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 20 – 24, 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 hazards: (1) Physical, (2) Social, (3) Economic (4) Environmental;
B. Performance Standards The learners conduct hazard hunts of exposed elements and propose corresponding corrective actions for one’s preparedness
C. Learning Enumerate elements exposed to hazards Explain the meaning of vulnerability
Explain why certain sectors of society Analyze why certain structures are more
Competencies/Objectives are more vulnerable to disaster than vulnerable to specific hazards than others
DRRR11/12 – Ic – 7 DRRR11/12 – Ic – 8
others DRRR11/12 – Ic – 9 DRRR11/12 – Ic – 10
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 nad Risk Disaster Readiness nad Risk
Reductionby Rolly E. Rimando and Reductionby Rolly E. Rimando and
Josefina G. Belen.Rex.pp15 – 19 Josefina G. Belen.Rex.pp15 – 19
4. Additional Materials from Link : https://www.youtube.com/watch?
Learning Resource (LR) portal v=rEo5vGvnz-c
Videoclip on Natural Disasters
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.
Review the definition of
Review on why certain sectors of
A. Reviewing previous lesson or What is the impact of hazard to our When can a hazard remain a hazard?
vulnerability and the elements that
society are more vulnerable to disaster
presenting the new lesson lives? When can it turn into a disaster?
make an individual more vulnerable
than others
to hazards.
B. Establishing a purpose for the Show a picture of one of the elements Show contrasting photos of one with Answer the question: Why people The teacher will show a brain teaser
lesson that may be exposed to hazard and let study house and one with unsteady house have low confidence in their ability to about exposure and vulnerability. The
the students identify and explain why it built. Ask students to compare the two? affect change and who have “lost teacher will show some related pictures
can be exposed to hazard heart” and feel defeated by events and and student has to figure oput the
cannot control, are harder hit by the answer to the problem.
disasters than those who have a sense
of their ability to bring the changes
 they desire?
The teacher will ask the student to build
a figure using 12 match sticks and clay.
Why some are more vulnerable to ROLE PLAYING: Ask the learners
1. What strategy did you make to build
C. Presenting examples/instances of Differentiate the various types of disaster than others? to create a situation wherein an
the figure?
the new lesson elements at risk What are the factors that contribute to the individual maybe more vulnerable to
2. Why did you use that strategy?
turnign to hazards to disaster? hazards.
3. How did you come up with that
strategy?
Discuss different structures and let the
PICTURE ANALYSIS:
student answer why certain structures
Guide questions:
are more vulnerabole to specific
Social, Environmental, and Economic Provide activity where students can 1. What does the picture portray?
D. Discussing new concepts and hazards than others.
Dimensions of Exposure and identity elements exposed to hazards in 2. What can be considered as a
practicing new skills #1 1. Building. 6. hospital
Vulnerability different cases (videos) form of vulnerabilty?
2. Houses. 5. School
3. What categories of vulnerability
3. Industrial factory
is present in the picture?
4. Churches
Discuss the community members
with low capacities to withstand
vulnerability and overcome the
damaging and adversity of disasters
as follows:
List down the elements exposed to
1. Farmers The teacher will ask the student to use
E. Discussing new concepts and various hazards. (Social, Describe how the identified elements can
2. Urban poor computer to open the simulation games:
practicing new skills #2 Environmental, Economic and be of help in diminishing the hazards.
3. Laborers MIND CRAFT
Physical)
4. Indigenous people
5. People with disabilities
6. Old folks
7. Women
8. Children
F. Developing mastery Choose three elements from essential TABLE COMPLETION: Make a diorma in different situations.
(Leads to Formative Assessment 3) facilities, industrial and high potential Suggest an ideal plan to where people in Complete the table where the sectors After making the diorama, the teacher
loss facilities and facilities containing the society can have equal access and of the society may be vulnerable to will do a simulation disaster and will
materials, transport lifelines, and less chance of being exposed to hazards. any situations or conditions and give have it undergo with different hazards
utility lifelines. Take note of the your reason why. such as tsunami, earthquake, volcanic
location of the items you have chosen WORKERS CONDITIONS OF REASON OF
VULNERABILITY VULNERABILI
eruption etc. The material to be used
in your community. Which of these TY should be within the locality.
1. People who
can be affected in case of: lived in
a. a large magnitude earthquake marginal
lands
b. flooding due to river or sea water 2. People with
divisions and
conflicts
3. Weak family
structures
 4. Society with
overpopulatio
n and poverty
levels
5. People with
lower literacy
and numeracy
6. People with
sub-standard
housing
What would be the possible
consequences of these hazard events:
a. Total or partial building collapse Since we have identified the most
Ask the student to identify structures in
b. Structural damage vulnerable sectors of the society, the
G. Finding practical applications of Cite local events or occurrence, better if their locality which they think has a
c. Loss of electric power government agencies are appreciated
concepts and skills in daily living you have experienced it personally. poor foundation and can be vulnerable
d. Communication lines down for its assistance and programs to
to hazards.
e. Rupture gas pipes help the lower sectors of society.
f. Water lines damage
g. Explosion
Based on the objectives stated
previously, ask the following questions:
1. What are the certain structures are
Ask the learners: vulnerable to specific hazards?
1. Which of the sectors in society Hazards Structure
Being aware of the nature of hazards
What are the elements exposed to are the most vulnerable to
and what these can do to people and 1. typhoon
H. Making generalizations and hazards? hazards and why?
other elements at risk is the first step in 2. earthquake
abstractions about the lesson What makes other group in the society are 2. Why are the communities which
every effort to minimize he effects of 3. tsunami
more vulnerable to disaster? belong to the higher level of
disasters. 4. landslide
society less vulnerable to
hazards? 5. flood
2. Why do you consider each
structure vulnerable to specific
hazards?
I. Evaluating learning Essay Question: Choose one question Group Presentation and Output Formative test: Enumerate the Essay Question:Choose one question
and answer briefly: members of the society which you and answer briefly.
1. If your choice of applying think are vulnerable. (10 points) 1. Philippines is a high risk of typhoon
protective measures is limited, which visitation every year. And every year,
five specific physical elements at risk many structures and homes are
would you prioritize? Explaine devastated.
2. How different are the exposure to a. What specific structures in the
flood hazard of people from cities in Philippines are devastated due to a
developed countries and people who specific hazards?
live in cities in less – developed b. What do you think is the reason why
countries? Cite examples. filipinos cannot cope up with the
3. Name three places no exposure and yearly effect of different typhoon?
disaser risk o flood hazard in your c. how are you going to help others in
 educating them about certain
locality. Are you located in any of structrures vulnerable to hazards
these paces? specially if they are possibly
affected.
ESSAY: Answer the questions for
Choose a structure (infrastructure) that atleast five sentences
Make a report or compilation about
J. Additional activities for you may investigate and analyze its 1. Do you considered yourself as
certain structures are more
application or remediation vulnerability. Prepare to share these in the most vulnerable individual?
vulnerable to specific hazards.
class. 2. What should you do in order to
be less vulnerable to hazards?

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 ___ of Learners who require additional activities for ___ of Learners who require additional ___ of Learners who require additional activities for
activities for remediation for remediation 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 ___ of Learners who continue to require remediation ___ 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
___ Thin[k-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 ___ Group member’s Cooperation in doing their ___ Group member’s Cooperation in doing ___ Group member’s Cooperation in doing their
tasks 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 __ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as __ Recycling of plastics to be used as Instructional
Instructional Materials 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