GRADE 12 SCHOOL OBANDO SENIOR HIGH GRADE LEVEL GRADE 11

DAILY LESSON LOG SCHOOL

TEACHER LOUISE MARILLAC B. LEARNING AREA CATCH UP FRIDAY
RAYMUNDO
TEACHING DATES AND F (7:00AM – 2:00PM) QUARTER THIRD/WEEK 4
TIME
SESSION 3
16 FEBRUARY 2023
I.OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/ 1. Promote understanding of intercultural relations.
Objectives 2. Understanding the impact of media on perceptions of body image and sexuality.
3. Promoting positive self-esteem and body image.

Specific Objectives:
Health Education
1. Understand the influence of media on perceptions of body image and sexuality.
2. Understanding the political, cultural, social, religious, factors, that influence attitudes toward sexuality.
3. Analyze the portrayal of body image and sexuality in different forms of media.
4. Develop critical thinking skills to evaluate media messages about body image and sexuality.

Peace and Values Education

1. Understand the concept of Social Justice and Human Rights in a diverse society.
2. Explore the challenges experience in the community concerning Social Justice and Human Rights
3. Value the concept of Social Justice and Human Rights

II.CONTENT
Peace Education/Health Education
III.LEARNING RESOURCES
A. References
1. Teacher’s Guides/Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Stories of discrimination experienced by the gay, lesbian, bisexual, transgender and intersex community
Learning Resources (LR) https://humanrights.gov.au/sites/default/files/content/pdf/human_rights/lgbti/stories.pdf
portal
Global Justice And Human Rights: Health And Human Rights In Practice
Tarantola, Daniel. "Global justice and human rights: Health and human rights in practice." Global Justice: Theory Practice Rhetoric 1 (2008).

B. Other Learning Resources

IV.PROCEDURES
1. Reviewing previous lesson or
presenting the new lesson
2. Establishing a purpose for the
lesson
3. Presenting examples /
instances of the new lesson
4. Discussing new concepts and
practicing new skills #1
5. Discussing new concepts and
practicing new skills #2
6. Developing mastery
(Leads to formative
assessment)
Storytelling Circles:
Encourage students to share personal stories or experiences related to human rights and social justice/ injustice. Create a safe and supportive environment where individuals
can listen to each other's stories, validate their experiences, and discuss ways to support one another and promote positive change.
READING PROGRAM
Learners will be clustered into small groups. Each group will be given the following reading materials:
Reading 1: Stories of discrimination experienced by the gay, lesbian, bisexual, transgender and intersex community
Reading 2: Global Justice And Human Rights: Health And Human Rights In Practice
Word Bank
Learners will also be tasked to create an inventory of words (at least 10) which they find most difficult to understand. The learners will be guided to learn these words by
searching for its definition from a dictionary.
Creating Positive Messages
 The teacher will let the students develop their critical skills by constructing positive messages regarding the article they’ve read. *“Reading 1: Stories of discrimination
experienced by the gay, lesbian, bisexual, transgender and intersex community”
Let the students present their work in any of the following activity below (Select 1).
 Poster Making
 Slogan Making
 Creating Short Poem
PEACE EDUCATION AND COMMUNITY AWARENESS
Expert Led Discussion
Based on the reading material provided, the one learner will be assigned as “the expert” to guide the other members of the group in a small talk or discussion regarding the
content of the material. The learners will be encouraged to provide their own opinion, reflection, and/or experience regarding the article.
HEALTH EDUCATION
Expert Led Discussion
Based on the reading material provided, the one learner will be assigned as “the expert” to guide the other members of the group in a small talk or discussion regarding the
content of the material. The learners will be encouraged to provide their own opinion, reflection, and/or experience regarding the article.
PEACE EDUCATION AND COMMUNITY AWARENESS
 The class will be divided into groups to explore the complex interplay of factors that shape attitudes toward sexuality and consider the implications for individual
rights, societal norms, and cultural diversity. This will be done using a short DEBATE in class
Topics:
Legal Rights:
 Should same-sex marriage be legally recognized in all countries?
 Should transgender individuals be allowed to change their legal gender marker without requiring surgery?
HEALTH EDUCATION
 Group Activity: Human Rights Scenario Analysis
 Divide students into small groups and provide each group with a scenario related to HIV/AIDS and human rights. Scenarios could involve issues such as
discrimination in healthcare settings, denial of employment due to HIV status, or lack of access to HIV prevention services.
 Ask groups to analyze their scenario, identify the human rights principles at stake, discuss the potential consequences for individuals involved, and brainstorm
possible solutions or actions to address the situation.
 Have each group present their analysis and recommendations to the rest of the class.

7. Finding practical / applications

of concepts and skills in daily
living
8. Making generalizations and Reflection Paper
abstractions about the lesson The learners will write a short reflection paper based on the reading materials, activities, and presentations that they made for Catch Up Fridays.
9. Evaluating Learning The reflection paper of the learner will serve as the evaluation of the lesson.
10. Additional activities for
application or remediation
V.REMARKS

VI.REFLECTION
A. No. of learners who earned 80% of the formative assessment
B. No. of learners who require additional activities to remediation
C. Did the remedial lessons 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 material did I use/discover which I wish to share with other teachers?

PREPARED BY: NOTED BY:

LOUISE MARILLAC B. RAYMUNDO NENITA S. SANTOS

TEACHER II OIC / HEAD TEACHER III