GRADES 1 to 12 School All Senior High Schools (SHSs)

DAILY LESSON LOG Teacher

Teaching Dates and Time Week 1 Sessions 1-4
1 respond to questions about themselves and expected to:
their expectations for Senior High School 1. identify ones strengths an
2. work with a group by sharing ones responses weaknesses; and strengths and weaknesses; and subjects and teachers;

C. Learning Competencies / Objectives to given questions; 2

Write the LC code for each 3 collaborate with a group to present group
output.

Session 1 Session 2
c. What makes you nervous about SHS? d. Intrapersonal
d. What age will you be 10 years from now? e. Visual-Spatial
i. How would you like to look like? f. Bodily-Kinesthetic

ii. What would you like to be doing? g. Musical-Rhythmic-Harm

iii. Where would you like to be h. Naturalistic

working? i. Existential

e. What do you know about Senior High

School? 2. Teacher says: Based on

i. How is it different from Junior High are your top two intelligence/s

School? you can illustrate/show your r

ii. How do you think Senior High question yesterday. Learners

School can help you achieve your from the following options. Th

goals and ambitions? more than one.

f. What are your top three positive personal a. An object to represent y

qualities/traits? b. Collage

g. What are two not-so-positive c. Drawing

characteristics that you have? d. Song/Rap

 h. What are three correct, good, or wise e. Dance/Movement

choices that you made in JHS? What f. Poem/Acrostic

were the effects of these actions? g. Script/Story

h. Comic Strip

2. Teacher asks learners to bring out a piece of

(40 mins)
paper and be ready with a pen or pencil.
3. Learners are given time
3. Teacher says : Lets get to know a little bit work on their output.
about each other today.
Teacher provides the sentence structure to follow
based on the chosen question. For example, for
question a:

Hello, my name is . The object that best

represents me is a/an _ because
.

C. Presenting examples/ instances of the

new lesson For questions b and c:

Hello, my name is . I am
from . I am excited for
. I am nervous about
.

Teacher models how to respond using the suggested

sentence structure.
(30 mins)
1. Learners are asked to think of their responses and write them down.
2. After they have written their responses, the teacher will ask them to group
themselves into
at most five members. Groups assign a leader and documenter.
D. Discussing new concepts and practicin g 3. Group members share their responses.

new skills #1

Session 1 Session 2
remediation
E. Which of my teaching strategiesworked
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 other
teachers?
High Schools (SHSs) Grade Level 11
Learning Area May be used in any learning area
essions 1-4 Quarter 1st
expected to: to: expected to:
1. identify ones strengths and 1 present creative output based on ones 1
subjects and teachers;
illustrate/show responses through 2 appreciate that class members have 2
various creative means. strengths and weaknesses.

Session 2 Session 3 Session 4

d. Intrapersonal 2. Learners bring out a of sheet of
e. Visual-Spatial For example, those that have prepared paper and ballpen.
f. Bodily-Kinesthetic
dance/song presentations may present during
g. Musical-Rhythmic-Harmonic
their Humanities subjects. 3. Teacher says: I need you to
h. Naturalistic
complete the following sentences.
i. Existential
Teachers will coordinate accordingly so that

each learner has a chance to present for the a. I like (name of subject)
2. Teacher says: Based on what you feel
day. because .
are your top two intelligence/s, think of how
b. I dont like (name of subject)
you can illustrate/show your response to the
because .
question yesterday. Learners may choose
c. I like it when the teacher
from the following options. They may choose
.
more than one.
d. I dont like it when the teacher
a. An object to represent yourself
.
b. Collage

c. Drawing
4. Teacher collects the sheets of
d. Song/Rap
paper, reads the answers, and reflects
e. Dance/Movement
with the class.
f. Poem/Acrostic

g. Script/Story
h. Comic Strip

(40 mins)

3. Learners are given time to prepare and

work on their output.

(15 mins)
1. Teacher draws a semantic web/word
map on the board. The word inside
the middle circle is HAPPY CLASS.
2. The class brainstorms for different
ways that a classroom can be happy
and interesting.
3. Teacher writes the responses on the
board (semantic web/word map).

(15 mins)
Teacher and learners make an agreement
on which activities, practices, routines,

strategies will be adopted by both to make

the class a happy class.

Session 2 Session 3 Session 4

y be used in any learning area

expected to:
express how they feel about their

brainstorm how their class can be

happy given their similarities and
differences; and
contribute to class rules,
regulations, norms, and
agreements.
Session 4
2. Learners bring out a of sheet of
paper and ballpen.

3. Teacher says: I need you to

complete the following sentences.

a. I like (name of subject)

because .

b. I dont like (name of subject)

because .

c. I like it when the teacher

d. I dont like it when the teacher

4. Teacher collects the sheets of

paper, reads the answers, and reflects

paper, reads the answers, and reflects

with the class.

(15 mins)
1. Teacher draws a semantic web/word
map on the board. The word inside
the middle circle is HAPPY CLASS.
2. The class brainstorms for different
ways that a classroom can be happy
and interesting.
3. Teacher writes the responses on the
board (semantic web/word map).

(15 mins)
Teacher and learners make an agreement
on which activities, practices, routines,

strategies will be adopted by both to make

the class a happy class.

Session 4