School LA FILIPINA NATIONAL HIGH SCHOOL Grade Level GRADE 11

GRADES 1 1TO
12 Teacher BRANDON I. MONTOJO Learning Area GENERAL
DAILY LESSON MATHEMATICS
Teaching Date & Time August 29 – September 2, 2022
7:30am – 8:30am
9:50am – 10: 50am
10: 50am – 11:50am

Week No. Day 1 Day 2 Day 3 Day 4

WEEK 1
I. Objectives Learners will evaluate their Learners will share their Learners will empower Learners will practice
needs by getting their feelings to develop self- themselves to express their collaboration, learn
frequency of correct awareness; and to listen to challenges, build a safe forward thinking, and
response. their classmates’ feelings in space for each other, and realize how they might
order to develop empathy. contribute to building a make a difference in their
collective sense of well- community by creating an
being. actual representation of
their neighborhood, or
their vision for their ideal
community.
A. Content
Standards

B. Performance
Standards

C. Learning
Competencies

II. Content Frequency of correct Self-regulation Problem Solving Self-confidence

response (FOCR)
III. Learning Resources
A. References
1. Teacher’s Guide DepEd DRRMS PSAP DepEd DRRMS PSAP DepEd DRRMS PSAP
Pages Teacher's Guide Teacher's Guide Teacher's Guide
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR) Portal
B. Other Learning Laptop, PowerPoint Laptop, PowerPoint Laptop, PowerPoint Laptop, PowerPoint,
Resources presentation presentation, A sheet of paper presentation, Colored papers cardboard
IV. Procedures
A. Review Previous Prayer Prayer Prayer Prayer
Lessons Checking of Attendance Checking of Attendance Checking of Attendance Checking of Attendance

B. Establishing purpose -students will identify the least PRE-ACTIVITY
for the Lesson learned items. PREPARATION TIME: 10mins
Bring 1-2 large bags (plastic
or cloth) that can hold
crumpled paper that you can
hang on the door of your
classroom, or a box or
container (e.g., a recycled
cardboard box) that can hold
crumpled paper from each
learner.
This activity will explore the
problems of learners. Should
problems concerning child
rights and child protection
(i.e., violence against
children) arise during the
activity, the teacher must
work with the school’s
guidance counselor or
advocate and be able to refer
the learner to the appropriate
and available local institutions
for reporting incidents of
violence against children
(e.g., barangay, local police,
-Create notecards by cutting
out papers (colored or not
colored) into pieces. The
cutouts or notecards must be
large enough for learners to be
able to write a sentence or
two.
Classroom Interaction
- Call student-
volunteers to share
their reflections
-
Students will be asked:
- How do they feel
about face-to-face
classes? How is
their experience so
far?
Make a classroom cheer
- Ask students to
make a catchy
classroom cheer
that they will use
throughout the year
Discuss the classroom rules
and regulations
 local women and child
protection unit, etc.), and seek
advice for proper next steps.
C. Presenting -teacher will give feedback to -Remind your learners of the
examples /instances of students on the results. guidelines for your PSS session:
the new lessons -stress out some concepts. be curious, be respectful, listen,
take turns, avoid judgment,
everything shared is
confidential.
D. Discussing new -discuss each item for Bag of feelings
concepts and practicing clarification. 1. Ask learners to write on a
new skills #1. -unlocking of difficulties. sheet of paper a problem they
are carrying with them from the
time of COVID-19. Ask them not
to put their names on their
sheet.
2. Ask them to crumple the
sheet of paper and throw their
paper to the front of the room or
shoot it in the box you prepared.
3. Create a pile or use the box.
Ask each learner to come to the
front and read one problem of
their classmate by picking a
random crumpled paper from
the box.
4. Remind classmates to listen
attentively to their peers’
concerns.
5. Then collect all the papers
and put them in the plastic /
cloth bags. Hang them on the
classroom door.
6. Tell learners that every time
they enter class from here on,
they can leave their problems at
the door.
7. Empty the bags after class
and then keep the bag at the
door for the next day.
We Can Work It Out
Poster paper with this written
on: WORKING IT OUT
-Stay calm.
-Let everyone tell his or her
side of the story
-What is the problem?
-Think of ways to solve the
problem. Let everyone share
their ideas.
-Decide on the best solution.
The best solution is what’s
good for all involved, and that
does not cause any harm
(violence, conflict or
destruction)
-Do it!
BUILD OUR
NEIGHBORHOOD
1. Assign the learners into
groups of 4 or 5 and give
them poster-board or
cardboard (large hard
textured paper), paper of
different colors, textures,
and shapes, crayons,
paints, glue, cotton balls,
and other art supplies.
2. Ask the learners what a
neighborhood is. Have a
conversation about all the
things that exist in a
neighborhood (places
where people live, go to
school, buy groceries, park
cars, walk and play, have
fun, etc.)
3. Ask the learners to create
their neighborhood (if the
learners live in different
areas, they can combine
elements from their different
areas).
4. After the learners are
finished constructing their
neighborhoods. Have the
entire class walk around to
each neighborhood and ask

E. Discussing new
concepts & practicing
new skills # 2.
F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical
Applications of concepts
and skills in daily living
H. Making -let the student reflect on their 1. Why do you think it was
Generalizations & answers. important that I asked you not to
Abstractions about the -give some thoughts on the write your names on your sheet
lessons subject concepts. of paper?
2. What is the importance of
keeping a safe space in our
class?
3. How did it feel like to share
your problems by writing them
down?
4. What was it like to hear about
your classmates’ problems?
5. How do you feel knowing
what your classmates are going
through?
6. What can you do to support
each other now that you know
what your classmates are going
through?
7. If you were to create a slogan
1. What was it like to be able
to write down your challenges
on a sheet of paper?
2. How was the experience
communicating with your
peers and sharing about a
challenge you are
experiencing in school?
3. How was it like to hear the
challenges of your peers?
4. How does working together
solve problems?
5. What do you think about the
problem-solving steps?
6. How would these help you
in your daily life?
that group to show the class
their construction and
explain the various
elements of their
neighborhood. During this
process, the teacher can
ask questions to expand the
conversation such as:
5. Conclude the discussion
and thank the learners for
their hard work.
1. What was your favorite
part in the process of
building your
neighborhood?
2. While observing, what
were your favorite parts
from your classmates'
works?
3. What is your best hope
for your neighborhood?
4. What can you do to
improve your
neighborhood?
5. Now that you are in
senior high school, you
have chosen tracks that will
pave the way for your
future. Through your
chosen career tracks, how
do you think you can
 for the class after what you’ve contribute to your
heard, what would it be? Gather neighborhood or
suggestions then decide on one. community?
I. Evaluating Learning

J. Additional activities
for application or
remediation

Remarks

Reflection

Prepared by: Checked and Reviewed by: Approved by:

BRANDON I. MONTOJO MYLENE G. COQUILLA NOEL G. ESCOBAL

Subject Teacher MT II/Curriculum Head Asst. Principal II