GRADE 1 to 12 School BAROTUAN NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher EMILY M. PALAY Learning Area Understanding Culture, Society, & Politics
Teaching Dates and Time November 5 - 9, 2018 Quarter 2nd Semester (Quarter 3 & 4)

SESSION 1 SESSION 2 SESSION 3 SESSION 4

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial
I. OBJECTIVES activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies
and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard 1. Human cultural variation, social differences, social change, and political identities
B. Performance Standard 1. acknowledge human cultural variation, social differences, social change, and political identities
2. adopt an open and critical attitude toward different social, political, and cultural phenomena through observation and reflection
3. appreciates the value of disciplines of Anthropology, Sociology, and Political Science as social sciences Make a creative representation of the historical development of the atom or
the chemical element in a timeline
1. Learning Competency/Objectives The Learners The Learners The Learners The Learners
Write the LC code for each. Code: UCSP11/12SPU-Ia-1 a. give evidence for and explain the a. give evidence for and explain the a. give evidence for and describe the
a. articulate observations on human formation of the light elements in the Big formation of the light elements in the Big formation of heavier elements during star
cultural variation, social differences, Bang theory (3 hours) Code: S11/12PS-IIIa-1 Bang theory (3 hours) Code: S11/12PS- formation and evolution Code: S11/12PS-
social change, and political identities IIIa-1 IIIa-2
b. Acknowledge social, cultural and political SLO: At the end of the lesson, the learners
identities. are expected to: SLO: At the end of the lesson, the learners
1. Provide an overview of the proof for the are expected to
Code: UCSP11/12SPU-Ia-1 1. Write reactions involving the
Big Bang model
c. nucleosynthesis of the first elements
SLO: At the end of the lesson, the learners
are expected to:
1. Briefly discuss the cosmology of the Big
Bang model

II. CONTENT 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.
How the elements found in the universe How the elements found in the universe How the elements found in the universe Definition of anthropology, political science,
were formed? were formed? were formed? and sociology.

III. LEARNING RESOURCES

A. References
1.Teacher’s Guide pages p. 1-3 p.4-5 p.6-8
2.Learner’s Materials pages
3. Textbook pages
4.Additional Materials from Learning Resource Projector, computer, speakers For activity: balloons, balloon pump Computer, Periodic tables
(LR)portal (optional), small stickers (any design
B. Other Learning Resource (1) Contemporary Physics Education Project (1) Contemporary Physics Education Project (1) Contemporary Physics Education (1) Contemporary Physics Education Project
(CPEP). (2003 November). Chapter 10: (CPEP). (2003 November). Chapter 10: Project (CPEP). (2003 November). Chapter (CPEP). (2003 November). Chapter 10:
Origin of the elements. Origin of the elements. 10: Origin of the elements. Origin of the elements.
 I. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that 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.
A. Reviewing previous lesson or presenting the a. Review on the origin of the a. Review of the Key stages of the Big Bang a.
new lesson Universe(PowerPoint) Model

B. Establishing a purpose for the lesson Show the relevance of the topic and its Attempts to model the Cosmic Inflation
objective
C. Presenting examples/Instances of the new Have a drill on the different theories of the Have an activity about Cosmic Inflation
lesson origin of the universe
D. Discussing new concepts and practicing new Let the students share the stories of Given the instructions for the Activity,
skills # 1 Creation students will perform the activity and
answer the Guide Questions.
E. Discussing new concepts and practicing new Illustrate the stories
skills # 2
F. Developing mastery One representative from each group will
(leads to Formative Assessment 3) presents their output in front.
G. Finding practical application of concepts and
skills in daily living
H. Making generalizations and abstractions about
the lesson
I. Evaluating learning Have a simple rubric to evaluate their work Rubric will be use to evaluate student’s
performance.
J. Additional activities for application or
remediation
II. REMARKS

III. SESSION 1 SESSION 2 SESSION 3 SESSION 4

The students had a hard time absorbing the
grand ideas about the creation of the
Universe.
A. No. of learners who earned 80% in the Aguinaldo = Bonifacion = Aguinaldo = Bonifacion = Aguinaldo = Bonifacion = Aguinaldo = Bonifacion =
Del Pilar = Luna = Del Pilar = Luna = Del Pilar = Luna = Del Pilar = Luna =
evaluation
Mabini = Rizal = Mabini = Rizal = Mabini = Rizal = Mabini = Rizal =

B. No. of learners who require additional activities Aguinaldo = Bonifacion = Aguinaldo = Bonifacion = Aguinaldo = Bonifacion = Aguinaldo = Bonifacion =
Del Pilar = Luna = Del Pilar = Luna = Del Pilar = Luna = Del Pilar = Luna =
for remediation who scored below 80%
Mabini = Rizal = Mabini = Rizal = Mabini = Rizal = Mabini = Rizal =

C. Did the remedial lessons work? No. of learners Aguinaldo = Bonifacion = Aguinaldo = Bonifacion = Aguinaldo = Bonifacion = Aguinaldo = Bonifacion =
Del Pilar = Luna = Del Pilar = Luna = Del Pilar = Luna = Del Pilar = Luna =
who have caught up with the lesson
Mabini = Rizal = Mabini = Rizal = Mabini = Rizal = Mabini = Rizal =

D. No. of learners who continue to require Aguinaldo = Bonifacion = Aguinaldo = Bonifacion = Aguinaldo = Bonifacion = Aguinaldo = Bonifacion =
Del Pilar = Luna = Del Pilar = Luna = Del Pilar = Luna = Del Pilar = Luna =
remediation
Mabini = Rizal = Mabini = Rizal = Mabini = Rizal = Mabini = Rizal =

E. Which of my teaching strategies worked well? The use of drawings and illustrations
Why did these work?
F. What difficulties did I encounter which my Comprehension
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: CHECKED BY

AIZA T. CAÑESO