Grade

School: Caminawit National High School Level: 9

Learning
GRADES 1 to 12 Teacher: Pisquera, Rica Jesamel M. Area: Health
DAILY LESSON LOG
Teaching March 21, 2023
Date & Time: am - Quarter: 4th Quarter
I. OBJECTIVES
A. Content Standard The learner
1. Demonstrates understanding of the concepts
and principles of safety education in the
prevention of intentional injuries.

B. Performance The learner

Standard 1. Consistently demonstrates resilience, vigilance,
and proactive behaviors to prevent intentional injuries.
C. Learning At the end of the lesson the learners should be able to:
Competencies 1. Describes the types of intentional injuries.
(H9IS-Iva-d-32)

II. CONTENT Intentional Injuries

III. LEARNING
RESOURCES
1. Teacher’s Guide
2. Learner’s Health, Grade 9, ADM.
Materials
3. Textbook Pages pp. 368- 380
4. Additional
Materials from
LR Portal
IV. PROCEDURES
A. Reviewing  Prayer
previous lesson or May I request everyone to please stand for the
presenting the opening prayer. Vergara, kindly lead the
new lesson prayer.
(Students do the
order.)

Lord, thank you for

the blessings that you
have given us. We are
sorry for our faults,
and we humbly ask for
your forgiveness.
Make us mentally alert
and inspire us as we
start our class today.
Increase our wisdom,
develop our character
according to what is
good and acceptable.
Amen.
Amen.
 Classroom Management
Good morning, class! Good morning,
Ma’am!

Before you seat, kindly pick some pieces of

paper, and align your chairs properly. (Students do the
order.)
 Is everything okay, now? Yes, Ma’am.

Okay, you may now be seated. (Students do the

order.)

How are you today? We’re doing great,

Ma’am.

Wow! It sounds good.

Class, before we proceed to our lesson today. I

have here few classroom rules that will help all
of us on having interactive and meaningful
learning.

(Teacher flashes rules.)

In my class, I have 5 rules. The first rule is
respect your teachers/classmates. Next, raise
your hand if you want to answer or if you have
questions. The third rule is, listen to your
classmates who are talking in front. The 4th
rules, wait for your turn and the last rule is
keep your space tidy, avoid unnecessary things
that are not included to my class.
Yes, Ma’am.
Are we clear, class?

 Checking of Attendance
Anyway, since we are done with our classroom
rules. May I know if we have absentees today?

Class secretary, kindly report the absentees (Class secretary will

today. report the absentees.)

Good job class! No one is absent today.

It is good that you have a perfect
Attendance.

 Presenting new lesson

Congratulations! everyone for passing the 3rd
Quarter. Job well done.
I hope, as we explore the 4th quarter, all of you
will continue being hardworking students and
maintain your consistency.

Can I count on that, class?

Yes, Ma’am.

B. Establishing a Before we proceed to our new lesson for 4 th Quarter in

purpose for the health, let’s have first activity called “Solve to
lesson Arrange Me”. I have here 2 envelopes, inside of it are
cut pictures. For you to arrange it you need to solve
first the given equation at the back of the puzzle and
paste it to its respective given answer on the board.
Are we clear, Class? (Yes, Ma’am.)
I need 4 volunteer students to arrange the puzzle
number 1.
Who wants to try? (Students raise their
Yes, Clarrise, Jerome, Anna, and Enna. hand.)
(Teacher distribute the envelope.)
This is your envelope.
How about puzzle number 2?
Anyone, who would like to arrange it? (Students raise their
Yes, Matthew, Jeremy, Rhea, and Eric. hand.)

(Teacher distribute the envelope.)

This is your envelope.
Kindly go in front and arrange the puzzle.
(Students go in front
and do the activity.)
Very good! class. You did it right.
Let’s give them two claps.
(Students do the
order.)
For puzzle number 1, what is the idea tells in the
picture?
Anyone?
(Students raise their
hand.)
Yes, Jazel.
The idea of the picture
is all about injuries.
Very good!
It is different types of Injuries and in our 3 rd quarter, it
is what we called Unintentional injuries. Meaning to
say it is not expected to happen.
How about puzzle number 2?
(Students raise their
What is the picture all about? hand.)
Yes, Reynaldo.
The picture is about
bullying, and sexual
Very good! harassment.

In our previous quarter we discussed about

unintentional injuries which are not expected to
happen. Right? Yes, Ma’am
Now, what do we call to that? If picture number 1 is
unintentional injuries what about this picture number
(Students raise their
2?
hand.)
Yes, Philip.
It is Intentional
injuries.
How do you say it is intentional injuries?
Because bullying and
sexual harassment has
intention to do that is
why it happen.
Very well said!
And that will be our lesson for today, about types of
intentional injuries
Before we go differ to our lesson, let us know the
learning objectives that you should be able to meet
 after the discussion.
(Teacher present the learning competency.)
At the end of the lesson, you should be able to
describe the types of intentional injuries.
C. Presenting For you, class to know what intentional injuries is, I
examples/ have here unscrambled phrases to form meaning.
instances of the (Teacher presents the activity.)
lesson
Intentional injuries
Intentional Injuries are
______________
Intended to injuries
type which of harm ______________
other intentionally. ______________

Expected answer:
Types of injuries which intended to harm other
intentionally.

All you have to do is arrange the unscrambled phrases

to form a meaning.
Are you following? Yes, Ma’am.

Who would like to try? (Students raise their

hand.)
Yes, Jenny.
Kindly go in front and write your answer. (Students go in front
and answer.)

Very good! Jenny you got the correct meaning of

intentional injuries.
Kindly read everybody the meaning of Intentional
injuries.
1….2….3… go! (Students do the
order.)
Okay, intentional injuries are types of injuries done
with intentions, it is the opposite of Unintentional
injuries.
Since, you have already know the meaning of
intentional injuries.
I have here another activity called “Where I am
Belong”
(Teacher Presents the activity.)
Students commits suicide Nurse poised
after being bullied. herself to death. 7 children’s
kidnapped in
Teenager QC
raped and Drunk security guard, hit
slain. by a car.
Fireman’s face,
3 students killed in severely burned on a
initiation rite. rescue mission.
 Intentional Unintentional

I have here a table and box, all you have to do is to

read the news headline in box and classify them as to
whether they refer to intentional or unintentional
injuries. Pick the headlines inside the box and paste it
to the given table.
Are we clear?

Okay, who wants to try? Yes, Ma’am.

Yes, Clarence. (Students raise their

Go in front and answer. hand.)

(Students go in front
and answer.)
Intentional Unintentional
Students
commits
suicide
Next? after being
Yes, Adanika. bullied.

(Students go in front
and answer.)
Intentional
Fireman’s Unintentional
face,
Students
severely
commitson
burned
a suicide
rescue
after being
mission.
bullied.

(Students raise their

Another? hand.)

Yes, Paolo. (Students go in front

and answer.)
Intentional
Fireman’s Unintentional
face,
Students
severely
commitson
burned
a suicide
rescue
after being
mission.
bullied.

Teenager
raped and
Who else wants to try? slain.

Yes, Jerico. (Students raise their

hand.)

(Students go in front
and answer.)
 Intentional
Fireman’s Unintentional
face,
Students
severely
commitson
burned
a suicide
rescue
after being
mission.
bullied.

Teenager
raped and
slain.

7 children’s
kidnapped in
QC

We have 2 remaining headlines.

Who would like to try?
(Students raise their
Yes, John Loyd and Noah. hand.)
Kindly go in front and answer.
(Students do the
order.)
Intentional
Fireman’s Unintentional
face,
Students
severely
commitson
burned
a suicide
rescue
after being
mission.
bullied.

Drunk
Teenager
security
raped and
slain. hit
guard,
by a car.
7 children’s
kidnapped in
QC

3 students
killed in
initiation
rite.

Nurse
poised
herself to
death.

Okay, thank you class.

Are they correct, class?
(Students answer may
Very good! class you got the correct answer. It seems vary.)
you have already know the instances of our lesson
today.

D. Discussing new Now, let us know the different types of intentional

concepts and injuries in a form of activity.
practicing new Intentional injuries are injuries resulting from
skills #1 violence. It can be divided into two: the first one is
self-inflicted.
Do you have any idea, class what is self-inflicted? (Students answer may
vary.)
Self-inflicted, when a person harms himself/herself on
purpose and the second one assault, wherein
person/persons harm another on purpose.
For you to understand better the self-inflicted and
assault, I have here a graphic organizer.
(Teacher present the graphic organizer.)
INTENTIONAL INJURIES

Self- Inflected Assault

 Types .
Family Peers

As you can see, class the graphic organizer is not yet

complete. So, for you to complete that, I have here
different pictures of intentional injuries, all you have
to do is to paste it where they are belonged.

Are we clear? Yes, Ma’am.

Okay, I need 6 volunteer students.
Anyone? Who would like to try?
(Students raise their
hand.)
Yes, Sophia, Dave, Princess, Cristian, Aldrin and
Celine.
(Teacher distribute the pictures to each student.) (Students go in front
Kindly go in front and answer. and answer.)

Suicide

Domestic Extortion
Violence
Parasuicide

Bullying

Stalking

Wow! I was amaze that you have idea, class.

Let us see if your answers are correct.
(Teacher discusses the types of Intentional injuries.)
Intentional injuries divided into two, right? first 1 is
self-inflicted, when a person’s harm himself or herself.
One of the examples of self- inflicted is suicide,
(Teacher flash the definition.) it is the intentional
taking of ones one’s own life.
How will you recognize if a person has suicidal
tendencies?
Anyone?
(Students raise their
Yes, Dave hand.)
If that person always
talks about death or
Very good! suicide
E. Discussing new Since, you understand our lesson today let us have
concepts and group activity. Each group has different sets of tasks.
practicing new I have here class, 4 envelopes inside of it are the
skills # 2 materials you are going to use in your activity also
there are, directions and procedure how you will make
your output, afterwards you will present it to our class.
Are we clear?
Yes, Ma’am.
This will be the group 1, group 2 group 3, and group
4. You may now form a circle, quietly.
(Students do the
order.)
Is everything okay, now?
Yes, Ma’am.
For group 1 “SLOGAN MAKING”
You will create slogan about intentional injuries,
depicting violence free.
(Teacher distribute the envelope.)
This is your enveloped. (Students receive the
enveloped.)
For Group 2 “DEFINE ME”
For your task, you will cut the headlines in print
materials and paste it to the cartolina then, you will
identify what types of intentional injuries are present
in the headlines. For example, Students commits
suicide after being bullied. That is suicide at the same
time bullying.
Are we clear, group 2?

(Teacher distribute the envelope.) Yes, Ma’am.

This is your enveloped.
(Students receive the
enveloped.)
For group 3 “ACROSTIC POEM”
You will make acrostic poem using the word
INTENTIONAL INJURIES. You may use the words
or phrases that describe or remind you about the topic
word that you have learned. Your poem should be
about the topic word begins with the letter of the
word.
(Teacher distribute the enveloped.)
This is your enveloped. (Students received the
enveloped.)

For group 4 “GRAHP”

Yesterday, I told you to bring your cellphone that has
internet connection, right? Yes, Ma’am.

Okay, for your group, you will search online about the
rates of those types of intentional injuries. You will
make a graph which of those types has a highest rate
and answer the given questions there.
Yes, Ma’am.
Are we clear, class?

Okay, I will give you 10 minutes to do that. (Students do their

You may now start. activity.)

If you have clarification, class just ask me, okay? Yes, Ma’am.

PREPERATION
 Kindly do 5 claps if you are done. (Group 2, do 5 claps.)

Okay, group is already done. (Group 4, do 5 claps.)

Also, group 4 is already done. (Group 1, do 5 claps.)

Group 1 is already done. (Group 3, do 5 claps.)

And the last, Group 3.

Now, let’s have your presentation.

Group 1, kindly present your output. (Group 1 presents
their output.)

Very good! group 1, you got, 20 points. Let’s give

them 5 claps. (Students do the
order.)

Next group 2, you may now present your output. (Students presents
their output.)

Very good! group 2, you also got 20 points. Let’s give (Students do the
them 5 claps. order.)

Now, let’s have group 3. (Students presents

their output.)

Wow! A very meaningful poem, you got 20 points.

Let’s give them a 5 clap. (Students do the
order.)

Very good! group 3 you got 20 points. Let’s give them

5 claps. (Students do the
order.)

Now, lets have the last group, group 4. (Students do the

order.)

Very good! group 4, you also got 20 points. Let’s give

them 5 claps. (Students do the
order.)

Good job! class, you present your output correctly.

F. Developing This time, class we have a game that will test what
mastery (leads to you have learned throughout the discussion. I have
formative here a cube which has written words in different sides
assessment) of it has different colors.

I have here a box contain all of your names, then I will

pick names to answer the question and after that you
will roll the cube and respond to the given equation.
Are you ready? Yes, Ma’am.

Wow! It’s sounds exciting. Let us start.

(Teacher will pick names in the box)

You’re the luckiest one, Serrano, you can now roll the
cube. (Students roll the
cube.)
What word you get?
The word WHO
Alright, here’s your question. (Teacher flashes the
question.)
WHO usually prone in bullying?

The usual people

prone in bullying are
those people can’t
fight for themselves.
Very good!

Next, (Teacher will pick names in the box.)

We have Rey Anne, you can now roll the cube.
(Students roll the
cube.)
I got the word HOW.
(Teacher flashes the question.)
HOW will you recognize a person who has
suicidal tendencies?
If the person talks
about suicide or death,
and showing changes
in behavior moods,
feelings.
Very well said, Rey Ann.
Next, (Teacher pick names in the box.)
Okay, Bryan you are next, you may now roll the cube.
(Students roll the
cube.)

This is your question. I got the word WHY.

(Teacher flashes the question.)
WHY do domestic, violence, suicide, stalking,
and bullying called Intentional Injuries?

Because it is done
with intentions or
purpose.

Very good! because in intentional injuries intended to

harm other intentionally.

(Teacher pick names in the box.)

Next is Clarrise, you may now roll the cube. (Students roll the
cube.)

I got the word WHAT.

This is your question.
(Teacher will flashes the question.)
WHAT are the two classifications of assault?
 Family, and peers.
Very good!
Those that were committed within the family, and
those who committed by peers.

Next, (Teacher pick names in the box.)

Okay, we have Jenny, you may now the cube. (Students do the
order.)
I got the word
WHERE.
(Teacher flashes the question.)
WHERE domestic violence usually happens?

Domestic violence
happens anywhere and
mostly at our home.
Correct! because domestic violence committed within
the family.

Next, (Teacher pick names in the box.)

Durana, you may now roll the cube. (Students roll the
cube.)
I got the word WHEN.
(Teacher flashes the question.)
WHEN is the time to act if Intentional injuries
happen?

If we notice that there

is something wrong
happened those causes
Very good! to us harm.

G. Finding practical Everyone is doing great as we go along with our

applications of lessons and activities. For you to relate in our topic
concepts and much, we will have another activity called “Shield of
skills in daily Protection’ In that activity, you will write words inside
living the shield that represents preventive measures that will
keep you safe from violent actions and behaviors
leading to intentional injuries and answer the given
questions there and after that you are going to share it
to our class.

Are we clear? Yes, Ma’am.

You may now start. (Students do the

activity.)

Are you done? Yes, Ma’am.

Who would like to share? (Students raise their

hands.)

Yes, Joseph. (Students answer may

vary.)

Very good!
 Who else? (Students raise their
hand.)

Yes, Enna. (Students answer may

vary.)

Wow! I was so impressed on your preventive

measures.
(Students raise their
Who else would like to share? hand.)

Yes, Nicole. (Students answer may

vary.)

Very good!

I’m so glad, class because you already have idea about

how you prevent those types of intentional injuries.

Good job, class.

H. Making Now, that we already know the types of Intentional

generalization and Injuries. Let’s summarize what we discuss a while ago
abstraction about through activity. This activity called fact or bluff.
the lesson (Teacher presents the activity.)
Direction: Write FACT is the statement is correct and
write BLUFF if the statement stating false. (Students raise their
hand.)
______1. Bullying is a common in schools.
______2. Accidents are considered intentional
injuries.
______3. Intentional injuries are injuries resulting Self-Inflicted and
from violence. Assault.
______4. Nothing can stop a person if he/she is
determined to commit suicide.
______5. Domestic violence occurs in all cultures,
communities, and classes.
Expected answer:
1. FACT
2. BLUFF
3. FACT
4. BLUFF
5. FACT
Everybody, kindly read the direction.
(Students read the
direction.)
Are we clear?
Yes, Ma’am.
Who wants to answer in number 1?
(Students raise their
hand.)
Yes, Emely. Kindly write your answer on the board.
(Students write the
answer on the board.
Answer: FACT.
Very good! how about in number 2.
(Students raise their
hand.)
Yes, Miguel.
(Students write the
answer on the board.)
Answer: BLUFF
 Why Bluff?
Because when we say
accidents, it is not
Very good! expected to happen.

Next, number 3 (Students raise their

hand.)
Yes, Portia
(Students write the
answers on the board.)
Correct! Answer: FACT
How about number 4?
(Students raise their
Yes, Liza hand.)

(Students write the

answer on the board.)
Why bluff? Answer: BLUFF

Because we could stop

that person by helping
Wow! Very well said. them.
Next, number 5, who wants to answer?
(Students raise their
hand.)
Yes, Jennifer.
(Students write the
answer on the board.)
Very good! Answer: FACT

I. Evaluating Kindly get ¼ sheet of paper and answer this

learning assessment to evaluate if you really understand our
lesson.
(Students do the
(Teacher presents the assessments.) order.)
Direction: Read and answer carefully. Choose the
correct answer from the given choices.

1. It is the act of using force or threats to force people

to hand over their money or properties.
a. Bullying b. Domestic Violence
c. Robbery d. Extortion.

2. Thses are the following classifications in Bullying

EXCEPT?
a. Verbal and Social bullying
b. Physical Bullying
c. Spiritual bullying
d. Cyberbullying

3. it is an act that includes physical assault, sexual and

verbal abuse.
a. Domestic Violence b. Rape
c. Stalking d. Bullying

4. What do we call if the person harm himself/

herself?
a. Assault b. Self-inflicted
c. Intentional d. Unintentional

5. Types of injuries which intended to harm other

intentionally.
 a. Unintentional injury b. Injury prevention
c. Intentional Injuries d. None of the above.

You may now start answering.

Students do the
activity.
Are you done?

Kindly, pass your paper to the center aisle and Yes, Ma’am.
forward.
(Students do the
order.)
J. Additional For your assignment, class in your notebook kindly
activities for answer this activity.
application or (Teacher presents the activity.)
remediation Direction: Complete the graphic organizer. Indicate
what you have learned, what you have discovered, and
what have you realized.

What I What I What I

Have learned Have Have realized
discovered

Do you understand, class? Yes, Ma’am.

You may now copy/picture your assignment.

(Students do the
order.)
That’s all for today, class I hope you understand our
lesson.
Goodbye, everyone!
Goodbye, Ma’am.

V. REMARKS

VI. REFLECTIONS

A. No. of learners
earned 80% in the
evaluation.
B. No. of learners
who require
additional
activities/
remediation.
C. Did the remedial
lesson work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teachings worked
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
use/discover
which I wish to
share with other
teachers?

Prepared by

RICA JESAMEL M. PISQUERA

Subject Teacher

Checked by

EMI G. JADIA
Teacher III, CT

MICHAEL A. AGCARA
Master Teacher I, MAPEH

EMELITA D. GONDA
Principal I