GRADES1 to 12 School ARINGAY NATIONAL

Damilag Integrated School HIGH SCHOOL G ra d e Le ve l Grade 7

DAILYLESSON LOG Teacher Jenie D. Roloma LearningArea Science

TeachingDates and Time July 16-20, 2017 Quarter 1st QUARTER
dsd

Session 1 Session 2 Session 3 Session 4

Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
I. OBJECTIVES
A. Content Standard The learners shall be able to identify units in length and time.
A. Content Standards
B. Performance Standard The learners shall be able to convert units in length and time.
B. Performance Standards

At the end of the session, learners are At the end of the session, learners are At the end of the session, learners are At the end of the session, learners are
expected to: expected to: expected to: 1. expected to:
1. identify the units in length; 1.convert foot-inch and vice versa. pratically define time; and 1. convert units in time second- minute-
C. C.
Learning
LearningCompetencies/
Competencies / Objectives 2. realize importance of hour.
Objectives
Write the LC code for each 2. and, perform a time.
measuring activity that derively goes to
conversion.

II. CONTENT
II. CONTENT Basic Quantities: Length (foot- Conversion of Foot- Inch (vice- Basic Quantities: Time and its Conversion of Unit Time ( second-
III. LEARNING RESOURCES inch)vice versa versa) corresponding units. minute- hour)

III.A. LEARNING
References RESOURCES
1. Teacher’s Guide pages
A. REFERENCES
2. Learner’s Materials pages Integrated Science Learning Module Integrated Science Learning Module Integrated Science Learning Module Integrated Science Learning Module
3. Textbook pages
Learning Resources Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation
4. Additional Materials from Learning
Resource (LR) portal

B. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson or

presenting the new lesson

B. Establishing a purpose for the lesson


III. LEARNING RESOURCES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Developing Mastery
F. Finding practical application of
concepts and skills in daily living
G. Making generalizations and
abstractions about the lesson
H. Evaluating learning
I. Additional activities for application Draw an image of rectangle measuring
or remediation
V. REMARKS
Session 1
Ask the students: How far is the distance
of their house in school?
Let them find out the things around the
classroom that is made from measurement How many inches in 1 foot?
of length.
Ask a volunteer to stand in front and let
another volunteer to measure his height
using ruler and meter stick.
Give the unit of every line in a ruler and in Let them convert the unit foot to inches
meter stick.
Measure the table which they are using
and indicate the unit they are using in ruler using ruler then convert the units used.
or in meter stick.
Cite daily life situations where measuring
in legth is important.
Have students make generalizations
concerning the function of length
measurement.
Let the students draw their dream house
and let them give every detail of the
measurement.
4.5" x 3".
Session 2
What are the units in ruler?
As two students to measure their height
using ruler and let them get the
measurement.
and inches to foot.
Let them measure objects around them
Enumerate daily life activities where foot
and inches are used.
In carpentry what unit they usually used in What will happen if you lose the timeframe What are the units indicated in every line
measuring the lumber or wood?
How many inches in 1 foot?
Convert 20 ft- inch and inch -foot.
Session 3
Ask the questions:
1. Did you sleep well?
2. How many hours of sleep you had How many seconds in one minute?
this evening?
What are the things you do as you wake Why conversion of time is important?
up in the morning?
How many seconds in one minute-then Using clock, give the correct reading of the
minute to hour? number indicated in a clock.
Identify the units of time and let them say Then let them identify the units of time.
how imoprtant it is.
Let the students make a program of Convert second - minute- hourand vice
activities with time frame indicated. versa.
Cite situations showing the importance of Why appropriate time reading is
the lesson. important?
of your activities in school? in a clock?
Let them make a dream plan of their future Give time measurement and let them
from seconds to coming decades of their convert it.
lives.
Let them draw a clock and indicate the Draw a clock and let them indicate the
units of every line & number inside. units in every line.
 Session 1 Session 2 Session 3

VI. REFLECTION
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners 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
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?
Grade 7
Science
1st QUARTER

Session 5

At the end of the session, learners are

expected to:
Convert hour- day- week (vice versa)

Conversion of Unit Time (hour-

day-week-month)

Integrated Science Learning Module

Powerpoint Presentation
 Session 4

Review the previous lesson.

Why counting days is important?

Let them count the hours in a day and

days in a week.

Let them count the days in a month of July

and convert it to days to hour.

Give measurements of time to be

converted.

Enumerate different daily activities where

time is very useful.

What are the units of time lesser than

year?

How many days in a year?

Make a calendar and indicate the days.

Session 4
 GRADES1 to 12 ARINGAY
School SAN NATIONAL
FABIAN NHSHIGH SCHOOL Grade Level Grade 11

DAILYLESSONLOG Teacher RIESSA H. REYES LearningArea Empowerment Technologies

TeachingDatesandTime JULY 16, 2016 Quarter 1st Quarter

dsd

Session 1
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
I. OBJECTIVES The learners demonstrate an understanding of the use of advanced tools and techniques
found in common productivity and software applications in developing ICT content for
A.A. Content
ContentStandardsStandard specific professional tracks.
B. Performance Standards
The learners shall be able to independently apply advanced productivity tools to create or
B. Performance Standard develop ICT content.

Ther learners uses common productivity tools effectively by maximizing advanced

application techniques.
C. Learning Competencies / Objectives
Write the LC code for each At the end of the session, learners are expected to:
C. Learning
Competencies/Objectives 1. discuss the function of a mail merge;

2. identify the components of a mail merge; and

II. CONTENT CS_ICT11/12-ICTPT-Ic-d-4 3.perform the mail merge process.

APPLIED PRODUCTIVITY TOOLS WITH ADVANCED APPLICATION TECHNIQUES
II. III. CONTENT
LEARNINGRESOURCES Mail Merge - Advanced Word Processing Skill
A. References
III. LEARNING RESOURCES
1. Teacher’s Guide pages
A. REFERENCES
2. Learner’s Materials pages Empowerment Technologies by: Innovative Training Works, Inc. pp. 41-48
1. Textbook pages
3. Textbook pages
B. Other Learning Resources PowerPoint presentation, Laptop, projector and computer units with peripherals
4. Additional Materials from Learning
IV. PROCEDURES
Resource (LR) portal
A. Reviewing previous lesson or Ask the students the different ways in conducting online research.
B. Other Learning Resources
presenting the new lesson
B. Establishing a purpose for the Let the students make an invitation letter and challenge them if they can generate 50 letters
IV. PROCEDURES
lesson by themselves in just 5 minutes.
1. Introduce mail merge.
C. Presenting examples/
A. Reviewing ofprevious
instances lessonlesson
the new or 2. Discuss the functions of a mail merge.
presenting the new lesson
D. Discussing new concepts and Demonstrate 3.theIdentify the components
mail merge process of a mail merge.
practicing new skills #1

E. Discussing new concepts and Instruct the students to ask the address of their classmates and let them encode their own
practicing invitation letter and their database of friends.
B. Establishing new
a purposeskills #2
for the lesson
F. Developing Mastery Let the students perform the mail merge process.
Cite daily life situations that mail merge could be applied.
G. Finding practical application of
concepts and skills in daily living

H. Making generalizations and Have students make generalizations concerning the function and components of mail
abstractions about the lesson merge.

I. Evaluating learning Let the students perform mail merge in creating a collection letter to various cutomers.

J. Additional activities for

application or remediation
V. REMARKS
 Session 1

VI. REFLECTION

A. No. of learners who earned

80% on the formative
assessment

B. No. of learners 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 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?

Checked by:
Prepared by:

MARCELINA A. LAROCO, Ed. D.

RIESSA H. REYES PSDS/OIC, Office of the Principal
Teacher III
MARCELINA A. LAROCO, Ed. D.
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