Department of Education

Region III
Division of Angeles City
SAPANGBATO NATIONAL HIGH SCHOOL
Sapangbato, Angeles City

Annex 1B to Deped Order No. 42, s. 2016

School Sapangbato National High School Grade Level 11
Grade 11 Teacher Charliemagne Z. Fiel Learning Area ANIMATION
Daily Lesson Log Teaching Dates and Time June 3-7, 2019 (Week 1) Quarter 1st

Day1 Day2 Day3 Day4

I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding of one’s PECs for animation.
B. Performance Standards The learner recognizes his/her PECs and prepares an activity plan that aligns with that of a practitioner/entrepreneur’s in animation.
C. Learning Competencies/Objectives
Write the LC code for each

At the end of the lesson students are expected

to:
LO 1. Recognize PECs needed in Animation
At the end of the lesson students are expected
1.1 Assess one’s PECs: characteristics,
to:
attributes, lifestyle, skills and traits
1. Discuss the relevance of the course
1.2 Assess practitioner’s PECs: characteristics,
2. Explain the key concepts of common
attributes, lifestyle, skills and traits
competencies
1.3 Compare one’s PECs with that of a
3. Explain the core competency in Animation
practitioner /entrepreneur’s
4. Explore job opportunities in animation.
1.4 Align one’s PECs with that of a
practitioner/entrepreneur’s
TLE_PECS9-12- Ia-1

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
ORIENTATION ON THE STUDENT HANDBOOK SUBJECT ORIENTATION PEC'S for Animation

1
 https://www.quora.com/
Why-is-animation-important
www.tesda.gov.ph/Downloadables/
TR%20-%20Animation%20NCII.docx
http://www.courses.com.ph/
animation-nc-ii-tesda-course-philippines/
https://www.quora.com/
Why-is-animation-important
List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES www.tesda.gov.ph/Downloadables/
materials as well as paper based materials. Hands-on learning promotes concept development.
TR%20-%20Animation%20NCII.docx
A. References
http://www.courses.com.ph/
1. Teacher's Guide pages animation-nc-ii-tesda-course-philippines/
2. Learner's Materials pages https://www.quora.com/
Why-is-animation-important
3. Textbook pages
www.tesda.gov.ph/Downloadables/
TR%20-%20Animation%20NCII.docx http://amparonians.weebly.com
4. Additional Materials from Learning Resources (LR) portal http://www.courses.com.ph/ /uploads/5/4/6/2/54623275/c-
animation-nc-ii-tesda-course-philippines/ chs_lm_module_1_pecs_
B. Other Learning Resources/Instructional Materials and_module2_em_ok.pdf
C. Methodologies/strategies/techniques
IV. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by demonstration of learning by the students which
you can infer from 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.

After the classroom orientation, ask the

learners what they took during their grade 10
ICT classes
A. Reviewing previous lesson or presenting the new lesson Review the learners of the previous lesson
B. Establishing a purpose for the lesson

The second class day will be spent for the

The first class day will be spent for the
following: Introduction of the teacher and the
following:
students , Introduction to the subject, content
Orientation of the guidelines on the student Ask the learners the importance of attitude in
and performance standards, and learning
handbook Setting daily life
competencies
of class rules
Drafting of class rules/guidelines
Preparation of the flaglets
Class activity: Time Capsule

C. Presenting examples/instances of the new lesson Show learners what they would become after they
finish the course Show different pictures of known entrepreneurs
and try to ask for their back stories to the
learners

2
D. Discussing new concepts and practicing new skills #1
Discuss to the learners the importance of the course
Discuss what entrepreneur and
Discuss key concepts that the learners will be taking
in animation classes entrepreneurship is

E. Discussing new concepts and practicing new skills #2

Discuss to learners the different competencies that Discuss what entrepreneurial competencies are
they will be having when taking the class
Discuss the different important skills a
Discuss the different career opportunities to the
successful entrepreneur should have
learners after they finish the animation class communication. They will be requested to
deliver creative presentations.

F. Developing mastery
(Leads to Formative Assessment 3) Ask the learners how they have internalized all the Learners will do a self-assessment of their own
topics that are discussed to them PECs.

G. Finding practical applications of concepts and skills in

daily living Ask the learners where they could apply the Ask the learners how they will apply the lesson
lessons they learned to their daily life

H. Making generalizations and abstractions about the

lesson Ask the learners to give a summary of the
Ask the learners to summarize the lesson
lesson that was discussed to them

I. Evaluatiing learning
Formative test
10 item quiz after the lesson

J. Additional activities for application or remediation

The learners will perform an interview of
entrepreneurs and compare their own PECs to
that of their interviewee

V. REMARKS EDIL FIT’R

Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else needs tobe done to help the students learn? Identify what help
VI. REFECTION your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

3
A. No. of learners who earned 80% in the evaluation.
B. No. of learners who require additional activities for
remediation who scored below 80%.
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/discover which I wish to share with other teachers?

Prepared by: Charliemagne Z. Fiel Recommending Approval: Abdon D. Aguilar . Approved by: Ma. Luina G. Rivera
SST-1 T-I Checked by: Sherylou P. David MT-1 Teacher-in-Charge . Principal I

4
 Department of Education
Region III
Division of Angeles City
SAPANGBATO NATIONAL HIGH SCHOOL
Sapangbato, Angeles City

Annex 1B to Deped Order No. 42, s. 2016

School Sapangbato National High School Grade Level 11
Grade 11 Teacher Charliemagne Z. Fiel Learning Area ANIMATION
Daily Lesson Log Teaching Dates and Time June 10-14, 2019 (Week 2) Quarter 1st

Day1 Day2 Day3 Day4

I. OBJECTIVES The learner demonstrates understanding of “environment and market” in the animation field in
A. Content Standards The
The learner
learner demonstrates an understanding
recognizes his/her of one’s
PECs and prepares an PECs for plan
activity animation.
that aligns with that of a one’s locality/town.
The learner independently creates a business vicinity map reflective of the potential animation
B. Performance Standards practitioner/entrepreneur’s in animation. market within thelesson
locality/town.
At the end of the students are expected to:
C. Learning Competencies/Objectives At the end of the lesson students are expected to: LO 1. Recognize and understand the market in Animation
Write the LC code for each 1.3 Compare one's PECs with that of a practitioner/ entrepreenur's 1.1 Identify the players/ competitors within the town
1.4 Align one's PECs with that of a 1.2 Identify the different
practitioner/entrepreneur's TLE_PECS9-12- products/services available in the market
Ia-1 TLE_EM9-12-Ia2
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
PEC's for ANIMATION ENVIRONMENT AND MARKET (EM)
List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES
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 Learning Resources (LR) portal

http://amparonians.weebly.com/uploads/5/4/6/2/54623275/c- http://amparonians.weebly.com/uploads/5/4/6/2/54623275/c-
B. Other Learning Resources/Instructional Materials chs_lm_module_1_pecs_and_module2_em_ok.pdf chs_lm_module_1_pecs_and_module2_em_ok.pdf
C. Methodologies/strategies/techniques
IV. PROCEDURES

These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by demonstration of learning by the students which
you can infer from 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 the learners of the previous lesson Review the learners of the previous lesson
A. Reviewing previous lesson or presenting the new lesson
B. Establishing a purpose for the lesson
Ask the learners the importance of attitude in daily life Ask the learners the importance of market to the community
C. Presenting examples/instances of the new lesson
Show different pictures of known entrepreneurs and try to ask for their back Show the learners the importance of different markets around them
D. Discussing new concepts and practicing new skills #1 Discuss product development
Discuss what entrepreneur and entrepreneurship is
Discuss concepts on developing a product
Discuss what entrepreneurial competencies are
E. Discussing new concepts and practicing new skills #2
Discuss the difference important skills a successful entrepreneur should have. Discuss how to find value in a product
Discuss how to generate idea for business
They wil be requested to deliver creative Discuss branding
presentations

5
F. Developing mastery
(Leads to Formative Assessment 3) Learners will do a self-assessment of their own PECs Ask the learners activities in developing a business idea
G. Finding practical applications of concepts and skills in daily living Ask the learners how they will apply the lesson to their daily life Learners will develop a business that will be suited to the community
H. Making generalizations and abstractions about the lesson Ask the learners to summarize the lesson Ask the learners to summarize the lesson

I. Evaluating learning Formative test

Formative test
10 item quiz after the lesson
10 item quiz after the lesson
J. Additional activities for application or remediation
The learners will perform an interview of entrepreneurs and compare their own PECs to that of
their interviewee

6
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else needs tobe done to help the students learn? Identify what help
VI. REFECTION 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% in the evaluation.

B. No. of learners who require additional activities for remediation who
scored below 80%.
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/discover which I wish

to share with other teachers?

Prepared by: Charliemagne Z. Fiel Recommending Approval: Abdon D. Aguilar . Approved by: Ma. Luina G. Rivera
SST-1 T-I Checked by: Sherylou P. David MT-1 Teacher-in-Charge . Principal I

7
 Department of Ed
Region III
Division of Ange
SAPANGBATO NATIONAL
Sapangbato, Ang

Annex 1B to Deped Order No. 42, s. 2016

School
Grade 11 Teacher
Daily Lesson Log Teaching Dates and Time

Day1

I. OBJECTIVES

A. Content Standards The learner understands the nature and elements of oral communication in context.
B. Performance Standards The learner designs and performs effective, controlled, and uncontrolled oral communic
C. Learning Competencies/Objectives
Write the LC code for each

Content is what the lesson is all about. It pertains to the subject matter that the teacher
II. CONTENT
ORIENTATION ON THE STUDENT HANDBOOK

8
 List the materials to be used in different days. Varied sources of materials sustain childre
III. LEARNING RESOURCES learning promotes concept development.
A. References Learners’ Module in Oral Communication by DepEd
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages

4. Additional Materials from Learning Resources (LR) portal

B. Other Learning Resources/Instructional Materials Oral Comminication in Context by Ramona S. Flores

C. Methodologies/strategies/techniques
IV. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so th
activities. Sustain learning systematically by providing students with multiple ways to lea
experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson

The first class day will be spent for the following:

Orientation of the guidelines on the
student handbook Setting of
class rules Preparation of the flaglets

C. Presenting examples/instances of the new lesson

9
D. Discussing new concepts and practicing new skills #1

E. Discussing new concepts and practicing new skills #2

F. Developing mastery
(Leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in daily living

10
H. Making generalizations and abstractions about the lesson

I. Evaluatiing learning

J. Additional activities for application or remediation

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' pro
VI. REFECTION you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities for remediation who
scored below 80%.
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/discover which I wish
to share with other teachers?

11
Prepared: Sherylou P. David . MT-1

12
 Department of Education
Region III
Division of Angeles City
SAPANGBATO NATIONAL HIGH SCHOOL
Sapangbato, Angeles City

Sapangbato National High School

Sherylou David
June 3-7, 2019 (Week 1)

Day2 Day3

ments of oral communication in context.

controlled, and uncontrolled oral communication activities based on context.

rtains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
SUBJECT ORIENTATION

13
ys. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper based mate

y DepEd

S. Flores

k. Spread out the activities appropriately so that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative ass
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 t
ate the time allotment for each step.

The second class day will be spent for the following:

introduction of the teacher and the
students Introduction to the subject, content and
performance standards, and learning competencies
Drafting of class rules/guidelines
Class activity: LIE TO ME & SELFIE

14
15
 EIDL FIT’R
f as a teacher. Think about your students' progress this week. What works? What else needs tobe done to help the students learn? Identify what help your instructional supervisors
em relevant questions.

16
Checked: Abdon D. Aguilar .
Teacher-in-Charge

17
 Grade Level 11
Learning Area ORAL COM
Quarter 1st

Day4

At the end of the lesson the learners are expected to:

1. Define communication
EN11/12OC-Ia-1 2. Explain the nature of
communication EN11/12OC-Ia-2

NATURE OF ORAL COMMUNICATION

18
te and manipulative materials as well as paper based materials. Hands-on

1-5

Video Clip Analysis

ng by the students which you can infer from formative assessment

d draw conclusions about what they learned in relation to their life

Students will watch a videoclip regarding the significance of

oral communication.

Students fill out a graphic organiser which will help them

evaluate their level of proficiency in terms of oral
communication.

A video clip about communication will be presented to the

students. They will be tasked to define communication
based on the clip.

19
The class talks about their own understanding of
communication in relation to the clip they have watched.
The also define communication based on their
understanding of it. The class talks about their own
understanding of communication in relation to the clip they
have watched. The also define communication based on
their understanding of it.

The class will be divided into four groups where each group
is tasked to create a two-minute group presentation that
reflects their understanding about the nature of
communication. They will be requested to deliver creative
presentations. The class will be divided into four groups
where each group is tasked to create a two-minute group
presentation that reflects their understanding about the
nature of communication. They will be requested to
deliver creative presentations.

Based on the learnings from the activity, students define

communication. A definition of communication
given by Mc Cornack, 2014 will be discussed afterwards.

Students discuss how important a successful

communication process is in their everyday life.

20
 Students evaluate the activity by trying to explain which
group effectively communicated their message and give
reasons why the particular presentation was effective.They
also figure out and share to the class what the nature of
communication is.

Students show their learnings by trying to illustrate their

view of the nature of communication.

Students fill out a graphic organiser which will help them

evaluate their level of proficiency in terms of oral
communication.

nts learn? Identify what help your instructional supervisors can provide for

21
Noted: Ma. Luina G. Rivera .
Priincipal

22