republic of the philippines - deped cebu province 276_2016.pdfdaily lesson logs (dlls) with optional...

REPUBLIKA NG PILIPINASREPUBLIC OF THE PHILIPPINES

KAGAWARAN NG EDUKASYONDEPARTMENT OF EDUCATION

REHIYON VII, GITNANG VISAYASREGION VII, CENTRAL VISAYAS

Sudlon, Lahug, Cebu City

Regional MemorandumNo. 39, s. 2016

Class Activities for the First Three Weeks of Senior High School

To : Schools Division Superintendents

1. Enclosed is Memorandum DM-CI-2016-0083 from Dina S. Ocampo, Undersecretary forCurriculum and Instruction re Class Activities for the First Three Weeks of Senior High

School.

2. Teachers may adapt or adopt these activities to suit the needs of their classes.

3. For your information and guidance.

ATTY. FIEI^Y. ALMEWDRAOfficer-in-ChargeOffice of the Asst. Regional Director

FYA/EBEJ

Office of the Director (ORDir), Tel. Nos.: (032) 231-1433; 231-1309; 414-7399; 414-7325; Office of the Assistant Director, Tel. No.: (032) 255-4542Field Technical Assistance Division (FTAD), Tel. Nos.: (032) 414-7324 Curriculum Learning Management Division (CLMD), Tel Nos.: (032) 414-7323

Quality Assurance Division (QAD), Tel. Nos.: (032) 231-1071 Human Resource Development Division (HRDD), Tel. No.: (032) 255-5239Education Support Services Division (ESSD), Tel. No.: (032) 254-7062 Planning, Policy and Research Division (PPRD), Tel. Nos.: (032) 233-9030;

414-7065 Administrative Division, Tel. Nos.: (032) 414-7326; 414-4367; 414-7366; 414-7322; 414-4367Finance Division, Tel. Nos.: (032) 256-2375; 253-8061; 414-7321

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Republic of the Philippines

Department of EducationDepEd Complex, Meralco Avenue, Pasig City, Philippines

Direct Line : (632) 633-7202 Telefax: (632) 636-4879Email: [email protected] Website: www.deped.gov.ph

@an>iictdti<*t- euut

MEMORANDUMDM-CI-2016-0083TO :

FROM

SUBJECT

DATE

Regional DirectorsRegional Secretary, ARMMSchools Division SuperintendentsAll others concerned

DINA S. JCAJUndersijpreWy for Curriculum and Instruction

Class Activities for the First Three Weeks of Senior High School

May 31,2016

This is to inform the Regional Offices (ROs) and Schools Division Offices (SDOs) thatsuggested orientation programs for Senior High School (SHS) students and parents as well asDaily Lesson Logs (DLLs) with optional activities for the first three weeks of SHS coveringthe period June 13-30, 2016 will be uploaded to the Department of Education (DepEd)Google Drive. They may be accessed and downloaded using a DepEd account(@deped.gov.ph)*.

The lessons are divided into the following weekly themes:Week

123

ThemeWho am I as a SHS learner?What skills do I need to succeed in SHS?What do I want to learn and how can I learn about it?

Teachers may adapt or modify these activities to suit the needs of their classes.

For any questions or concerns, you may contact Dr. Besy Agamata, Chief, LearningResources Production Division (LRPD), Bureau of Learning Resources (BLR) at tel. no. (02)634 1072 or email address blrpd@deped. gov.ph.'

For your information.

* If there are other employees who have not registered and claimed their official DepEd email account, please go to this site:http://www.depedverify.appspot.com.

THEME: Who am I as a Senior High School learner?

/O\S 1 to 121 H| I DAILY LESSON LOG%3Kx

SchoolTeacher

Teaching Dates and Time

All Senior High Schools (SHSs)

Week 1 Sessions 1-4

Grade LevelLearning Area

Quarter

11May be used in any learning area1st

^^^^^^^^^^^^^^^^^^^^^^H Session 1 Session 2 Session 3 Session 4

/, OBJECTIVES

A. Content Standards

B. Performance Standards

C. Learning Competencies / ObjectivesWrite the LC code for each

//. CONTENT

III. LEARNING RESOURCES

A. References

1. Teacher's Guide pages

2. Learner's Materials pages

3. Textbook pages4. Additional Materials from Learning

Resource |LR] portal

B. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson orpresenting the new lesson

B. Establishing a purpose for the lesson

Objectives must be met 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 and competencies. These are assessed using Formative Assessment strategies. Valuing objectives supportthe learning of content and competencies and enable children to find significance and joy inlearning the lessons. Weekly objectives shall be derived from the curriculum guides.

At the end of the session, learners are expected to:1 . respond to questions about themselves and

their expectations for Senior High School2. work with a group by sharing one's responses

to given questions;3. collaborate with a group to present group

output.

At the end of the session, learners areexpected to:1. identify one's strengths and

weaknesses; and2. illustrate/show responses through

various creative means.

At the end of the session, learners are expectedto:1 . present creative output based on one's

strengths and weaknesses; and2. appreciate that class members have

strengths and weaknesses.

At the end of the session, learners areexpected to:1. express how they feel about their

subjects and teachers;2. brainstorm how their class can be

happy given their similarities anddifferences; and

3. contribute to dass rules,regulations, norms, andagreements.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

1 am a Senior High School Learner My Strengths and Weaknesses Unity in Diversity Me, My Teacher and My Class

List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a {nix of concrete and manipulativematerials as well as paper-based materials. Hands-on learning promotes concept development. '-

http://www.tecweb.orq/stvles/qardner.html

Howard Gaardner's Theory of MultipleIntelligences

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students whichyou can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learningprocesses, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.(2 mins)

Teacher welcomes the class and introduceshimself/herself (specialization, background,credentials).

(5 mins)

1 . From the list below, teacher chooses one to twoquestions for the dass to answer. Subject teacherscoordinate with each other so that there will beno/minimal duplication of questions used in class,

a. What object best represents you?b. What excites you about SHS?

(5 mins) (5 mins)Teacher reviews the questions asked and Teacher reviews activities from the lastclass responses from Session 1. session. Teacher explains that tfiis session

will be for presentation of output.

(10 mins) (50 mins)1 . Teacher presents the different Below are options that classes may use forIntelligences and gives a brief explanantion for presenting class output:each: 1. Gallery walk

a. Verbal-Linguistic 2. Individual/group presentationsb. Logical-Mathematical Presentations may vary per subject,c. Interpersonal

(5 mins)Class reviews presentations from the lastsession. Class discusses what they havelearned from the presentations.

(25 mins)1 . Teacher says: " I had the chance toknow each one of you in the past days.Now, I want to know your expectation fromme since we will be together in thissemester."

Page 1 of 4


Session 1What makes you nervous about SHS?

d. What age wiH you be 10 years from now?i. How would you like to look like?ii. What would you like to be doing?iii. Where would you like to be

working?e. What do you know about Senior High

School?i. How is it different from Junior High

School?ii. How do you think Senior High

School can help you achieve yourgoals and ambitions?

f. What are your top three positive personalqualities/traits?

g. What are two not-so-positivecharacteristics that you have?

h. What are three correct, good, or wisechoices that you made in JHS? Whatwere the effects of these actions?

2. Teacher asks learners to bring out a piece ofpaper and be ready with a pen or pencil.

3. Teacher says : "Let's get to know a little bitabout each other today."

Session 2d. Intrapersonale. Visual-Spatialf. Bodily-Kinestheticg. Musical-Rhythmic-Harmonich. Naturalistici. Existential

2. Teacher says: Based on what you feelare your top two intelligence/s, think of howyou can illustrate/show your response to thequestion yesterday. Learners may choosefrom the following options. They may choosemore than one.

a. An object to represent yourselfb. Collagec. Drawingd. Song/Rape. Dance/Movementf. Poem/Acrosticg. Script/Storyh. Comic Strip

(40 mins)

3. Learners are given time to prepare andwork on their output.

Session 3

For example, those that have prepareddance/song presentations may present duringtheir Humanities subjects.

Teachers will coordinate accordingly so thateach learner has a chance to present for theday.

Session 42. Learners bring out a of sheet ofpaper and ballpen.

3. Teacher says: "I need you tocomplete the following sentences."

a. I like (name of subject)because .b. I don't like (name of subject)because .c. I like it when the teacher

d. I don't like it when ttie teacher

4. Teacher collects the sheets ofpaper, reads the answers, and reflectswith the class.

Teacher provides the sentence structure to followbased on the chosen question. For example, forquestion a:

"Hello, my name isrepresents me is a/an _

.. The object that bestbecause

C. Presenting examples/ instances of thenew lesson For questions b and c:

"Hello, my name isfrom

(15 mins)

1. Teacher draws a semantic web/wordmap on the board. The word insidethe middle circle is HAPPY CLASS.

2. The class brainstorms for differentways that a classroom can be happyand interesting.

3. Teacher writes the responses on theboard (semantic web/word map).

. lam_. I am excited for

. I am nervous about

Teacher models how to respond using the suggestedsentence structure.

D, Discussing new concepts and practicingnew skills #1

(30 mins)

1. Learners are asked to think of their responsesand write them down.

2. After they have written their responses, theteacher will ask them to group themselves intoat most five members. Groups assign a leaderand documenter.

3. Group members share their responses.

(15 mins)

Teacher and learners make an agreementon which activities, practices, routines,strategies will be adopted by both to makethe class a happy dass.

Page 2 of 4


^^ • ^^^HWBW^PV^P Session 1 Session 2 Session 3 Session 4

E. Discussing new concepts and practicing newskills #2

F. Developing mastery(Leads to Formative Assessment 3}

G. Finding practical applications of conceptsand skills in daily living

H. Making generalizations and abstractionsabout the lesson

I. Evaluating learning

J. Additional activities for application orremediation

V. REMARKS

VI. REFLECTION

A. No.of learners who earned 80% on the formativeassessment

B. No.of learners who require additional activities forremediation.

C. Did the remedial lessons work? No.of learnerswho have caught up with the lesson.

D. No.of learners who continue to require

4. Groups then share their responses to the class.

(15 minutes)After the sharing session, the class can reflect on theanswers of the group. The teacher can ask (hefollowing questions:

a. Who has similar responses?b. In what ways are they similar?c. How can our differences bring about

positive effect/s for the learners, class andschool?

d. What can students do to make sureSenior High School be a positiveexperience?

e. What can teachers do to make thishappen?

f. What can the school do to make thishappen?

(8 mins)1 . Teacher provides a proper ending by

emphasizing that SHS is a new beginning and aproper venue to start anew as an individual,learner, and as a class, that their similarities anddifferences will help the class achieve their goals.

2. Teacher can cite examples on how this canhappen.

Agreement: Bring old or used magazines,newspapers, catalogues, brochures, leaflets, etc; artmaterials, i.e. scissors, glue, crayons, color pencils,markers, bond paper, etc.

(5 mins)Teacher doses the session by how people willhave different strengths and weaknesses.

Teacher asks learners to pack away.

(5 mins)Teacher summarizes how a class is made upof learners with different strengths andweaknesses. Teacher then emphasizes thatthere can be unity despite diversity.

Teacher and students write the agreementon a cartolina/manila paper and should beposted inside the dassroom for everyoneto see during the semester.

Each subject may contribute to theagreements. These should be collated foreach dass.

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 team?Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

Page 3 of 4


^^^^^^^^^^^^^^^K— — ~— ' Session 2 Sessions Session 41 remediation

E. Which of my teaching strategiesworkedwell?Why did these work?

F, What difficulties did 1 encounter which myprincipal or supervisor can help me solve?

G. What innovation or localized materials did \r which 1 wish to share with other

teachers?For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to bld.tld<s>deped.gov.ph

Page 4 of 4

THEME: What study skills do I need to succeed in Senior High School (SHS)?

/•Q*\S 1 to 12f WllAILY LESSON LOG•>S5r

SchoolTeacher



Week 2 Sessions 1-4 (with optional Session 5)

Grade LevelLearning Area

Quarter

11

May be used in any learning area

1st

^^^ • ^ I ^^^^^^H Session 1 Session 2 Session 3 Session 4 Session 5 (optional)

/. OBJECTIVES

A. Content Standards

B. Performance Standards

C. Learning Competencies/ObjectivesWrite the LC code for each

H. CONTENT

III. LEARNINGRESOURCES

A. References1. Teacher'sGuide pages2. Learner's Materials pages3. Textbook pages

4. Additional Materials fromLearning Resource (LR)portal


Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises andremedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content andcompetencies and enable children to find significance and joy inlearning the lessons. Weekly objectives shall be derived from the curriculum guides.1. The learner understands the

importance of developing study oracademic skills tosucceed in SeniorHigh School (SHS)

2. The learner demonstratesunderstanding of different note-takingmethods

3. The learner understands theimportance of time-management instudying

1. The learner applies note-takingmethods

2. The learner produces a sampleweekly study schedule

1 . Identify the steps of the Cornell Note-taking Method

2. Identify the Five (5) Rs of Note Taking3. Create a weekly study schedule

1 . The learner demonstratesunderstanding of criticalreading strategies

2. The learner recognizes theimportance of criticalreading in academicsuccess

The learner applies criticalreading strategies

1. Define critical reading2. Identify and describe

different critical readingstrategies

1 . The learner demonstratesunderstanding of criticalreading strategies

2. The learner recognizes theimportance of criticalreading in academicsuccess

The learner applies criticalreading strategies using SQ3R

1 . Identify the different parts ofthe SQ3R

2. Read a selectiong usingSQ3R

1. The learner understandsthe importance of academicintegrity and intellectualhonesty

2. The learner demonstrates3. respect for another

individual's work inacademic writing

The learner applies academicwriting skills using strategiessuch as quoting, summarizing,and paraphrasing1. Distinguish between

original work andplagiarized text

2. Quote, paraphrase, and/orsummarize an original text

1 . The learner understandsthe importance of preparingfor a test

2. The learner demonstratesunderstanding of differentstrategies to improvememory

The learner applies memorystrategies using acrostics andacronyms

Create acrostics and acronymsfor frequently used formulae,terminologies, and concepts

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

Study Skills: Overview of Study Skills

Note taking and time management

Study Skills: Critical Reading Study Skills: Critical Reading Study Skills: Avoiding Plagiarismin Academic Writing

Study Skills: Improving Memoryand Test-taking Skills

1.https://www.stephencovey.com/7habits/7habits.php

2.http://www.studyskills.soton. ac.uk/studytips/why_here.htm

3.https://www.bcps.org/offices/lis/researchc

1 .http://www.criticalreading.eom/critical_reading.htm

2.http://www.uefap.com/reading/readfram.htm

3.http://writing.colostate.edu/guid

1 .http://www.criticalreading.com/critical_reading.htm

2.http://www.uefap.com/reading/readfram.htm

3. http://writing.colostate.edu/guid

1 .http://www.blinn.edu/brazos/parallelstud/development/Annotationsummary.pdf

2.http://writing.wisc.edu/Handbook/QPA_paraphrase2.html

1 .http://www.coedu.usf.edu/zalaquett/Help •Screens/study_skiHsMHS.htm

2.http://www.jmu.edu/vaHeyscholars/files/improvemyhighschoolstu

Page 1 of S


Session 1ourse/images/Lesson%20Plan%20for%20Note%20Taking1.pdf

4.http://www.cls.utk.edu/pdf/ls/Week2_Lesson14.pdf

5.https://www2.usgs.gov/humancapital/documents/TimeManagementGrid.pdf

6.http://successcenter.tamu.edu/getattachment/Student-Resources/Handouts/Lecture-Note-Taking.pdf.aspx

7.http://www.admin.cam.ac.uk/univ/plagiarism/students/skills/notes.html

8.http://www.educationcorner.com/cornell-note-taking-system.html

9. http://www.ed ucationco rner.com/habits-of-successful-students.html

Session 2es/guide.cfm?guideid=31

4.https://www.csuohio.edu/writing-center/critical-reading-what-critical-reading-and-why-do-i-need-do-it

5.http://www.skillsyouneed.com/learn/cri tical-reading.html

6.http://www.educationcorner.com/sq3r-textbook-strategy.html

Session 3es/guide.cfm?guideid=31

4.https://www.csuohio.edu/writing-center/critical-reading-what-critical-reading-and-why-do-i-need-do-it

5.http://www.skillsyouneed.eom/learn/critical-reading.html6.http://www.educationcorner.com/sq3r-textbook-strategy.html

Session 4

3.http://writing.wisc.edu/Handbook/AnnBib_content.html4.https://www.mes acc.edu/~paoih30491/ArgumentsQuoteSummarizeParaphr.html3.http://www.indiana.edu/~wts/pamphlets/plagiarism.pdf

4.https://www,princeton.edu/pr/pub/integrity/pages/plagiarism/

5.https://www.indiana.edu/~istd/examples.html

6.http://www.ucalgary.ca/pubs/calendar/current/k-1.html

7.https://www.indiana.edu/~plag/practice.html

8.http://www.stevendkrause.com/tprw/Chapter%203.pdf

Session 5 (optional)dyskills.pdf3.http://www.educationcorner.com/test-anxiety.html4.http://www.lynchburg.edu/academics/tutoring-academic-support/top-10-study-skills/

IV. PROCEDURES

Present the Seven (7) Habits of HighlyEffective People by Stephen Covey. (5minutes)

Reviewing previous lessonor presenting the newlesson

Say/Ask: Yesterday, we learnedhow to organize our tasks andnotes. Do you think that we canalso organize the way we read?Do you have a specific way orstrategy in reading a text? If yes,what strategies do you use? (4minutes)

Say/Ask: Yesterday, we learnedabout different ways to readmore critically. What were the 6strategies we discussedyesterday? (5 minutes)

1. Present two very brief texts(original text and plagiarizedtext)

2. Say: Can you read the textsusing SQ3R?

3. Wait for the learners torealize that there issomething wrong. Once alearner points out thesimilarity, cut the activity. Useprompts (i.e., Do you noticesomething wrong with the twotexts?) if the activity goesbeyond 5 minutes. (5minutes)

1. Present a quote with propercitation. Ask the learners tomemorize the quote.Remove the quote posted,and ask the learners torecite the quote.

2. Ask: Who among you haddifficulty in remembering -thequote word for word? (2minutes)

B. Establishing a purpose forthe lesson

1. After a brief discussion of the 7 Habits,return to Habit 2: "Begin with the end inmind."

2. Ask: What does this statetement mean?Why do you think are you in Senior HighSchool (SHS)? What will you do afterSHS? (5 minutes)

Say: Today, we will learn how toimprove our understanding of areading material through criticalreading. Take down notes usingthe CNTM. (1 minute)

Say: Today we will learn aboutanother reading strategy thatsome of you may be familiarwith already: SQ3R. What doyou think these letters standfor? (5 minutes)

Ask: What is intellectual honesty?Why is it important toacknowledge the work of otherindividuals in your work? In whatways can we ensure intellectualhonesty in our written work? (5minutes)

Ask: In what ways do youprepare for a test? Do you usematerials other than your notesand textbooks? What do youthink can help you study andimprove your memory for a test?[2 minutes)

C. Presenting examples/instances of the newlesson

1. Before discussion, remind the class totake down notes.

2. Discuss study or academic skills.3. Provide a definition and examples of

1. Discuss critical reading.2. Provide a definition of critical

reading and the ways to docritical reading.

3. Discuss the ways to read more

1. Introduce and discuss theSQ3R strategy.

2. Discuss the differentelements of SQ3R: Survey,

1. Say/Ask: When we usesomeone else's work withoutgiving proper credit, we commitplagiarism. How can we avoid

Discuss the following strategiesto study -for a test: the use ofacronyms, acrostics, narratives,rhymes, imagery, visualization,

Page 2 of 5


Session 1study or academic skills.

4. Talk about why they are important todevelop.

5. End the discussion by asking a numberof students to summarize what theylearned based on their notes. (10minutes)

Session 2critically: Previewing,Annotating, Summarizing,Analyzing, Re-reading, andResponding. (30 minutes)

Session 3Question, Read, Recall, andReview.(15 minutes)

Session 4committing plagiarism?

2. Introduce and providedefintions for: quotations,paraphrases, and summaries

3. Provide and discuss examplesfor each

(20 minutes)

Session 5 (optional)and flash cards. (20 minutes)

D. Discussing new conceptsand practicing new skills fl

1. Ask: How did you take down notesduring our discussion? Did you takedown everything that was said? How didyou decide which ones to take note of?

2. Introduce the Cornell Note-takingMethod (CNTM) as one way of notetaking. Present and discuss the CNTMtemplate to the class.

3. After discussion, ask learners to transfertheir notes using the CNTMtemplate.Select students to present theirwork.

4. Discuss the Five R's in note taking:Record, Reduce, Recite, Reflect,Review.

5. Discuss other techniques in note-takingsuch as using mind maps, tabular notes,flowcharts, index cards, and highlightingand annotating. Emphasize that thereare different ways to take down notesand learners should find out whichtechnique works best for each of them.(15 minutes)

Discuss test-taking tips.{10minutes)

E Discussing new concepts andpracticing new skills #2

1. Present the 10 Habits of HighlyEffective Students.

2. Ask: Write a list of things that you needto do for the week.

3. Ask: Which among these things will youdo first? How will you prioritze eachitem on your list? Ask the class what thefollowing statement by BenjaminFranklin means to them: "By failing toprepare, you are preparing to fail."

4. Show the class Covey's TimeManagement Grid, and coach learnerson how to prioritize their tasks based onimportance and urgency. Ask the classto categorize their activities usingCovey's Time Management Grid.

Page 3 of 5


H^BV^VHI ^ ^ ^ B Session 1 Session 2 Session 3 Session 4 Session 5 (optional)

F. Developing mastery(Leads to Formative Assessment 3)

G. Finding practical applicationsof concepts and skills in dailyliving

H. Making generalizations andabstractions about the lesson

I. Evaluating learning

J. Additional activities forapplication or remediation

V. REMARKS

W. REFLECTION

A. No.of learners who earned 80% ontfie formative assessment

B. No.of learners who requireadditional activities for remediation.

5. Ask: Why is it important to organizeone's tasks?

(10 minutes)

1. Say/Ask: Identify different note-takingmethods.

2. Describe the CNTM.3. What are the Five R's in note-taking?(5 minutes)

1. Ask: Apart from attending classes, inwhich other activities can note taking bea useful skill?

2. Outside school, in what ways can youapply time management?

(2 minutes)

Ask: In your opinion, what are thecharacteristics of highly effective students.(3 minutes)

1. Read a short passage to the class andask them to take notes using theCNTM.

2. Ask the class to prepare a studyschedule for the week based on theirclass schedule. The study scheduleshould indicate at which times of theday they will study and prepare for theirdaily classes.

(5 minutes)

1 . Distribute a text to the class.The text can be any opinionpiece such as an edtorial.

2. Ask the class to apply thefollowing critical readingstrategies: Previewing,Annotating, Summarizing,Analyzing, Re-reading, andResponding.

{15 minutes)

Ask: Apart from reading in schoolin which other activities can criticalreading be a useful skill? (5minutes)

Ask: In your opinion, what are thebenefits of critical reading? (5minutes)

Post a short selection in front ofthe class. Using this, guide thelearners into reading the textusing SQ3R. (10 minutes)

Ask: What are the advantagesof using a strategy like SQ3R inreading texts? (5 minutes)

Activity: Give copies of a shortselection (that includes chapterand section headings) to thelearners. Ask them to read theselection, and to use the SQ3Rstrategy. They may writedirectly on their copies of theselection to show that they havefollowed the SQ3R strategy. (20minutes)

Show 3 original texts with aparaphrased/quoted/ summarizedtext and a plagiarized text. Askthe learners to identify the textthat was correctly quoted,paraphrased, and/or summarized.(5 minutes)

Ask: Apart from schools, in whatother settings is intellectualhonesty important? Why do yousay so? (5 minutes)

Activity: Present a short selectionto the learners. Ask them howthey would include the selectionin their academic papers byquoting, paraphrasing, and/orsummarizing. Output may bedone in notebooks or a sheet ofpaper. (20 minutes)

Critical reading will be discussed for two days.

Ask the class to summarize thedifferent test-taking strategiesdiscussed.

Show common terms andconcepts using acronyms andacrostics. (S minutes)For example:

ROYGBIV = colors of the raibow

My Very Eager Mother JustServed Us Noodles = planets inour solar system

Say/Ask: Give examples on howelse you can use thesestrategies in everyday life. (2minutes)

Activity: Ask learners to comeup with fun acronyms and/oracrostics for frequently usedformulae, terminologies, andconcepts. This can be compiledas a class output for futurereference. (20 minutes)

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 supervisors can provide for you so when you meet them, you can ask them relevant questions.

Page 4 of 5


^ ^ ^ •••JP^ ^ «> — ~ Session 2 Sessions Session 4 Session 5 (optional)

C. Did the remedial lessons work?No.of learners who have caughtup with the lesson.

D. No.of learners who continue to1 require remediation

E. Which of my teachingsfrategiesworked well?Why didthese work?

F. What difficulties did 1 encounterwhich my principal or supervisorcan help me solve?

G. What innovation or localizedmaterials did 1 use/discover which 1wish to share with other teachers?

s

For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to [email protected]

Page 5 of 5

THEME: What do I want to learn and how can I learn about it?

?$£$%.. GRADES 1 to 12

• fi '• DAILY LESSON LOGN85^

School

Teacher



Week 3 Sessions 1-4

Grade Level

Learning Area

Quarter

11May be used in any learning area

1st

I. OBJECTIVES

Session 1 Session 2 Session 3 Session 4Objectives must be met 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 and competencies. These are assessed using Formative Assessment strategies. Valuing objectivessupport the learning of content and competencies and enable children to find significance and joy inlearning the lessons. Weekly objectives shall be derived from the curriculumguides. ^__^__

A. Content StandardsB. Performance Standards

C. Learning Competencies / ObjectivesWrite the LC code for each

Learners will be able to:

1. enumerate graphic organizers and study strategiesthat they know;

2. classify graphic organizers and study strategiesaccording to purpose; and

3. accomplish a KWL chart.


use the appropriate graphicorganizers to illustratebackground knowledge onspecific topics;


1. discuss a topic of interest witha group;

2. explain what he/she knowsabout a topic using graphicorganizers;

3. list questions on a topic; and4. enumerate possible ways to get

answers to questions on atopic.


1. present a list of questionsand proposals on how toanswer the questions;

2. accommodate commentsand/or suggestions from theirclassmates;

3. provide feedback to theirclassmates' presentations;and

4. revise their presentation asneeded.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week of two.

//. CONTENT Graphic organizers KWL Chart and how other graphicorganizers can be used to fill upthe What I Know column

KWL Chart: What I Want To KnowColumn

What I Want to Know and How IWant to Know about them

///. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulativematerials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

1. Teacher's Guide pages

2. Learner's Materials pages

3. Textbook pages

4. Additional Materials from LearningResource (LR) portal


IV. PROCEDURESThese steps should be done across the week. Spread out the activities appropriately so that students will leam well. Always be guided by demonstration of learning by the studentswhich you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, questiontheir 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.

Reviewing previous lesson or presentingthe new lesson

(30 minutes)

Review all graphic organizers and study skills that learnersknow.

Classify organizers and study skills according to purpose.

(10 minutes)

Review of KWL (What I Know,What I Want to Know, What ILearned) Chart

1. Its Purpose2. Its Parts

(5 minutes)

Review of KWL Chart:

1. ItsPurporse2. Its Parts3. Purpose of Each Part

{5 minutes)

Short recap

Class discusses steps that havebeen done and output per day.

Page 1 of 4


Session 1Teacher elicits background knowledge from learners.Teacher asks: What are the graphic organizers that youknow which can be used to do the following (Analysis,Writing, Reading Comprehension, etc?)

Class discusses each and its purpose.

Sample matrix:

Purpose:

Graphicorganizers/studystrategies

Analysis

Venn(comparison)

Flow chart(process)

Add rows asneeded forother graphicorganizers

Writing

Pre-writingtasksOutline

Readingcomprehension

SQ3R

KWL (What IKnow, What IWant to Know,What ILearned) Chart

neededtore/ledofftef

Session 23. Purpose of Each Part

Session 3

(2 minutes)

Learners take out their list of topics ofinterest and review them. They arethen asked to choose the topic theyare most interested in.

B. Establishing a purpose for the lesson

(10 minutes)

Class focuses on the KWL Chart.

Teacher asks:

1. How is the KWL Chart used?2. When have you used the KWL chart before?

How was it used?3. What are its parts?4. What are the uses of its parts?

(10 minutes)

1. Teacher presents a list oftopics for the subject.

2. Learner selects topics ofinterest and writes them intheir notebook.

(5 minutes)

Learners that chose the same topicare grouped together. They areasked to sit together. Groups shouldonly have a maximum of fivemembers. Learners who findthemselves alone may chooseanother topic/sit with a group with arelated topic.

(15 minutes)

Groups discuss what they knowabout their topic of interest. Theyshow each other the graphicorganizers they made the previoussession and explain its content.

(10 minutes)

Review the questions your grouphas formulated.

Groups discuss: How will yourquestions benefit yourdass?

C, Presenting examples/ instances of thenew lesson

(20 minutes)

Teacher gives a topic and class fills up a KWL chart.Class discusses steps as they fill up the chart.

D, Discussing new concepts and practicingnew skills #1

E. Discussing new concepts and practicingnew skills #2

Page 2 of 4


Session 1F. Developing mastery

(Leads to Formative Assessment 3)

Session 2

(40 minutes)(What I Know)

Using the graphic organizerslearned, learners illustrate whatthey know about the topics.They can use as many applicablegraphic organizers possible forevery topic.

Session 3

(33 minutes)(What I Want to Know)With their groups, learners answerthe following:1. What questions do you have

about the topic?2. In what ways can you find

answers to these questions?

The group lists and discusses theirquestions and design ways/steps toanswer them.

Session 4

Group Presentation

(15 minutes)Each group prepares for thepresentation (Groups can opt touse manila paper, powerpointpresentation, etc. for theirpresentation.) showing theirquestions and ways/steps inwhich they can do to answerthem.

{30 minutes)

Each of the groups wffl presenttheir outputs (questions and wayson how to find answers) to theclass.

During presentation, members ofother groups try to write downpossible comments orsuggestions to the presentinggroup.

Peers can give feedback duringpresentation. The presentinggroup can then revise their outputbased on the class feedback.

Teachers can use the input fromthe class to further plan for the1st Quarter's Performance Taskor Class Project and its timeline.

G. Finding practical applications of conceptsand skills in daily living

H. Making generalizations and abstractionsabout the lesson

I. Evaluating learningJ. Additional activities for application or

remediation

V. REMARKS

VI. REFLECTIONReflect 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 studentslearn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

Page 3 of 4


^^^^^^^^^^^^^^^ •T^^ Sessjon i Session 2 Session 3 Session 4

A. No.of learners who earned 80% on the formativeassessment

B. No.of learners who require additional activities forremediation.

C. Did the remedial lessons work? No.of learners whohave caught up with the lesson.

D. No.of learners who continue to require remediation

E. Which of my teaching strategiesworked wellTWhydid these work?

F. What difficulties did 1 encounter which my principal orsupen/isor can help me solve?

G. What innovation or localized materials did 1use/discover which I wish to share with otherteachers?

For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to [email protected]

Page 4 of 4

Ta)bMRASA'EOUKASYOK

SENIOR HIGH SCHOOL

ORIENTATION FOR STUDENTSAND PARENTS

Senior High School (SHS) is a new addition to the Basic Education Curriculum. Agood orientation assists students, as well as parents, in transitioning from JuniorHigh School (JHS) and guides them in the next step of their educational journey.

GOALS:1. To create a welcoming environment for students and parents and encourage

in them a positive attitude towards SHS.2. Build a sense of community among the students, faculty, and staff by

providing opportunities for introduction, communication, and interaction.3. To provide information on the rules, regulations, programs, facilities, and

services of the school and how these can support their academic andpersonal goals.

4. To facilitate transition from JHS to SHS by letting students and parents knowwhat to expect in the coming school year (SY).

SUGGESTED PROGRAM:Schools shall have the freedom to design their SHS Orientation Program. The topicscan be divided into 2 half-day sessions for students and should be done on thefirst week of classes. During orientation days, schools are permitted to end theirSHS classes early. If parents are unavailable on the intended days, a separateorientation for them can be done on a weekend.

DAY 1 Suggested TopicsOrientation InformationImportant School PoliciesAdministrative Concerns

DAY 2 Suggested TopicsAcademic InformationLearner Support

School Heads, in coordination with the teachers, may combine the orientationprogram topics with those found in the 3-week DLL as long as the orientation forstudents is done in the first week.

IMPORTANT TOPICS TO DISCUSS:Your school may choose to include more topics or activities aside from those listed here. If your schoolalready conducted an orientation, this can serve as a checklist to see if there are things that you stillneed to discuss.

1. Orientation InformationYour school and

program offerings

About SHS

Introduce your school. Share a little background andinformation - how many SHS students are enrolled for theSY, how big is your faculty and staff, the preparations youhave done to ensure that they will have the best SHSexperience. Also, share why you are offering yourtracks/strands. What did you find out about student interestsin your community? What is the context of your schoolcommunity?

What is SHS in the context of K to 12?Focus on:

- how it was designed with their best interest in mind

EDUKASYON

and is an education system suited for the 21st

centuryhow it is based on their interests and provides themwith options

- how it is a stepping stone to what they want to beafter high school and helps them pursue a better life

Your industry i Introduce your industry partners, especially if students willpartners j hold some of their classes in a Technical-Vocational

i Institution. You may invite a representative from the industrypartner or you may create a presentation about who theyare and what they do.

Expectations

2. Important SchoolSchool rules and

regulations

Student code ofconduct

Child ProtectionPolicy

No Collection Policy

What do you expect from your students? Academically?Behaviorally?

PoliciesWhat are your rules and regulations on the following:

start and dismissal of classesattendance, tardiness and absencesproper attire (especially when in laboratorieswhen handling machinery)bringing of gadgets (cellphones, cameras, tablets)

or

What do you consider proper and improper behavior inschool? What are consequences of improper behavior?

What are your protocols for bullying and harassment?

Explain the "No Collection" policy and discuss which feesmay be collected on a voluntary basis based on DO 41, s.2012 and DO 66, s. 2012.

*Note: It is important to ensure that the rules and regulations set by your school arein accordance with existing laws and DepEd policies.

3. Academic InformationYour faculty and

subject group heads

Learning in SHS

SHS exits

Introduce their teachers and the subject group heads.

How will learning in SHS be different from JHS? You maytalk about the following:

They will experience a different curriculum from JHS(more advanced, more specialized)They will take specialized subjects which may betaught by a practitioner, or working professionals intheir industryThey will undergo work immersion and researchwhere they will have to apply what they have learnedfrom their different subjects

Inform the students that after they graduate from SHS, theycan choose to 1) be employed, 2) start their own business,

j 3) go to college, or 4) get higher certification to develop| more specialized skills.

EDUKASYON

SHS subjects

Schedule of classes

Grading system

4. Learner SupportYouth formation

services

Guidance andCounseling services

Health and nutritionservices

ICT services

Library services

Sports programs

5. Administrative concernsYour administrative

staff

Calendar ofactivities and

important dates

DRRM protocol

Logisticalarrangements

Schoolcommunication

processes

Discuss the differences among core, applied, andspecialized subjects. You can show the students the list ofsubjects they will take for their track/strand.

Present the schedule of subjects and the daily schedule forthe 1sl semester of Grade 11.

Discuss how they will be graded and assessed based onDOS, s. 2015.

Invite students to take part in the Supreme StudentGovernment (SSG) as student leaders or be members ofother clubs and organizations in your school. Introduce themoderators of the SSG and other clubs and organizations.

Introduce your guidance teacher/career advocacy teacher.S/he may discuss what your guidance, career advocacy,and counseling services offer and what is your protocol forguidance and counseling concerns.

Introduce your clinic teacher.S/he may discuss what your health and nutrition servicesoffer.

Introduce your ICT teacher.S/he may discuss the protocol for using the ICT laboratoryand procedures for asking for permission to use it foracademic-related research.

Introduce your librarian.S/he may discuss what collection of books you have andwhat services are offered by the library to help them find theright references for their assignments and research.

Introduce the moderator of your sports programs.S/he may discuss the after-class sports programs andvarsity teams in the school that can help the studentsremain fit and healthy.

Introduce the rest of the staff that have not been introduced:your registrar, maintenance and security staff, and propertycustodian.

Inform students and parents of important dates to rememberbased on DO 23, s. 2016.

Explain the school protocol in case of disasters like fire orearthquake.

Discuss the plan for inflow and outflow of students duringstart of classes and dismissal time in the first week.

Tell students and parents how they can inform and contactthe school for feedback, issues, and concerns.

Ta>o1*RA SA/EDUKASYON

Parental support \e the important role of parents in student success.and participation \e parents to join the Parents-Teachers Assembly

I (PTA) and other activities in school and inform them howI they can help the school.

OTHER IDEAS:o Include a tour of your school facilities and your partner facilities if possibleo You can have small group discussions with students where teachers can sit

with a group to discuss their questions and concernso Have students sign a conforme for the student code of conducto Include a short community building activity with parents

RESOURCES:o K to 12 Messenger Primero SHS Student Primero SHS Manual of Operationso Infographics on Classroom Assessment (found on the DepEd website or

DepEd Order No. 8, s. 2015)o Video: Ano ang pangarap ng kabataang Pilipino?

http://www.deped.gov.ph/videos/ano-ang-pangarap-ng-kabataanq-Dilipino

republic of the philippines - deped cebu province 276_2016.pdfdaily lesson logs (dlls) with optional...

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