF ISABELA
QUEZON, SAN ISIDRO, ISABELA

306123- MANUEL L. QUEZON NATIONAL HIGH

DAILY LESSON School ID/ School: SCHOOL Grade Level: Grade 11
LOG Teacher: JORYAN B. IBARRA Learning Area: Oral
for Week 3

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
 Communication
Grade/ Section GAS- 11- DIAMOND Quarter 1

Teaching Time: School Year 2023-2024

Inclusive Dates: DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I . OBJECTIVES
A. Content Standards:
The learner understands the nature and elements of oral communication in context.
B. Performance Standards: The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.

C. Most Essential Learning Uses various strategies in

Discusses the functions Discusses the functions
Competencies (MELC) order to avoid
of communication of communication
(NB: Write the MELC code communication
EN11/12OC-Ia-8 EN11/12OC-Ia-8
for each) breakdown.EN11/12OC-
Ia-6
D. Unpacked MELC
(Daily Objectives)

II. CONTENT / TOPIC FUNCTION OF COMMUNICATION

Amudadavalli, A. Theories and Models of Communication. Prod. Department of Library and Information Science. May 20, 2020.
III. LEARNING RESOURCES
Chandlier, Daniel. Transmission Model of Communication. n.d.
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources Video Presentation
Power Point Presentation

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
C. Instructional Materials Laptop, scoring rubric, video clips, PowerPoint presentation

IV. PROCEDURES

A. Reviewing Previous Lesson

or Presenting the New Lesson Ask a student to give a
Recap the lesson in Recap the lesson in recap of the previous
Breakdown of Breakdown of lesson in Function of School School
Communication Intrams 2023 Intrams 2023
Communication Communication

B. Establishing a Purpose for Acitvity 1. The teacher

the Lesson will present statements in
Function of
Communication.

1. Wash the dishes now,

or else I won’t allow you
Performance Task
to attend the party later.
Presentation on
2. Will you like a slice of
Strategies in Breakdown
cake or just chips?
of Communication
3. I dream of becoming a
teacher.
4. Did you know that you
can use this application
to delete the background?
5. I like you so much!

District Gragasin, Quezon, San Isidro, Isabela, 3310

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+639262142060
C. Presenting Examples/
Instances of the new lesson

School School
Intrams 2023 Intrams 2023

D. Discussing New Concepts The teacher discusses the

and Practicing New Skills #1 lesson through Performance Task
PowerPoint presentation. Presentation on
Strategies in Breakdown
Function of of Communication
Communication
E. Discussing New Concepts
and Practicing New Skills #2

Dicuss Verbal and Non School School

Verbal Communication Intrams 2023 Intrams 2023

F. Developing Mastery Students will give an Performance Task

(Leads to Formative example of statement Presentation on
Assessment 3) using the function of Strategies in Breakdown
communication. of Communication
G. Finding Practical
Applications of Concepts and School .School
Skills in Daily Living Intrams 2023 Intrams 2023

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
 H. Making Generalizations
and Abstractions about the
Lesson

What are the functions of

Communication?

I. Evaluating Learning

ActiVity 2 . The teacher

Performance Task
will give an activity by
Presentation on School
identifying function of School
Strategies in Breakdown Intrams 2023
communication in the Intrams 2023
of Communication
different situations

J. Additional Activities for

Application or Remediation

XV. REMARKS

XVI. REFLECTION

U. No. of learners who earned

80% in the evaluation
V. No. of learners who require
additional activities for
remediation
W.Did the remedial lessons
work? No. of learners who

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
 have caught up with the lesson
X. No. of learners who continue
to require remediation
Y. Which of my teaching
strategies work well? Why did
these work?

Z. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

AA. What innovations or

localized materials did I
used/discover which I wish to
share with other teachers?

Prepared by: Checked by: Noted:

JORYAN B. IBARRA HANNAE ALYZA P. DOMINGO EVELYN P. JOSE,P2

Teacher II SHS Focal Person School Head

Date Monitored: ____________________________

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF ISABELA
QUEZON, SAN ISIDRO, ISABELA

306123- MANUEL L. QUEZON NATIONAL HIGH

DAILY LESSON School ID/ School: SCHOOL Grade Level: Grade 12
LOG Teacher: JORYAN B. IBARRA Learning Area: Creative Writing
for Week 4
Grade/ Section GAS- 12- AMETHYST Quarter 1
Teaching Time: SEPTEMBER 25-29, 2023 School Year 2023-2024

Inclusive Dates: DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I . OBJECTIVES
A. Content
Standards: The learners poetry as a genre and how to analyze its elements and techniques

B. Performance Standards: The learners produce a short, wellcrafted poem.

C. Most Essential Learning The learners identify the The learners identify the
Competencies (MELC) various elements, various elements, The learners write a short scene
(NB: Write the MELC techniques, and literary techniques, and literary applying the various elements,
code for each) devices in poetry devices in poetry techniques, and literary devices
HUMSS_CW/MP11/12c- HUMSS_CW/MP11/12c- HUMSS_CW/MPIg-i-14
f6 f6
D. Unpacked MELC
(Daily Objectives)

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
II. CONTENT / TOPIC FUNCTION OF COMMUNICATION

III. LEARNING Amudadavalli, A. Theories and Models of Communication. Prod. Department of Library and Information Science. May 20, 2020.
RESOURCES Chandlier, Daniel. Transmission Model of Communication. n.d.
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials
Pages

3. Textbook Pages

4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Video Presentation
Resources Power Point Presentation

C. Instructional Materials Laptop and PowerPoint presentation

IV. PROCEDURES

A. Reviewing Previous
Lesson or Presenting the Recap the lesson in Ask a student to give a
New Lesson various elements, recap of the previous Recap the lesson in Conventional
Shor Quiz
techniques, and literary lesson in various forms of Poetry
devices in poetry elements, techniques, and
literary devices in poetry
B. Establishing a Purpose Discuss the other Activity 1. Performance
for the Lesson elements of poetry Task: Writing one
1. Rhyme conventional forms of
2. Meter poetry applying different
3. Stanza techniques like figure of
4. Line speech and sensory
Etc. imagery.
C. Presenting Examples/ Shor Quiz
Instances of the new lesson

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
D. Discussing New Discuss the other Activity 1. Performance
Concepts and Practicing elements of poetry Task: Writing one Applying the various elements,
New Skills #1 1. Rhyme conventional forms of techniques, and literary devices
2. Meter poetry applying different write a short poem applying the
3. Stanza techniques like figure of various elements, techniques, and
4. Line speech and sensory literary devices
5. Etc. imagery.
E. Discussing New
Concepts and Practicing Shor Quiz Steps in Writing Poem
New Skills #2
F. Developing Mastery Discuss the other Activity 1. Performance
(Leads to Formative elements of poetry Task: Writing one Activity 1
Assessment 3) 1. Rhyme conventional forms of
2. Meter poetry applying different
3. Stanza techniques like figure of
4. Line speech and sensory
5. Etc. imagery.
G. Finding Practical
Applications of Concepts
Shor Quiz .
and Skills in Daily Living

H. Making Generalizations
and Abstractions about the . Discuss the other Activity 1. Performance
Lesson elements of poetry Task: Writing one
1. Rhyme conventional forms of
2. Meter poetry applying different
3. Stanza techniques like figure of
4. Line speech and sensory
5. Etc. imagery.
I. Evaluating Learning Discuss the other Activity 1. Performance Shor t Quiz
elements of poetry Task: Writing one
1. Rhyme conventional forms of
2. Meter poetry applying different
3. Stanza techniques like figure of
4. Line speech and sensory
5. Etc. imagery

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
 J. Additional Activities for
Application or
Remediation

XVII. REMARKS

XVIII. REFLECTION

A. No. of learners who earned

80% in the evaluation
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 work well? Why did
these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
Prepared by: Checked by: Noted:

JORYAN B. IBARRA HANNAE ALYZA P. DOMINGO EVELYN P. JOSE,P2

Teacher II SHS Focal Person School Head

Date Monitored: ___________________________

Republic of the Philippines

Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF ISABELA
QUEZON, SAN ISIDRO, ISABELA

School ID/ School: 306123- MANUEL L. QUEZON NATIONAL HIGH Grade Level: Grade 11
DAILY LESSON
LOG
for Week 4
District Gragasin, Quezon, San Isidro, Isabela, 3310
[email protected]
+639262142060
 SCHOOL
Oral
Teacher: JORYAN B. IBARRA Learning Area: Communication
Grade/ Section GAS- 11- DIAMOND Quarter 1
Teaching Time: SEPTEMBER 25-28, 2023 School Year 2023-2024

Inclusive Dates: DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I . OBJECTIVES
E. Content Standards:
The learners values the functions/ purposes of oral communication.
F. Performance Standards: The learners writes a 250-word essay of his/her objective observation and evaluation of the various speakers watched and
listened to.

G. Most Essential Learning Ascertains the verbal Comprehends various

Competencies (MELC) and nonverbal cues that kinds of oral texts.
(NB: Write the MELC code each speaker uses to EN11/12OC-Ibe-12
for each) achieve his/her purpose.
EN11/12OC-Ibe-11
H. Unpacked MELC
(Daily Objectives)

II. CONTENT / TOPIC FUNCTION OF COMMUNICATION

Amudadavalli, A. Theories and Models of Communication. Prod. Department of Library and Information Science. May 20, 2020.
III. LEARNING RESOURCES
Chandlier, Daniel. Transmission Model of Communication. n.d.
D. References
5. Teacher’s Guide Pages

6. Learner’s Materials Pages

7. Textbook Pages

8. Additional Materials from

Learning Resource (LR)
portal
E. Other Learning Resources Video Presentation
Power Point Presentation

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
F. Instructional Materials Laptop, scoring rubric, video clips, PowerPoint presentation

IV. PROCEDURES

K. Reviewing Previous Lesson Recap the lesson in Recap the lesson in

or Presenting the New Lesson Review the past lesson Verbal Communication, Verbal Communication,
on function of Non Verbal, and Non Verbal, and
communication Paralinguistics? Paralinguistics?

L. Establishing a Purpose for

the Lesson What are cues?

M. Presenting Examples/ Performance Task:

Instances of the new lesson Direction. Listen carefully
to the interview of Korina
Sanchez talks to Miriam
Defensor Santiago. Each
group must ascertain( find
out ) the verbal and non
verbal cues that speaker
uses to achieve her
purpose.
N. Discussing New Concepts
Discuss verbal and Non Discuss different oral
and Practicing New Skills #1
Verbal Communication text communication?
O. Discussing New Concepts
and Practicing New Skills #2 Discuss Paralinguistics

P. Developing Mastery Performance Task:

(Leads to Formative Direction. Listen carefully
Assessment 3) to the interview of Korina
Sanchez talks to Miriam
Activity 1. Verbal
Defensor Santiago. Each
Cues- Gues What?
group must ascertain( find
out ) the verbal and non
verbal cues that speaker
uses to achieve her
purpose.

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
 Q. Finding Practical
Applications of Concepts and
Skills in Daily Living

R. Making Generalizations Performance Task:

and Abstractions about the The teacher asks Direction. Listen carefully
The teacher asks
Lesson student: to the interview of Korina
student:
1. What is Verbal Sanchez talks to Miriam
1. What is oral
Communication? Defensor Santiago. Each
text?
2. What is Non Verbal group must ascertain( find
2. What are the
Communication? out ) the verbal and non
different kinds of
3. What is verbal cues that speaker
oral text?
Paralinguistics? uses to achieve her
purpose.
S. Evaluating Learning
Activity 2. Direction:
Activity 1. The students
Make a statement or
will watch video. The
phrase that suit to the
students will write their
non verbal cues below
own understanding
with the best facial
based on the video.
expression.

T. Additional Activities for

Application or Remediation

XIX. REMARKS

XX. REFLECTION

H. No. of learners who earned

80% in the evaluation
I. No. of learners who require
additional activities for
remediation
J. Did the remedial lessons
work? No. of learners who have
caught up with the lesson

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060
 K. No. of learners who continue
to require remediation
L. Which of my teaching
strategies work well? Why did
these work?

M. What difficulties did I

encounter which my principal or
supervisor can help me solve?

N. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?

Prepared by: Checked by: Noted:

JORYAN B. IBARRA HANNAE ALYZA P. DOMINGO EVELYN P. JOSE,P2

Teacher II SHS Focal Person School Head

Date Monitored: ___________________________

District Gragasin, Quezon, San Isidro, Isabela, 3310

[email protected]
+639262142060