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 February 27 – March 3, 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 Concept of Disaster and Concept of Disaster Risk
B. Performance Standards The learners relate the concept of disaster with daily life
C. Learning Describe the effects of disasters on Explain how and when an event becomes
Differentiate the risk factors underlying disasters DRRR11/12 – Ia-b – 2
Competencies/Objectives one’s life DRRR11/12 – Ia-b – 3 a disaster DRRR11/12 – Ia-b – 4
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 Risk & Reduction by Villamor S. Quebral Ed. D., Lori Mar Disaster Readiness and Risk Reduction  Disaster Readiness and Risk Reduction by
Publishing Inc, 2016 pages 3 – 5 Rolly Rimando pg. 3-13 Quebral pp 7-8
Disaster Readiness And Risk Reduction  Building Resilient Communities by Lanada
by. Villamor S. Quebral pg 5-13 et.al pp. 34-36
Disaster Readiness and Risk Reduction by
Rimando pp. 4-5
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by the demonstration of learning by the students which you can infer from
IV. PROCEDURES formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about
what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Review disaster concepts and Review on the effects of disaster on
A. Reviewing previous lesson or Describe and differentiate disaster and What are the different nature of
distinguish between the various type one’s life. What is a disaster?
presenting the new lesson disaster risk disasters
of hazards.
B. Establishing a purpose for the Video Clip on Natural Types of Disaster Video Clip on Human – Made Video presentation about storm surge in
lesson Guide Question: Enumerate the natural Disasters Show a video clip about disastrous City of Tacloban brought by Typhoon
disasters Question: What are the different events in the Philippines and all Yolanda.
human-made disasters. Guide Questions:
around the globe.
1. What is the video presentation all
about?
Do you consider that phenomena a disaster?
 Why?
Analyze the human and economic impact
of recent disaster and the effects of these
impact to the economic and social
development of a country.
PICTURE-PICTURE
Picture Analysis Each group chooses one subject disaster
C. Presenting examples/instances of from the following:
What are the elements – at – risk?
the new lesson 1. 1990 Luzon Earthquake Group the given pictures as man-made or
How does a risk become a disaster? 2. 1991 Pinatubo Eruption natural disaster.
3. 2004 Indian Ocean Earthquake and
Tsunami
2011 Japan Earthquake 2013 Yolanda
Typhoon and Storm Surge
The Elements-at Risk in my
Community!
Instructions
1. Think about your community.
2. Identify and list all the elements-at-risk in Activity I Hazard Profile
the area. The goal is to generate as many 1. Each Group with at least five
elements-at-risk. Each group will be given a scenario to
member shall discuss one natural
3. Get five different colored metacards (a simulate. Each must clearly show or
scheme for gathering and consolidating phenomenon. Create a profile
factors that triggered disaster.
information by writing answers to questions using the guide questions below.
Complete the Venn Diagram using the 1. Vehicular accident
D. Discussing new concepts and posed during workshops) a. Where did this kind of event
information below: 2. Stampede in a concert
practicing new skills #1 4. Write your name at the corner of each occurs?
The Elements of Disaster card. 3. A girl falling from the stairs.
b. What causes the natural
5. Then stick the cards on different walls of 4. Storm surge in a populated
phenomenon?
the room. area.
6. When someone puts an entry, a new card Are there any warning systems or
5. A sinking ship.
with the same entry will be refused, and the devices available for this kind of
latter must go back to write another unique events?
entry.
7. Put together the elements that are related.
8. Enumerate and analyze the elements-at-
risk.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery Follow the following template provided. GROUP ACTIVITY: With the
(Leads to Formative Assessment 3) Lay down all the issues related to informal Write all your recommendations or same grouping, Make a short role PICTURE ANALYSIS
settlers living in disaster risk communities. suggestions to minimize potential losses Present the following pictures in class.
playing with different scenario
that may be encountered by informal
Give your standpoint about their situation. pertaining to different hazards. Each 1. Overloaded tricycle.
settlers.
group should be able to show the 2. A young boy riding in
Advantages of Disadvantages of
Living in Informal Living in Disaster different response of each group abicycle.
Disaster Risk Settlers Risk Area
after their chosen hazard. 3. An old hanging bridge.
Areas
1
2
Each Activity will be graded with
the use of rubrics.
 3
4
5
Do you think people in congested Assuming that our country can Why do we need to follow signage such as,
areas are prone to disaster risk? afford it, what portion of its annual a. No smoking in gasoline station
G. Finding practical applications of What will happen if the community is low b. No jaywalking
What are the necessary steps to budget should it spend for disaster-
concepts and skills in daily living in capacity and is not well prepared? c. Traffic signs
lessen the adverse impacts of a related programs? Justify your
disaster risk. answer.
The potential disaster losses in lives, health Disaster is a serious disruption of the
status, livelihood, assets, and services, functioning of a community or a society An even becomes a disaster when the
H. Making generalizations and while disaster risk is the potential disaster
which could occur in a particular What do you consider as the worst probable destructive agent, the hazard,
abstractions about the lesson losses in lives, health status, livelihood,
community or a society over some assets, and services which could occur in a impact of disasters? Why? hits a vulnerable populated area.
specified future time period particular community
Read an article about Super Essay (5 pts). Answer the given
What are the elements of disaster risk? Typhoon Yolanda that struck Samar question briefly. Explain how an
Explain the significance of each element of event becomes a disaster
Leyte in 2013. Analyze its impact
disaster risk in determining the odds of a (5 points) Exceptional – student responses
from different perspective
disaster happening and its impacts. far exceed what is expected
enumerated below: (4 points) Excellent – information is
Rubrics: How would people, the business factually accurate and offers extra
a. Physical Perspective
(5 points) Exceptional – student responses far exceed sector, and government institutions supporting facts.
what is expected b. Psychological Perspective (3 points) Good – The student somewhat
I. Evaluating learning benefit from measuring the relative
(4 points) Excellent – information is factually accurate c. Socio-economical responds beyond the basic level of the
and offers extra supporting facts. level of disaster risk?
(3 points) Good – The student somewhat responds Perspective question to provide supporting details and
beyond the basic level of the question to provide d. Economical Perspective or interpretation.
supporting details and or interpretation. e. Political Perspective (2 points) Fair – student responses, although
(2 points) Fair – student responses, although somewhat somewhat correct, are lacking in relevant
correct, are lacking in relevant details and supporting f. Environmental Perspective details and supporting examples and or
examples and or interpretation.
interpretation.
(1 point) Not Mastered - student responses are largely The assessment will be guided by (1 point) Not Mastered - student responses
incorrect.
rubrics. are largely incorrect.
J. Additional activities for
application or remediation

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