DAILY LESSON PLAN (DLP) FOR GRADE 11
School: Dumaguete City High School Grade Level: 11 Teacher: Janet C. Gaddi Quarter: First
Principal: Alden A. Rabina Teaching Date: ____August 8-9, 2019________________
LEARNING AREAS EARTH AND LIFE SCIENCE
SCHEDULE THURSDAY-FRIDAY
7:30-9:30 AM, 9:50-11:50 AM,3:00-5:00 PM
Session 1 Session 2
I. OBJECTIVES At the end of the lesson, the learner must be able to: At the end of the lesson, the learner must be able to:
1. trace the historical development of life; 1. identify the unifying themes in the study of life;
2. create their family tree; and 2. demonstrate the different themes in the study of life; and
3. appreciate the importance of family. 3. appreciate the importance of life.
A. Content Standard The learners demonstrate an understanding of the: The learners demonstrate an understanding of
1. historical development of the concept of life; 1. historical development of the concept of life;
2. origin of the first life forms; and 2. origin of the first life forms; and
3. unifying themes in the study of life. 3. unifying themes in the study of life.
B. Performance Standard The learners shall be able to: The learners shall be able to:
value life by taking good care of all beings, humans, plants, and value life by taking good care of all beings, humans, plants, and
animals animals
C. Learning At the end of the lesson, the learner must be able to: 1. explain the evolving concept of life based on emerging pieces of
Competencies/Objectives 1. explain the evolving concept of life based on emerging pieces of evidence
evidence S11/12LT-IIa-1 S11/12LT-IIa-1
2. describe how unifying themes (e.g., structure and function, 2. describe how unifying themes (e.g., structure and function,
evolution, and ecosystems) in the study of life show the connections evolution, and ecosystems) in the study of life show the connections
among living things and how they interact with each other and with among living things and how they interact with each other and with
their environment their environment
S11/12LT-IIa-3 S11/12LT-IIa-3
II. CONTENT Introduction to life science Introduction to life science
III. LEARNING RESOURCES
A. References Dawa Senior High School Series. Earth and Life Science pp 89-96 Dawa Senior High School Series. Earth and Life Science pp.92-94
B. Other Learning Resources Manila paper, pentel pen, paper, ballpen, eraser, chalk Manila paper, pentel pen, paper, ballpen, eraser, chalk
III. PROCEDURES Prayer
Preliminaries Energizer
Checking of Attendance
Recapitulation
B. Establishing a Purpose for the (5 mins) (5 mins)
Lesson Teacher ask Teacher:
The student to read the objectives of the lesson • Invite the students to read the Learning Competencies for them to
The students to read the Learning Competencies for them get an overview of where they are headed to and to be aware of the
to get an overview of where they are headed to and to be desired result.
aware of the desired result. • Ask if they are ready to proceed to the next phase of the lesson
Ask if they are ready to proceed to the next phase of the
lesson
C. Presenting Instances or Examples (5 mins) (5 mins )
of the New Lesson Teacher ask the student to answer a crossword puzzle on the Teacher ask the student their opinion on the activity of the previous
different related terms to life science. day.
D. Discussing New Concepts (40 mins) (40 mins)
Teacher discuss about Teacher discuss about
Historical development of life Unifying theme in the study of life
Origin of the first life form
E. Developing Mastery (5 mins) (5 mins)
Teacher ask the students to summarize the life on Earth through Teacher ask the learners to recite the biological organization
time and the origin of cellular domains
F. Finding practical applications of (10 mins) (10 mins)
concepts and skills in daily living Teacher ask the student, What is the beginning of life? Justify. Teacher group the students into 5 and ask them to choose one
organism that they think is essential in the historical development
of life. Present them in a pyramid form using the following: topic
(top most) main idea, concepts, examples and trivia (at the bottom)
G. Making Generalizations and (10 mins) (10 mins)
Abstractions About the Lesson Teacher ask the student to trace the historical development of life. Teacher ask the student to create a graphic organizer on the
unifying themes
H. Evaluating Learning (10 mins) (10 mins)
Teacher give a 10 item quiz. Teacher ask the learner to write an essay on:
1. A term which refer to a remnant or trace of a plant, an animal, or a. What is the role of environment in the survival of life billions of
other organism that may have been replaced by a rock years ago?
material(fossil)
2. -4. Characteristics of life (the use of chemical energy, ability to
adapt, growth and development, systematic and highly organized
structure.
4. Fossils that can not be seen by the naked eyes. (microfossil)
5. The oldest fossil on Earth (stromatolites)
6. -10. What is the role of hydrothermal vent in evolution?
I. Additional Activities for (5 mins) (5 mins)
Application or Remediation Teacher ask the learners to create their family tree, in order for Teacher ask the learners to write a jingle on valuing and taking care
them to appreciate their family. of the environment.
J. Remarks
K. REFLECTION
1. No. of learners who earned 80% in
the evaluation
2. No. of learners who require
additional activities for remediation
3. Did the lesson work? No. of learners
who have caught up w/ the lesson
4. No. of learners who continue to
require remediation
5. Which of my teaching strategies
worked well? Why did these work?
6. What difficulties did I encounter
which my principal or supervisor can
help me solve?
DAILY LESSON PLAN (DLP) FOR GRADE 11
School: Dumaguete City High School Grade Level: 11 Teacher: Janet C. Gaddi Quarter: First
Principal: Mr. Alden A. Rabina Teaching Date: ____August 5-6, 2019___
Learning Areas: ORAL COMMUNICATION
Schedule Monday-Tuesday ; Thursday-Friday
9:50-11:50; 1:00-3:00 1:00-3:00
I. OBJECTIVES At the end of the lesson, the learner must be able to: At the end of the lesson, the learner must be able to:
1. Understand the principle of communicative strategies;
1. differentiate the different communicative strategy;
2. appreciate the importance of communicative strategies; and 2. Create an advertisement using the communicative strategies
3. create an advertisement using the communicative strategies 3. Appreciate the importance of communicative strategies
A. Content Standard At the end of the lesson, the learner recognizes the communicative At the end of the lesson, the learner recognizes the communicative
competence requires understanding of speech context, speech style, competence requires understanding of speech context, speech style,
speech act and communicative strategy. speech act and communicative strategy.
B. Performance Standard The learner shall be able to demonstrate effective use of The learner shall be able demonstrate effective use of communicative
communicative strategy in a variety of speech situations. strategy in a variety of speech situations.
C. Learning Competencies/Objectives At the end of the lesson, the learner must be able to: At the end of the lesson, the learner must be able to:
1. Engage in a communicative situation using acceptable, polite and 1. Explain in a communicative situation using acceptable, polite and
meaningful communicative strategies EN 11/12OC-IIab-21 meaningful communicative strategies EN 11/12OC-IIab-21
I. PROCEDURES Prayer
Preliminaries Energizer
Checking of Attendance
Recapitulation
A. Presenting/Reviewing the New (5 mins) (5 mins)
Lesson Teacher ask the students to recall the previous lesson Teacher ask the students to recapitulate the previous lesson
B. Establishing a Purpose for the (5 mins) (5 mins)
Lesson Teacher ask Teacher ask
The student to read the objectives of the lesson The student to read the objectives of the lesson
The students to read the Learning Competencies for them to get The students to read the Learning Competencies for them to
an overview of where they are headed to and to be aware of the get an overview of where they are headed to and to be aware
desired result. of the desired result.
Ask if they are ready to proceed to the next phase of the lesson Ask if they are ready to proceed to the next phase of the lesson
II. CONTENT Communicative Competence strategies in Various Speech Situation Communicative Competence strategies in Various Speech Situation
III. LEARNING RESOURCES
A. Reference Sipacio, P. J. F. & Anne Richie Garcia Balgos. 2016. Oral Communication Sipacio, P. J. F. & Anne Richie Garcia Balgos. 2016. Oral Communication
in Context for Senior High School C & E Publishing Inc. EDSA South in Context for Senior High School C & E Publishing Inc. EDSA South
Triangle Quezon City. Pp.51-58 Triangle Quezon City. Pp.51-58
B. Other Learning Resources Manila paper, pentel pen, chalk, blackboard, laptop
C. Presenting Instances or Examples (5 mins) (5 mins)
of the New Lesson Teacher present a movie clip on the American poet Society. Teacher Teacher ask the student to view certain advertisement about the
ask the student what the speech is all about? What strategy is used? Wonders of the Philippines.
D. Discussing New Concepts (40 mins) (40 mins)
Teacher discuss the following topic: Teacher discuss the following topic:
Types of communicative strategy Types of communicative strategy
E. Developing mastery (5 mins) (5 mins)
Teacher ask the students to practice answering on the type of Teacher ask the student t create a simple statement using one type of
communicative strategy. communicative strategy.
F. Finding practical applications of (10 mins) (10 mins)
concepts and skills in daily living Teacher ask the student to group into 5 and choose one exciting tourist Teacher ask the student to group into 5 and choose one famous
spot in the Philippines. They have to role play given a scenario. product of a certain province of their choose., and create a simple
Students are given 30 minutes to prepare and 15 minutes to present. advertisement.
G. Making Generalizations and Teacher group the students into 5 members and they have to create a (5mins)
Abstractions About the Lesson three -minute tourism commercial. Teacher ask the student to explain why sudden change in
communicative strategy in a conversation affect the quality of
interaction, the speaker-audience relationship, the role and
responsibilities of the speaker, the message and the delivery?
H. Evaluating Learning (10 mins) 10 mins)
Teacher will grade the students based on the following rubrics
Teacher evaluate the presentation using the following rubric.
Criteria 5 4 3 2 1
1. The tourism commercial is creative, Criteria 5 4 3 2 1
effectively written and presented well
2. Clearly explains the reasons why Presentation is organized
tourist should visit the place Message is expressed clearly
3. Makes good use of visual aids or
props Choice of words is appropriate
4. Presented within the alotted time
Speech is free from language mistake
Total
I. Additional Activities for Application (5 mins) (5 mins)
or Remediation Teacher ask the student to work in pair. They have to think three Teacher ask the student to think of a time when you have to explain
scenes from a movie or a TV show where various communicative one message in two different instances with varying context. Discuss
strategies were employed in one conversation. Watch the scene and why your communicative strategies change as there are adjustments in
evaluate the effect of the strategy applied to the conversation and to every speech context, speech style and speech act. Discuss your
the characters. List your evaluation in a table form language, duration of interaction, your relationship to the listener, your
Movie scene Communicativ Effect on the Effect on the roles an d responsibilities as a speaker, your message, and your delivery
Context e strategy conversation character and how these differ in two varying instances and contexts.
applied
J. Remarks
K. REFLECTION
1. No. of learners who earned 80%
in the evaluation
2. No. of learners who require
additional activities for
remediation
3. Did the lesson work? No. of
learners who have caught up w/
the lesson
4. No. of learners who continue to
require remediation
5. Which of my teaching strategies
worked well? Why did these
work?
6. What difficulties did I encounter
which my principal or supervisor
can help me solve?
