DLL 2024- edited

Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF ISABELA
School ID/ School: 306123- MANUEL L. QUEZON NATIONAL HIGH SCHOOL Grade Level: Grade 12
DAILY LESSON PRACTICAL
LOG Teacher: JORYAN B. IBARRA Learning Area: RESEARCH 2
for Week 1 Grade/ Section GAS- 12- AMETHYST Quarter 1
Teaching Time and MONDAY - THURSDAY
Date: JULY 29-31-AUGUST 1-2, 2024 School Year 2024-2025
Inclusive Dates: DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. OBJECTIVES
A. Content Standards: The learner demonstrates an understanding of:
1. the characteristics, strengths, weaknesses, and kinds of quantitative research;
2. the importance of quantitative research across fields; and
B. Performance Standards: The learners should be able to:
a. decides on suitable; and
b. quantitative research in different areas of interest
C. Most Essential Learning
Competencies (MELC)
(NB: Write the MELC code Describes characteristics, strengths, weaknesses, and kinds of quantitative research (CS_RS12-Ia-c-1)
for each)
D. Unpacked MELC a. describes the a. categorize the strengths a. describes the kinds of a. classifies quantitative
(Daily Objectives) characteristics of or weaknesses of quantitative research. research topics according
quantitative research quantitative research. to their kinds.
b. differentiates quantitative b. describe the strengths examine different kinds of
research from qualitative and weaknesses of quantitative research
research. quantitative research. samples
c. suggest ways how to
overcome the
weaknesses of
quantitative research
District Gragasin, Quezon, San Isidro, Isabela, 3310

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II. CONTENT / TOPIC INTRODUCTION TO QUANTITATIVE RESEARCH
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources Video Presentation
PowerPoint Presentation
C. Instructional Materials Laptop, scoring rubric, video clips, PowerPoint presentation
IV. PROCEDURES
A. Reviewing Previous Lesson -Greet the students and start

or Presenting the New by asking them about their
Lesson experience with research
methods.
- greet the students and - greet the students and - greet the students and
- Review the basics of
Class and Subject recapitulate the previous recapitulate the recapitulate the
research methods in
Orientation lesson previous lesson previous lesson
Practical Research 1.
- Introduce the new topic,
understanding and
differentiating quantitative
and qualitative research.
B. Establishing a Purpose for Activity 1. Finding Clues. Clearly state the objectives Explain to the students that Explain the goals of the
the Lesson The students will group the of the lesson to the students, the purpose of today's current lesson: to learn how
following word clues if they emphasizing that they will lesson is to explore the to classify quantitative
are characteristics of learn to assess and different kinds of research topics into
Quantitative or Qualitative categorize the strengths and quantitative research and different kinds and to
Research. weaknesses of quantitative understand how each type examine samples of
research, and develop is used to gather and various quantitative
strategies to address its analyze data. Emphasize research studies.
limitations. the importance of
understanding these types

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to become effective
researchers.
C. Presenting Examples/ Display a slide with key
Instances of the new lesson characteristics of
Provide real-world examples Using a projector or
quantitative research, such
of quantitative research whiteboard, present
as:
studies and their findings, examples and instances of
Measurable variables Show a slide with a few
highlighting both the various kinds of
Statistical analysis examples of quantitative
strengths and weaknesses of quantitative research, such
Class and Subject Objectivity and research topics. These
each study. For instance, you as:
Orientation replicability examples could cover
could discuss a study's
Large sample sizes various fields such as
robust sample size and Descriptive Research
Controlled experiments education, health, social
statistical validity, as well as Correlational Research
sciences, and more.
potential limitations like the Experimental Research
Present a slide illustrating
inability to capture Quasi-Experimental
the main differences
contextual nuances. Research
between quantitative and
qualitative research.
D. Discussing New Concepts Engage the class in a
Engage the students in a Engage the students in a
and Practicing New Skills discussion about each
discussion about the discussion about
#1 characteristic of quantitative Introduce the different
strengths of quantitative descriptive research.
research. Use real-world kinds of quantitative
research, focusing on aspects Explain the concept,
examples to make the research, such as
such as objectivity, characteristics, and
concepts more relatable. descriptive, correlational,
replicability, and purpose of descriptive
experimental, and quasi-
generalizability. research. Present a sample
Break the students into pairs experimental research.
study, such as a survey
and provide them with a set Explain each type briefly
Provide an example scenario conducted to gather
of research scenarios. Ask and provide real-world
where quantitative research information about
them to identify whether examples for better
was particularly effective in smartphone usage among
each scenario is an example understanding.
drawing clear conclusions students. Discuss the steps
of quantitative or qualitative
based on statistical data. involved in designing and
research and justify their
conducting such a study.
choices.
E. Discussing New Concepts Class and Subject Transition to discussing the Move on to correlational Distribute handouts with
and Practicing New Skills Orientation weaknesses of quantitative research. Define sample research topics to
#2 research, including issues correlation, positive and the students. Ask them to
like oversimplification of negative correlations, and classify each topic into one
complex phenomena, discuss how this type of of the different kinds of
potential biases in data research helps identify quantitative research they
collection, and limitations in relationships between just learned about. Have
capturing qualitative aspects. variables. Present a real- them work in pairs or small
world example, like a groups to discuss and

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Divide the students into
study examining the
small groups and assign each
relationship between sleep decide on the classification.
group a specific weakness of
duration and academic Afterward, discuss the
quantitative research. Have
performance. Discuss the correct classifications as a
them brainstorm and present
limitations of correlational class.
potential strategies to
research.
mitigate or overcome that
weakness.
F. Developing Mastery Divide the students into
(Leads to Formative small groups. Provide each
Assessment 3) Divide the students into group with a different Divide the students into
small groups. research scenario and ask small groups. Provide each
them to identify the most group with a different
Provide each group with a appropriate kind of sample quantitative
different research topic (e.g., quantitative research for research study from
"Effectiveness of a new that scenario. For instance: various domains (e.g., a
teaching method," "Impact study on the effectiveness
of social media on mental  Scenario 1: of a teaching method, a
health," "Consumer Investigating the study on the correlation
preferences for a specific effect of a new between sleep and
product"). teaching method on academic performance, a
student test scores. study on the impact of
Instruct each group to design  Scenario 2: Analyzing economic policies).
a research study, clearly the relationship
outlining how they would between exercise Ask each group to analyze
approach it using frequency and heart their assigned research
quantitative methods. They rate. study, identify its kind
should define variables,  Scenario 3: Describing (descriptive, correlational,
propose data collection the demographics of experimental, or quasi-
methods, and suggest online shoppers. experimental), and explain
statistical analysis their reasoning. They
techniques. After discussing within should present their
their groups, have each findings to the class.
After designing their studies, group share their scenario
each group will present their and chosen research type This activity promotes
approach to the class, with the class. This activity engagement, critical
explaining their rationale for encourages critical thinking, and applicable
using quantitative methods. thinking and helps solidify
their understanding.
G. Finding Practical Lead a class discussion on Engage the students in a Lead a class discussion . Facilitate a class
Applications of Concepts Class and Subject how an understanding of brainstorming session where about how understanding discussion on how

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and Skills in Daily Living understanding different
different kinds of
kinds of quantitative
they identify instances from quantitative research can
research can be useful in
everyday life where be applied in everyday
quantitative research can be everyday life. Encourage
quantitative research could situations. Encourage
applied in everyday life, students to brainstorm
be applied to address students to think of
such as reading research scenarios where they might
Orientation specific questions or instances where they may
articles, making informed encounter or conduct
problems. This could include encounter or use
decisions, or evaluating quantitative research and
market research, public quantitative research
public policies. how knowing the kinds can
health studies, or educational findings, such as in
aid in understanding and
evaluations. marketing, education,
evaluating such studies.
health, or public policy.
H. Generalizing and Lead a class discussion Guide the
Abstractions about the about the importance of students in summarizing
Summarize the key points
Lesson understanding the strengths the key points of the
Summarize the key of the lesson, emphasizing
and weaknesses of research lesson. Discuss the
takeaways from the lesson: the importance of
methodologies in making importance of choosing the
understanding the classifying quantitative
informed decisions. Help appropriate research type
characteristics of research topics and being
students see the broader based on the research
quantitative research and its able to recognize different
applicability of these question, and how
distinctions from qualitative kinds of quantitative
concepts beyond academic quantitative research
research. research studies.
research. contributes to evidence-
based decision-making.
I. Evaluating Learning
Provide a short quiz or
Conduct a brief quiz or assessment where students
interactive activity where are given additional
Distribute a short quiz or
Conduct a short quiz or students answer questions research topics and must
worksheet that includes
knowledge check to assess related to the kinds of classify them into the
scenarios where students
Class and Subject the students' understanding quantitative research correct kinds of
need to identify whether
Orientation of the concepts covered in discussed in the lesson. quantitative research. This
quantitative or qualitative
the lesson. This will help assess their will help assess their
research methods are more
comprehension and understanding and
appropriate.
retention of the material. application of the concepts
learned.
J. Additional Activities for For advanced students, Provide students with a

Application or Remediation provide more complex take-home assignment or
research scenarios and project where they need to

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challenge them to devise
comprehensive strategies for
conducting quantitative identify a research
research while minimizing question and determine the
weaknesses. most suitable kind of
quantitative research to
For students who may need answer it. For students
extra help, provide who need extra support,
additional examples and offer additional reading
hands-on activities to materials or a follow-up
reinforce the concepts of session for clarification.
strengths and weaknesses in
quantitative research.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for
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 works well? Why did
this work?
F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?
G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

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Prepared by: Checked by: Noted:
JORYAN B. IBARRA HANNAE ALYZA P. DOMINGO GILBERT V. ACAPUYAN, PhD

TII SHS Focal Person School Principal I
Date Monitored: _____________________________

306123@deped.gov.ph
+639262142060
DAILY LESSON Teacher: JORYAN B. IBARRA Learning Area: CPAR
LOG Grade/ Section GAS- 12- AMETHYST Quarter 1
for Week 1 Teaching Time and MONDAY - THURSDAY
Date: JULY 29-31-AUGUST 1-2, 2024 School Year 2024-2025

VII. OBJECTIVES
E. Content Standards:
The learners demonstrate an appreciation of contemporary art forms, found in the various regions by understanding the elements and principles.
F. Performance Standards: The learners shall be able to present a form of integrated contemporary art based on the region of his / her choice. e.g. choreography, musical instrument,
literary and music composition, visual design, and/or theatrical performance.
G. Most Essential Learning Describes various contemporary art forms and their practices from the various regions:
Competencies (MELC) Define “contemporary art” in art historical, cultural, and stylistic terms.
(NB: Write the MELC code Differentiate contemporary art from traditional art.
for each) State the relevance of contemporary arts today.
Cite contemporary major artworks in the Philippines and explain their symbolism and importance.
H. Unpacked MELC
(Daily Objectives)
VIII. CONTENT / TOPIC VARIOUS CONTEMPORARY ART FORMS AND THEIR VARIOUS PRACTICES FROM THE DIFFERENT REGIONS
IX. LEARNING
RESOURCES
D. References

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7. Textbook Pages

portal
E. Other Learning Resources Video Presentation
Power Point Presentation
F. Instructional Materials Laptop and PowerPoint presentation
X. PROCEDURES
K. Reviewing Previous Lesson Ask students what they

or Presenting the New know about contemporary
Lesson The teacher greets the arts and how they differ The teacher greets the
Class and Subject
students and discusses the from traditional arts. students and recapitulate
orientation
first lesson. Present a brief overview of the previous lesson.
the previous lesson about
traditional arts.
L. Establishing a Purpose for
the Lesson Activity 1. Picture At the end of the lesson,
Association  Students you should be able to cite
State the objective of the
will identify pictures from and explain the symbolism
lesson and its relevance in .
different Art forms in the and importance of major
understanding the current
Philippines.  Classify the contemporary artworks in
Region where the arts issues and trends in society.
the Philippines.
belong
M.Presenting Examples/  Show examples of

Instances of the new lesson contemporary artworks
Show various examples of  Magkaisa by Eduardo
through an audiovisual
contemporary Philippine arts Castrillo
presentation.
from different regions, such  The Spoliarium by
 Discuss the different
as paintings, sculptures, Juan Luna
forms of contemporary
installations, and  Sa Loob Ng
Class and Subject arts such as visual arts,
performance art. Kulungang-Bayan by
orientation music, theater, film, and
Show examples of Jose Tence Ruiz
literature.
traditional arts such as folk Lumad Mindanaw by
Provide a brief history of
dances, tribal crafts, and Kublai Millan
contemporary arts in the
religious art.
Philippines.

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N. Discussing New Concepts  Define contemporary art
and Practicing New Skills as a reflection of
#1 modern society, its
culture, and its issues,
expressed through
various art forms and
styles.
 Discuss the relevance of
 Discuss the  Symbolism and
contemporary arts in
characteristics of importance of
shaping society.
contemporary art, such Magkaisa by Eduardo
Encourage students to think
as the use of Castrillo
critically and creatively
unconventional Symbolism and
about the meaning and
materials, importance of The
significance of
experimentation with Spoliarium by Juan Luna
contemporary arts.
different techniques and
styles, and the
incorporation of
technology.
Discuss the historical and
cultural context of
contemporary Philippine art.
O. Discussing New Concepts  Differentiate

 Symbolism and
and Practicing New Skills contemporary art from
importance of Sa
#2 traditional arts by  Analyze the elements
Loob Ng Kulungang-
discussing their and principles of
Bayan by Jose Tence
characteristics and contemporary arts.
Ruiz
Class and Subject historical context. Discuss how contemporary
Symbolism and
orientation Discuss the cultural and artists express their ideas
importance of Lumad
social significance of and opinions through their
Mindanaw by Kublai
traditional arts in Philippine artworks.
Millan
culture and their
preservation.
P. Developing Mastery Interactive activity: Gallery Divide the class into Activity: Divide the class
(Leads to Formative Walk groups and assign each into groups of 3-4
Assessment 3) group a contemporary students. Each group will
 Students will be divided artwork to analyze. choose one of the artworks
into groups. Instruct them to identify discussed in class and
 Each group will be the elements and principles create a poster that will
assigned a contemporary used in the artwork and its explain the artwork's
art piece and a significance in shaping symbolism and

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traditional art piece.
 They will analyze and
compare the two importance. The poster
artworks based on their should also have a short
characteristics, materials society. explanation of what
used, techniques Each group will present their contemporary art is. The
employed, and cultural analysis to the class. group with the most
and social significance. creative and informative
Each group will present their poster will be awarded.
findings to the class.
Q. Finding Practical Contemporary art is not

 Ask students to reflect
Applications of Concepts just a form of expression
on how they can apply
and Skills in Daily Living or entertainment, but it is
the concepts and skills
also a reflection of
Students can apply their they learned in their
society's current issues and
understanding of daily lives.
Class and Subject concerns. By
contemporary and traditional  Encourage them to
orientation understanding the .
arts by creating their artwork appreciate and support
symbolism and importance
that reflects contemporary contemporary arts by
of contemporary artworks,
society or Philippine culture. attending exhibits,
we can gain a better
concerts, and
understanding of our
performances.
society and the issues that
we need to address.
R. Making Generalizations and In general,
Students will be able to  Summarize the
Abstractions about the contemporary art reflects
recognize the value and importance of
Lesson society's current issues and
significance of contemporary arts in
concerns. Each
contemporary art in shaping society.
contemporary artwork has
reflecting modern society's  Encourage students to
its own symbolism and
issues and culture, as well as continue exploring and
importance that reflects the
the importance of preserving appreciating
artist's perspective on these
traditional arts as part of the contemporary arts.
issues.
Philippine cultural heritage.
S. Evaluating Learning Class and Subject Assessment: Quiz Ask students to write a To evaluate learning,
orientation Identifying different Arts reflection paper on what students will be asked to
from the Region. they learned from the lesson present their posters to the
and how they can apply it in class and explain their
their daily lives. chosen artwork's
symbolism and
importance.

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T. Additional Activities for
Application or Remediation
XI. REMARKS
XII. REFLECTION
H. No. of learners who earned

I. No. of learners who require
remediation
J. Did the remedial lessons work?
No. of learners who have
K. No. of learners who continue
L. Which of my teaching
strategies work well? Why did
these work?
M. What difficulties did I

encounter that my principal or
supervisor can help me solve?
N. What innovations or localized

which I wish to share with
other teachers?
JORYAN B. IBARRA HANNAE ALYZA P. DOMINGO GILBERT V. ACAPUYAN

Teacher II SHS Focal Person School Principal I

306123@deped.gov.ph
+639262142060
306123@deped.gov.ph
+639262142060
QUEZON, SAN ISIDRO, ISABELA
306123- MANUEL L. QUEZON NATIONAL HIGH

DAILY LESSON School ID/ School: SCHOOL Grade Level: Grade 12
LOG Practical
for Week 2
Teacher: JORYAN B. IBARRA Learning Area: Research 2
Grade/ Section GAS- 12- AMETHYST Quarter 1
Teaching Time MONDAY - THURSDAY ( 10:40 a.m- 11.40 a.m)
and Date: AUGUST 5- 8, 2024 School Year 2024-2025

I. OBJECTIVES
A. Content Standards: The learner demonstrates an understanding of:
1. the characteristics, strengths, weaknesses, and kinds of quantitative research
B. Performance Standards: The learners should be able to:
a. decides on suitable; and
b. quantitative research in different areas of interest.

Competencies (MELC) Describes characteristics, strengths, weaknesses, and kinds of quantitative research (CS_RS12-Ia-c-1)
(NB: Write the MELC
code for each)
D. Unpacked MELC a. describes the kinds of

a. classifies quantitative
(Daily Objectives) quantitative research.
research topics according to
their kinds.
b. examine different kinds of
quantitative research
samples
II. CONTENT / TOPIC INTRODUCTION TO QUANTITATIVE RESEARCH

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+639262142060
III. LEARNING
RESOURCES
A. References
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Power Point Presentation
Resources
C. Instructional Materials Laptop and PowerPoint presentation

IV. PROCEDURES
A. Reviewing Previous Greet the students and Greet the students and
Lesson or Presenting the Greet the students and recapitulate the previous recapitulate the previous
New Lesson recapitulate the lesson lesson on Non Experimental lesson on Non Experimental
Research Research
B. Establishing a Purpose Explain to the students that Expound to the students that Performance Task: Performance Task:
for the Lesson the purpose of today's the purpose of today's lesson Group Presentation
lesson is to explore the is to explore the different Divide the students into
different kinds of kinds of quantitative small groups. Provide each
quantitative research and experimental research and group with a different
understand how each type is understand how each type is sample quantitative research
used to gather and analyze used to gather and analyze study from various domains
data. Emphasize the data. (e.g., a study on the
importance of effectiveness of a teaching
understanding these types to method, a study on the
become effective correlation between sleep
researchers. and academic performance,
a study on the impact of
economic policies).
Ask each group to analyze

their assigned research

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study, identify its kind
(descriptive, correlational,
experimental, or quasi-
experimental), and explain
their reasoning. They should
present their findings to the
class.
This activity promotes

engagement, critical
thinking, and applicable
C. Presenting Examples/ Performance Task:
Instances of the new lesson Group Presentation
D. Discussing New Concepts Present the lesson on

Present the lesson on
and Practicing New Skills Quantitative Types of
Quantitative Types of
#1 Research - Non
Research - Experimental
Experimental Type of
Type of Research
Research
E. Discussing New Concepts Performance Task:
and Practicing New Skills Group Presentation
#2
F. Developing Mastery Identify the most

Identify the most appropriate
(Leads to Formative appropriate Non
Experimental kind of
Assessment 3) Experimental kind of
G. Finding Practical Lead a class discussion Lead a class discussion Performance Task:
Applications of Concepts about how understanding about how understanding Group Presentation
and Skills in Daily Living different kinds of Non various types of non-
Experimental Quantitative experimental quantitative
research can be applied in research can be applied in
everyday situations. real-world situations.
Encourage students to think Encourage students to
of instances where they may consider situations in which
encounter or use they may encounter or apply
quantitative research quantitative research
findings, such as in findings, such as marketing,
marketing, education, education, health, or public
health, or public policy. policy.

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H. Making Generalizations
and Abstractions about the
Lesson Guide the students in Ask the students to define Performance Task:
summarizing the key points experimental research and Group Presentation
of the lesson. its types.
I. Evaluating Learning Formative Assessment:

Formative Assessment:
Identify and choose
Identify and choose
appropriate type of
appropriate type of Non
Experimental Types of
Experimental Types of
Research in the following
Research in the following
titles of research based on its
titles of research.
characteristics.
J. Additional Activities for
XIII. REMARKS
XIV. REFLECTION
O. No. of learners who earned

P. No. of learners who require
remediation
Q. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
R. No. of learners who
continue to require
remediation
S. Which of my teaching
strategies work well? Why
did these work?

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+639262142060
T. What difficulties did I
encounter which my
principal or supervisor can
help me solve?

Date Monitored: _____________________________


306123@deped.gov.ph
+639262142060

LOG Oral
for Week 2
Teacher: JORYAN B. IBARRA Learning Area: Communication
Grade/ Section GAS- 11- DIAMOND Quarter 1
Wed and Thursday - ( 7:20 am- 8:20 am)
Teaching Time Friday ( 7:20 am- 9:20 am)
and Date: August 7-9, 2024 School Year 2023-2024

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 communication activities based on context.

Competencies (MELC) Differentiates the various Differentiates the various
(NB: Write the MELC code models of communication Differentiates the various models of communication
for each) (EN11/12OC-Ia-3) models of communication (EN11/12OC-Ia-3)
(EN11/12OC-Ia-3)
D. Unpacked MELC
(Daily Objectives)
II. CONTENT / TOPIC COMMUNICATION MODELS/ VERBAL AND NON VERBAL COMMUNICATION
Amudadavalli, A. Theories and Models of Communication. Prod. Department of Library and Information Science. May 20, 2020.
III. LEARNING RESOURCES
Chandlier, Daniel. Transmission Model of Communication. n.d.
A. References
3. Textbook Pages Oral Communication in

Context
Quarter 1 – Module 2:

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Communication Models,
pp. 1;4-13; 16

portal
B. Other Learning Resources Video Presentation
C. Instructional Materials Laptop, scoring rubric, video clips, PowerPoint presentation
IV. PROCEDURES
A. Reviewing Previous Lesson Greet the students and recap

The class will review the
or Presenting the New Lesson the previous lesson in Greet the students and
lesson about verbal
nature, process, and recap the previous lesson
communication.
function of communication.
B. Establishing a Purpose for Ask the learners about
the Lesson how they listen to a
person when engaged in a
Activity 1. Compare and
conversation. Ask them
contrast the picture.
how they talk and how
they are able to do
feedback.
C. Presenting Examples/ The class will watch
Instances of the new lesson “Talking Fast With a
Record-Setting Speed The class will ponder on
Talker”, a content of what makes a
Great Big Story. conversation successful.
Introduce to them the
Ask the learners what are concept of nonverbal
their comments to what communication.
they have watched.
D. Discussing New Concepts Discuss verbal

and Practicing New Skills #1 Discuss Communication communication. Elucidate
Present to the class the
Models the following elements:
different types of
1. Linear Model tone, speed, volume,
nonverbal
2. Interactional Model grammar, and
communication.
3. Transaction Model vocabulary.

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E. Discussing New Concepts Explain to the class the
and Practicing New Skills #2 importance of the
following when one is
engaged in verbal Discuss the importance of
communication: mastery of nonverbal
appropriateness, brevity, communication.
clarity, ethics, and
vividness.
F. Developing Mastery The learners will answer The learners will do an

The class will answer What
(Leads to Formative identification test activity identification test about
I Have Learned questions
Assessment 3) on page 10.
about verbal nonverbal
communication. communication.
G. Finding Practical Ask the learners how
Ask the learners how
Applications of Concepts and nonverbal communication
verbal communication can
Skills in Daily Living can help them to attain in
help them to form
clarity in speaking to
relationships?
people.
and Abstractions about the
Lesson The learners will give their The learners will give
The learners will give
key takeaways about the details on the different
their key takeaways about
lesson in models of types of nonverbal
the lesson.
communication. communication.
I. Evaluating Learning The learners need to do a

The learners will have a performance task
group work about demonstrating their
demonstrating a understanding on verbal
communication model. or nonverbal
Each group need to choose communication.
a communication model to
act or demonstrate. Each They may choose from
group are given a minimum the following:
of three minutes and a
maximum of five minutes 1. Deliver at least two
famous lines from two
different movies or
shows.

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2. Do a voice message on
Messenger about taking
care of mental health.
3. Upload five pictures
showing facial
expressions on Facebook.

XV. REMARKS
XVI. REFLECTION
U. No. of learners who earned

V. No. of learners who require
remediation
W.Did the remedial lessons
have caught up with the lesson
X. No. of learners who continue
Y. Which of my teaching
these work?
Z. What difficulties did I

solve?
AA. What innovations or

localized materials did I
used/discover which I wish to
share with other teachers?

306123@deped.gov.ph
+639262142060

SHS Teacher SHS Focal Person School Principal I
Date Monitored: ____________________________

School ID/ School: 306123- MANUEL L. QUEZON NATIONAL HIGH Grade Level: Grade 12
DAILY LESSON SCHOOL
LOG
for Week 4

306123@deped.gov.ph
+639262142060
Teacher: JORYAN B. IBARRA Learning Area: Creative Writing
Grade/ Section GAS- 12- AMETHYST Quarter 1
Teaching Time: SEPTEMBER 25-29, 2023 School Year 2023-2024

I . OBJECTIVES
A. Content
Standards: The learners poetry as a genre and how to analyze its elements and techniques
B. Performance Standards: The learners produce a short, wellcrafted poem.
C. Most Essential Learning The learners identify the The learners identify the
Competencies (MELC) various elements, various elements, The learners write a short scene
(NB: Write the MELC techniques, and literary techniques, and literary applying the various elements,
code for each) devices in poetry devices in poetry techniques, and literary devices
HUMSS_CW/MP11/12c- HUMSS_CW/MP11/12c- HUMSS_CW/MPIg-i-14
f6 f6
D. Unpacked MELC
(Daily Objectives)
II. CONTENT / TOPIC FUNCTION OF COMMUNICATION
III. LEARNING Amudadavalli, A. Theories and Models of Communication. Prod. Department of Library and Information Science. May 20, 2020.
RESOURCES Chandlier, Daniel. Transmission Model of Communication. n.d.
A. References
Pages
3. Textbook Pages
(LR) portal

306123@deped.gov.ph
+639262142060
B. Other Learning Video Presentation
Resources Power Point Presentation
C. Instructional Materials Laptop and PowerPoint presentation
IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting the Recap the lesson in Ask a student to give a
New Lesson various elements, recap of the previous Recap the lesson in Conventional
Shor Quiz
techniques, and literary lesson in various forms of Poetry
devices in poetry elements, techniques, and
literary devices in poetry
B. Establishing a Purpose Discuss the other Activity 1. Performance
for the Lesson elements of poetry Task: Writing one
1. Rhyme conventional forms of
2. Meter poetry applying different
3. Stanza techniques like figure of
4. Line speech and sensory
Etc. imagery.
C. Presenting Examples/
Instances of the new lesson Shor Quiz
D. Discussing New Discuss the other Activity 1. Performance

Concepts and Practicing elements of poetry Task: Writing one Applying the various elements,
New Skills #1 1. Rhyme conventional forms of techniques, and literary devices
2. Meter poetry applying different write a short poem applying the
3. Stanza techniques like figure of various elements, techniques, and
4. Line speech and sensory literary devices
5. Etc. imagery.
E. Discussing New
Concepts and Practicing Shor Quiz Steps in Writing Poem
New Skills #2
F. Developing Mastery Discuss the other Activity 1. Performance Activity 1
(Leads to Formative elements of poetry Task: Writing one
Assessment 3) 1. Rhyme conventional forms of

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+639262142060
5. Etc. imagery.
G. Finding Practical
Applications of Concepts
Shor Quiz .
and Skills in Daily Living
and Abstractions about the . Discuss the other Activity 1. Performance
Lesson elements of poetry Task: Writing one
5. Etc. imagery.
I. Evaluating Learning
Discuss the other Activity 1. Performance
elements of poetry Task: Writing one
2. Meter poetry applying different Shor t Quiz
5. Etc. imagery

Application or
Remediation
XVII. REMARKS
XVIII. REFLECTION
A. No. of learners who earned

B. No. of learners who require

306123@deped.gov.ph
+639262142060
remediation
C. Did the remedial lessons
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
these work?
F. What difficulties did I

solve?
G. What innovations or
JORYAN B. IBARRA HANNAE ALYZA P. DOMINGO EVELYN P. JOSE,P2

Teacher II SHS Focal Person School Head
Date Monitored: ___________________________

306123@deped.gov.ph
+639262142060

LOG Oral
for Week 4
Teacher: JORYAN B. IBARRA Learning Area: Communication
Teaching Time: SEPTEMBER 25-28, 2023 School Year 2023-2024

I . OBJECTIVES
E. Content Standards:
The learners values the functions/ purposes of oral communication.
F. Performance Standards: The learners writes a 250-word essay of his/her objective observation and evaluation of the various speakers watched and
listened to.
G. Most Essential Learning Ascertains the verbal Comprehends various

Competencies (MELC) and nonverbal cues that kinds of oral texts.
(NB: Write the MELC code each speaker uses to EN11/12OC-Ibe-12
for each) achieve his/her purpose.

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+639262142060
EN11/12OC-Ibe-11
H. Unpacked MELC
(Daily Objectives)
II. CONTENT / TOPIC FUNCTION OF COMMUNICATION
Amudadavalli, A. Theories and Models of Communication. Prod. Department of Library and Information Science. May 20, 2020.
Chandlier, Daniel. Transmission Model of Communication. n.d.
D. References
7. Textbook Pages

portal
E. Other Learning Resources Video Presentation
F. Instructional Materials Laptop, scoring rubric, video clips, PowerPoint presentation
IV. PROCEDURES
K. Reviewing Previous Lesson Recap the lesson in Recap the lesson in

or Presenting the New Lesson Review the past lesson Verbal Communication, Verbal Communication,
on function of Non Verbal, and Non Verbal, and
communication Paralinguistics? Paralinguistics?
L. Establishing a Purpose for

the Lesson What are cues?
M. Presenting Examples/ Performance Task:

Instances of the new lesson Direction. Listen carefully
to the interview of Korina
Sanchez talks to Miriam
Defensor Santiago. Each
group must ascertain( find

306123@deped.gov.ph
+639262142060
out ) the verbal and non
verbal cues that speaker
uses to achieve her
purpose.
N. Discussing New Concepts
Discuss verbal and Non Discuss different oral
and Practicing New Skills #1
Verbal Communication text communication?
O. Discussing New Concepts
and Practicing New Skills #2 Discuss Paralinguistics
P. Developing Mastery Performance Task:

(Leads to Formative Direction. Listen carefully
Assessment 3) to the interview of Korina
Sanchez talks to Miriam
Activity 1. Verbal
Defensor Santiago. Each
Cues- Gues What?
group must ascertain( find
out ) the verbal and non
verbal cues that speaker
uses to achieve her
purpose.
Q. Finding Practical
Applications of Concepts and
Skills in Daily Living
R. Making Generalizations Performance Task:

and Abstractions about the The teacher asks Direction. Listen carefully
The teacher asks
Lesson student: to the interview of Korina
student:
1. What is Verbal Sanchez talks to Miriam
1. What is oral
Communication? Defensor Santiago. Each
text?
2. What is Non Verbal group must ascertain( find
2. What are the
Communication? out ) the verbal and non
different kinds of
3. What is verbal cues that speaker
oral text?
Paralinguistics? uses to achieve her
purpose.

306123@deped.gov.ph
+639262142060
S. Evaluating Learning
Activity 2. Direction:
Activity 1. The students
Make a statement or
will watch video. The
phrase that suit to the
students will write their
non verbal cues below
own understanding
with the best facial
based on the video.
expression.
T. Additional Activities for

XIX. REMARKS
XX. REFLECTION
H. No. of learners who earned

I. No. of learners who require
remediation
J. Did the remedial lessons
work? No. of learners who have
K. No. of learners who continue
L. Which of my teaching
these work?
M. What difficulties did I

encounter which my principal or
N. What innovations or localized

which I wish to share with other
teachers?

306123@deped.gov.ph
+639262142060
JORYAN B. IBARRA HANNAE ALYZA P. DOMINGO EVELYN P. JOSE,P2

Teacher II SHS Focal Person School Head
Date Monitored: ___________________________

306123@deped.gov.ph
+639262142060
DAILY LESSON Teacher: JORYAN B. IBARRA Learning Area: Creative Writing
LOG Grade/ Section GAS- 12- AMETHYST Quarter 1
for Week 2 Teaching Time and MONDAY - THURSDAY ( 1:00 PM - 2:00 PM)
Date: AUGUST 5-8, 2024 School Year 2024-2025
XXI.
XXII. OBJECTIVES
J. K. Content Standards:
The learners have an understanding of imagery, diction,figures of speech,and variation on language.
L. M.Performance Standards:
The learners shall be able to produce short paragraphs or vignettes using imagery, diction,figures of speech,and specific experiences.
N. O. Most Essential Learning

Competencies (MELC)
(NB: Write the MELC code Use imagery, diction, figures of speech, and specific experiences to evoke meaningful responses from readers
for each)
Q. Unpacked MELC
(Daily Objectives)
XXIII.
XXIV. CONTENT / TOPIC
XXV.
XXVI. LEARNING
RESOURCES
G.H. References

Pages
14. Textbook Pages


306123@deped.gov.ph
+639262142060
(LR) portal
I. J. Other Learning Resources
K.L. Instructional Materials Laptop, scoring rubric, PowerPoint presentation
XXVII.
XXVIII.PROCEDURES
U. V. Reviewing Previous Lesson Performance Task:

or Presenting the New Direction: Write a ten-sentence
Lesson informal letter to your future
self. In your
letter, describe where you
would want to be ten years
from now, what you
Activity : Activity :
are doing and who you are.
The teacher will give an The teacher will give an
Write your dreams for your
assessment/ activity assessment/ activity
Greet the students and future self creatively
regarding in Figure of regarding sensory imagery.
recap the previous lesson by incorporating imagery and
Speech .
in Figure of speech figures of speech.
Identifying Sensory
Rubric will be given to the
Identifying figure of speech imagery used in the given
students.
used in the sentences. sentences
W.X. Establishing a Purpose for

the Lesson .
Y. Z. Presenting Examples/
Instances of the new lesson Activity : Activity :
Speech .
Identifying Sensory
AA.
BB. Discussing New Continue and discuss the .
Concepts and Practicing remaining Figure of

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+639262142060
New Skills #1
Speech
CC.
DD. Discussing New Performance Task:
Concepts and Practicing Direction: Write a ten-sentence
New Skills #2 informal letter to your future
self. In your
Activity : Activity :
from now, what you
future self creatively
Speech .
by incorporating imagery and
Identifying Sensory
figures of speech.
students.
EE.FF. Developing Mastery

(Leads to Formative
Assessment 3)
GG.
HH. Finding Practical Activity : Activity :
Applications of Concepts The teacher will give an The teacher will give an
and Skills in Daily Living assessment/ activity assessment/ activity
regarding in Figure of regarding sensory imagery. .
Speech .
Identifying Sensory
II.JJ. Generalizing and
Abstractions about the Ask the students about the
Lesson Figure of speech and its
types.
KK.
LL. Evaluating Learning Short Quiz: Identifying Activity : Activity : Performance Task:
figure of speech used in the The teacher will give an The teacher will give an Direction: Write a ten-sentence
sentences. assessment/ activity assessment/ activity informal letter to your future
regarding in Figure of regarding sensory imagery. self. In your

306123@deped.gov.ph
+639262142060
from now, what you
future self creatively
Speech .
by incorporating imagery and
Identifying Sensory
figures of speech.
students.
MM.
NN. Additional Activities
for Application or
Remediation
XXIX.
XXX. REMARKS
XXXI.
XXXII. REFLECTION
BB.CC. No. of learners who

earned 80% in the evaluation
DD.EE. No. of learners who
require additional activities for
remediation
FF.GG. Did the remedial lessons
have caught up with the lesson
HH.II. No. of learners who continue
JJ.KK. Which of my teaching
strategies works well? Why
did this work?
LL.MM. What difficulties did I

solve?

306123@deped.gov.ph
+639262142060
NN.
OO. What innovations or

Date Monitored: _____________________________

DAILY LESSON
LOG
for Week 2
306123@deped.gov.ph
+639262142060
Understanding,
Culture, Society ,and
Teacher: JORYAN B. IBARRA Learning Area: Politics
Teaching Time and MONDAY - THURSDAY ( 2:00 PM - 3:00 PM)
Date: AUGUST 5-8, 2024 School Year 2024-2025
I . OBJECTIVES
A. B. Content Standards:
The significance of studying culture, society, and politics.
C. D. Performance Standards:
Appreciates the value of disciplines of Anthropology, Sociology, and Political Science as social sciences.
E. F. Most Essential Learning

Competencies (MELC)
(NB: Write the MELC code
for each)
G. H. Unpacked MELC Analyze the concept, aspects Explain the importance of

(Daily Objectives) and changes in/of culture cultural relativism in
and society attaining cultural
understanding
II. CONTENT / TOPIC

B. References
6. Textbook Pages

Learning Resource (LR) portal
D. Other Learning Resources
F. Instructional Materials Laptop, scoring rubric, PowerPoint presentation

306123@deped.gov.ph
+639262142060
IV. PROCEDURES
A. B. Reviewing Previous Lesson

or Presenting the New Lesson
Long Quiz:
Greet the students and
Greet the students and Greet the students and recap
recap previous lesson in
Topic: Nature, Goals, and review previous lesson in previous lesson in aspects
Ethnocentrism and
Perspective of Nature, Goals of Political and types, culture and
Cultural Relativism
Anthropology, Sociology, Science society
and Political Science
C. D. Establishing a Purpose for Activity in Ethnocentrism

the Lesson and Cultural Relativism
DIRECTIONS: Complete
Activity 1. Identify aspects
As the students what is the chart. Write down the
of culture.
culture and society? cultural relativist
Page 3
behaviour of Filipinos and
the pros and cons in each.
E. F. Presenting Examples/ Long Quiz:

Instances of the new lesson
Activity 2. Let the students
Topic: Nature, Goals, and
read particular scenario and
Perspective of
answer the different
Anthropology, Sociology,
questions.
and Political Science
G. H. Discussing New Concepts Activity in Ethnocentrism
and Practicing New Skills #1 Long Quiz: and Cultural Relativism
Topic: Nature, Goals, and Discuss the aspects and Discuss Ethnocentrism and the chart. Write down the
Perspective of types, culture and society Cultural Relativism cultural relativist
Anthropology, Sociology, behaviour of Filipinos and
and Political Science the pros and cons in each.
I. J. Discussing New Concepts

and Practicing New Skills #2 Discuss elements of culture
K. L. Developing Mastery Long Quiz: Activity 3. True or False Activity in Ethnocentrism

(Leads to Formative and Cultural Relativism
Assessment 3) Topic: Nature, Goals, and DIRECTIONS: Complete
Perspective of the chart. Write down the

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+639262142060
cultural relativist
M.N. Finding Practical

Applications of Concepts and .
Skills in Daily Living
O. P. Generalizing and Activity in Ethnocentrism

Abstractions about the Lesson Long Quiz: and Cultural Relativism
Ask the students about: DIRECTIONS: Complete
Topic: Nature, Goals, and the chart. Write down the
Perspective of 1. Culture and its type and cultural relativist
Anthropology, Sociology, elements? behaviour of Filipinos and
Q. R. Evaluating Learning ACTIVITY: Directions:

Identify the elements of
culture of listed below. Write
a letter of your answer on a
separate sheet of paper.
S. T. Additional Activities for Activity in Ethnocentrism

Application or Remediation Long Quiz: and Cultural Relativism
Topic: Nature, Goals, and the chart. Write down the
Perspective of cultural relativist
V . REMARKS
XXXIII.
XXXIV. REFLECTION
A. B. No. of learners who earned

C. D. No. of learners who require
remediation

306123@deped.gov.ph
+639262142060
E. F. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
G. H. No. of learners who continue to
require remediation
I. J. Which of my teaching strategies
works well? Why did this work?
K. L. What difficulties did I

encounter which my principal or
M.N. What innovations or localized

which I wish to share with other
teachers?

Date Monitored: _____________________________

306123@deped.gov.ph
+639262142060

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Republic of the Philippines

Inclusive Dates: DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

District Gragasin, Quezon, San Isidro, Isabela, 3310

2. Learner’s Materials Pages

4. Additional Materials from

A. Reviewing Previous Lesson -Greet the students and start

District Gragasin, Quezon, San Isidro, Isabela, 3310

District Gragasin, Quezon, San Isidro, Isabela, 3310

District Gragasin, Quezon, San Isidro, Isabela, 3310

J. Additional Activities for For advanced students, Provide students with a

District Gragasin, Quezon, San Isidro, Isabela, 3310

A. No. of learners who earned

F. What difficulties did I

G. What innovations or localized

District Gragasin, Quezon, San Isidro, Isabela, 3310

JORYAN B. IBARRA HANNAE ALYZA P. DOMINGO GILBERT V. ACAPUYAN, PhD

Date Monitored: _____________________________

District Gragasin, Quezon, San Isidro, Isabela, 3310

Inclusive Dates: DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

District Gragasin, Quezon, San Isidro, Isabela, 3310

8. Additional Materials from

K. Reviewing Previous Lesson Ask students what they

M.Presenting Examples/  Show examples of

District Gragasin, Quezon, San Isidro, Isabela, 3310

O. Discussing New Concepts  Differentiate

District Gragasin, Quezon, San Isidro, Isabela, 3310

Q. Finding Practical Contemporary art is not

District Gragasin, Quezon, San Isidro, Isabela, 3310

H. No. of learners who earned

M. What difficulties did I

N. What innovations or localized

Prepared by: Checked by: Noted:

JORYAN B. IBARRA HANNAE ALYZA P. DOMINGO GILBERT V. ACAPUYAN

District Gragasin, Quezon, San Isidro, Isabela, 3310

306123- MANUEL L. QUEZON NATIONAL HIGH

Inclusive Dates: DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

C. Most Essential Learning

D. Unpacked MELC a. describes the kinds of

District Gragasin, Quezon, San Isidro, Isabela, 3310

C. Instructional Materials Laptop and PowerPoint presentation

Ask each group to analyze

District Gragasin, Quezon, San Isidro, Isabela, 3310

This activity promotes

D. Discussing New Concepts Present the lesson on

F. Developing Mastery Identify the most

District Gragasin, Quezon, San Isidro, Isabela, 3310

I. Evaluating Learning Formative Assessment:

O. No. of learners who earned

District Gragasin, Quezon, San Isidro, Isabela, 3310

Prepared by: Checked by: Noted:

JORYAN B. IBARRA HANNAE ALYZA P. DOMINGO GILBERT V. ACAPUYAN, PhD

Date Monitored: _____________________________

Republic of the Philippines

District Gragasin, Quezon, San Isidro, Isabela, 3310

306123- MANUEL L. QUEZON NATIONAL HIGH

Inclusive Dates: DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

C. Most Essential Learning

2. Learner’s Materials Pages

3. Textbook Pages Oral Communication in

District Gragasin, Quezon, San Isidro, Isabela, 3310