School : Grade Level: 11

DAILY Teacher Learning Area:

LESSON Practical Research1
LOG Teaching Date and Time: Quarter: 1st Semester

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Me, My Teacher and My class

B. Performance Standards Execute best design and presentation

C. Learning At the end of the sessions, the learners are expected to (1)Express how they feel about their subjects and teachers (2) brainstorm how their class can be happy given
their similarities and differences (3) Contribute to class rules, regulations, norms, and agreements
Competencies/ Objectives
II. CONTENT I am a SHS Learner My strengths and weaknesses Unity in Diversity Me, My Teacher and my Class

LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR) Portal
Http://www.tecweb.org/styles/
gardner.html
B. Other Learning Resources Howard Gaardner’s Theory of
Multiple Intelligences
III.
Teacher welcomes the class and Teacher reviews the questions
introduces himself/herself asked and class responses from Teacher reviews activities from Class reviews presentations
(specialization & background) session 1 the last session. Teacher from the last session. Class
A. Reviewing previous lesson or explains that this session will discusses what they have
Presenting the new lesson be for presentation of output. learned from the
presentations.

B. Establishing a purpose for the From the list below , teacher

lesson. chooses one to two questions for Teacher presents the different Below are options that classes Teacher says: “ I had the
the class to answer. Intelligences and gives a brief may use for presenting class chance to know each one of
A. What object best explanantion for each: output: you in the past days. Now, I
represents you? a. Verbal-Linguistic 1. Gallery walk want to know your
B. What excites you about b. Logical-Mathematical 2. Individual/group expectation from me since
SHS? c. Interpersonal presentations we will be together in this
C. What do you know about d. Intrapersonal semester.”
 SHS? e. Visual-Spatial Presentations may vary per
f. Bodily-Kinesthetic subject.
g. Musical-Rhythmic-Harmonic
h. Naturalistic
i. Existential
Teacher provides the sentence
structure to follow based on the Teacher says: Based on what you 1. Teacher draws a semantic
chosen question. feel are your top two intelligence/s, web/word map on the board. The
Teacher models how to respond think of how you can illustrate/show word inside the middle circle is
using the suggested sentence your response to the question HAPPY CLASS.
structure. yesterday. Learners may choose 2. The class brainstorms for
from the following options. They may different ways that a classroom
choose more than one. can be happy and interesting.
C. Presenting examples/instances of
a. An object to represent yourself 3. Teacher writes the responses
the new lesson b. Collage on the board (semantic web/word
c. Drawing map).
d. Song/Rap
e. Dance/Movement
f. Poem/Acrostic
g. Script/Story
h. Comic Strip

Learners are asked to think of their Teacher and learners make an

responses and write them down agreement on which activities,
D. Discussing new concepts and
practices, routines, strategies will
practicing new skills #1 be adopted by both to make the
class a happy class.
E. Discussing new concepts and Groups then and share their
responses to the class
practicing new skills #2
F. Developing mastery (Leads to
formative Assessment 3)
After the sharing session, the class
can reflect on the answers of the
group. May ask the following
questions:
a. Who has similar
responses?
G. Finding practical applications of
b. How can our differences
concepts and in daily living skills. bring about positive
effect/s for the learners,
class and school?
c. What can students do to
make sure SHS be a
positive experience
H. Making generalizations and Emphasizing that SHS is a new Teacher closes the session by how Teacher summarizes how a Teacher and students write the
abstractions about the lesson beginning and a proper venue to people will have different strengths class is made up of learners agreement on a cartolina/manila
start anew as an invidual, learner, and weaknesses. with different strengths and paper and should be posted
and as a class in achieving their weaknesses. Teacher then inside the classroom for everyone
goals emphasizes that there can be to see during the semester.
unity despite diversity. Each subject may contribute to
 the agreements. These should be
collated for each class.
I. Evaluating Learning
Agreement: Bring old or used
magazines, newspapers,
J. Additional activities for application catalogues, brochures, leaflets, etc;
or remediation. art materials, i.e. scissors, glue,
crayons, color pencils, markers,
bond paper, etc.

IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80% on the
formative test.
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lesson/s 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 this work?
F.What difficulties did I encounter which
my supervisor/principal/department
head can help ne solve?
G. What innovation or localized material/s
did I use /discover which I wish to share
with other teachers?

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