Grade 11 School Gil Montilla NHS Grade Level Grade 11

DAILY LESSON PLAN Teacher SIEGFREDO GED C. AMBAGAN JR Learning Area E-Tech / Oral Communication
Teaching Dates and Time August 24-25, 2022 Quarter 1
Weekly Lesson Plan No. 1

1st Hour 2nd Hour 3rd Hour 4th Hour

Session 1 Session 2 Session 3 Session 4
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
I. OBJECTIVES may be done for developing content knowledge and competencies. These are assessed using Formative Assessment Strategies. Valuing objectives support the learning of content and competencies and enable learners
to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards
B. Performance Standards
C. Learning At the end of the session, learners At the end of the session, learners are At the end of the session, learners At the end of the session, the
Competencies/Objectives
are expected to: expected to: are expected to: learners will be able to:
Write the LC code for each
1. Familiarize with Classroom 1. Identify one’s strengths and 1. Verbalize what they feel, 1. Elect their classroom
and School Regulation and weaknesses; and how they feel and what officers.
Policy. 2. Illustrate/show responses to do with their feelings. 2. Build cooperation with
2. Respond to questions about through various creative 2. Discuss how the their classmates through
themselves and their means. pandemic changed their assigned tasks in the
expectations for Senior High lives. classroom.
School. 3. Appreciate the life in this
3. Work with the group by challenging world. At the end of the session, the
sharing one’s responses to learners will be able to: (Subject
given questions. Class)
4. Collaborate with a group to 1. Familiarize the topics in
present group output. E-Tech and Oral
Communication
2. Present the
requirements of the
course.
3. Present the Grading
System of E-Tech and
Oral Com.

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.
II. CONTENT I am a Senior High School Learner My Strengths and Weaknesses: Psychosocial Support Leadership and Responsibility
Profiling
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain learner’s interest in the lesson, and in the learning. Ensure that there is a mix of concrete and manipulative materials 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 http://www.tecweb.org/styles/gardner.html
Learning Resource (LR) Howard Gaardner’s Theory of Multiple
portal Intelligences
B. Other Learning Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn. Always be guided by demonstration of learning by the students which can infer from the 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 steps.
A. Pre-Activity
1. Review/Drill Teacher welcomes the class and Teacher reviews the questions asked and Review the 10 highly effective
introduces himself (specialization, class responses from Session 1 students.
background, credentials)
1. Motivation 1. From the list below, teacher 1. Present video clip on Multiple Show a video clip about how
chooses one to two questions for Intelligences: the 21st Century Learner pandemic change the world.
the class to answer.
1. What object represents you? Ask Question:
2. What excites you about SHS? 1. What are the experience
3. What do you know about you felt during the start of
Senior High School? the pandemic?
4. What are you three positive 2. How does pandemic affect
personal qualities/traits? your life?
2. Presentation Teacher provides the sentence structure Teacher presents the different Present: 3. Present duties and
to follow based on the questions. For intelligences and gives a brief explanation 1. Mental health responsibilities of an Officer.
example, for question is. For example, for each: 2. Psychosocial aspect of the 4. Present Assigned task in the
for a question a: a. Verbal-linguistic Learner classroom and school ground.
“Hello, my name is _____________. The b. Logical-Mathematical
object that best represents me is an/a c. Interpersonal Ask Question: Subject Class
_______________ because d. Intrapersonal 1. What is mental health for 1. Outline of the Course
_______________. e. Visual-Spatial you? 2. Requirements
f. Bodily-kinaesthetic 2. How to become 3. Grading System
Teacher models how to responds using g. Musical-Rhythmic-Harmonic mentally/psychologically
the suggested sentence structure. h. Naturalistic healthy?
i. Existential

B. Activity 1. Learners are asked to think of their Student will answer the Activity: Survey on 1. Let them write a brief statement Election of Officers – Class Advisory
responses and write them down. Multiple Intelligences on how they fell during
2. After they have written their pandemic?
responses, the teacher will ask 2. Share it to the class.
them to group themselves into 5
groups. Groups assign a leader and
documenter.
3. Group members share their
responses
4. Groups then shares their responses.
C. Analysis After the sharing session, the class can Teacher provides the sentence structure Teacher will consolidate the shared
reflect on the answers of the group. The For example, for question is. For example, experiences and present the
teacher can ask the following questions: for a question a: psychosocial support needed to
1. Who has similar responses? “Hello, my name is _____________. My address some negative perspective
 2. In what ways are they similar?
3. How can our differences bring
about positive effect/s for the
learners, class and school?
4. What can students do to make sure
senior high school be a positive
experience?
5. What can teachers do to make this
happen?
6. What can the school do to make
this happen?
D. Abstraction 1. From those similarities and
differences, how can we work
together to make your senior high
school learning meaning full?
2. The teacher provides proper ending
by emphasizing that SHS is a new
beginning and a proper venue to
start anew as an individual learner,
and as a class, that their similarities
and differences will help the class
achieve their goals.
3. Teacher will cite examples on how
this can happen. (Teacher will
orient the class on the classroom
rules and school policy)
E. Application Guide Question:
1. What would be your stand as a SHS
student as we move forward to a
new beginning in your life after
pandemic?
multiple intelligences from highest to without judgment or prejudice.
lowest are________________________. I
am _____________ because
_____________. My Least intelligence is
_______________ because
_____________________but I am willing
to __________________________.
1. From those multiple intelligences, Discuss Psychosocial Support and 1. Ask: What are your expectations
how will you improve other mental well-being. in the subject and to your
intelligences? teacher?
2. In different learning areas, what are
your suggestions?
3. As your Adviser, how can I help you
to be at your best? And how will I
push you from the least to the best
you can be?
Guide Question: Guide Question: Guide Question:
1. As a SHS student, what is your role in 1. As a student, how will you cope 1. As an Officer, how will you able
enhancing those Multiple with unprecedented event or to lead your classmates?
Intelligences? What would be your challenging situation in your life? 2. As member, how will you
best action towards improving your cooperate with your classroom
intelligences? officers?

V. EVALUATION Formative Assessment is based on the Formative Assessment is based on the Formative Assessment is based on the
Activity output presented. Activity output presented. Activity output presented.
VI. ASSIGNMENT Not Applicable Not Applicable Not Applicable Agreement: Personal and Professional
portfolio
VII. REFLECTION 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.

A. No. of learners who earned

80% on the formative
assessment
B. No. of learners who require
additional activities for
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 teaching
strategies worked 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 and
discover which I wish to
share with other teachers?

Checked by:
____________________________
Date: ____________________________
Remarks: ____________________________