Republic of the Philippines

Department of the Philippines

CARAGA Administrative Region
Division of Agusan del Sur
INFORMATIC COMPUTER INSTITUTE OF AGUSAN DEL SUR, INC.
San Francisco, Agusan del Sur
School I.D: 405823
SENIOR HIGH SCHOOL

DAILY LESSON LOG

School Year: 2025 - 2026

SCHOOL Informatic Technological College of San Francisco, Inc. GRADE LEVEL Grade 11 - GAS
TEACHER Aljon A. Sarignaya, LPT LEARNING AREA DRRR
TEACHING DATES AND TIME June 16 - 20 (Week 1) and June 23 – 27 (Week 2) QUARTER First Semester / First Quarter

WEEK 1 WEEK 2

Session 1 Session 2 Session 1 Session 2

At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
students should be able to: students should be able to: students should be able to: students should be able to:
a. Define the term "disaster" and a. Create a simple, actionable a. Define the terms "hazard," a. Differentiate among hazards,
distinguish it from a "hazard." disaster preparedness "exposure," and "vulnerability" exposure, and vulnerabilities
b. Demonstrate the ability to locate checklist for their household. in the context of disaster risk using specific examples.
and identify key safety features in a b. Identify and explain the b. Create a visual representation b. Analyze a case study of a
I. OBJECTIVES given environment (e.g., a three core components of a (e.g., a simple diagram or mind past disaster and apply the
classroom or school map), such as disaster: a hazard, map) of a community, identifying concepts of hazard, exposure,
fire exits and first aid kits. vulnerability, and insufficient its specific hazards, elements of and vulnerability to explain the
c. Express the importance of capacity. exposure, and vulnerabilities. outcome
personal and community c. Appreciate the role of local c. Recognize their own personal c. Appreciate that disaster is
preparedness in mitigating the and national agencies in and communal responsibility in not an inevitable outcome of a
effects of a disaster. disaster response and understanding and mitigating hazard, but a result of social,
management. disaster risk. economic, and environmental
factors.
A. Content The learner demonstrates:
Standards
B. Performance The learner:
 Standards
C. Learning
Competencies/
Objectives
Write the LC
Code for each
II. CONTENT

III. LEARNING
RESOURCES
A. References
Disaster Readiness and Risk Disaster Readiness and Risk Disaster Readiness and Risk Disaster Readiness and Risk
1. Teacher’s
Reduction from the Curriculum Guide Reduction from the Curriculum Reduction from the Curriculum Reduction from the Curriculum
Guide/Page
and Most Essential Learning Guide and Most Essential Guide and Most Essential Learning Guide and Most Essential
s
Competencies Learning Competencies Competencies Learning Competencies
Disaster Readiness and Risk Disaster Readiness and Risk Disaster Readiness and Risk Disaster Readiness and Risk
2. Learner’s
Reduction from the Curriculum Guide Reduction from the Curriculum Reduction from the Curriculum Reduction from the Curriculum
Material
and Most Essential Learning Guide and Most Essential Guide and Most Essential Learning Guide and Most Essential
Pages
Competencies Learning Competencies Competencies Learning Competencies
3. Textbooks
Pages
4. Additional Teacher-made handouts, laptop, PPT, Teacher-made handouts, laptop, Teacher-made handouts, laptop, Teacher-made handouts, laptop,
Materials marker, notebooks PPT, marker, notebooks PPT, marker, notebooks PPT, marker, notebooks
from
Learning
Resources
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Start the day with a prayer, greetings, Start the day with a prayer, Start the day with a prayer, Start the day with a prayer,
previous lesson maintaining of cleanliness and greetings, maintaining of greetings, maintaining of greetings, maintaining of
or presenting checking of attendance and cleanliness and checking of cleanliness and checking of cleanliness and checking of
the new lesson assignments. attendance and assignments. attendance and assignments. attendance and assignments.
B. Establishing a Present learning objectives Present learning objectives Present learning objectives Present learning objectives
purpose for the
lesson
C. Presenting Engage: Begin with a thought- Define: Introduce the formal Engage: Begin with a prompt: Define: Formally introduce the
examples/instan provoking question or a short, definition of a disaster as a "Imagine a community built in an three key terms:
ces of the new impactful video clip of a recent serious disruption of a area with a high risk of hurricanes.
lesson disaster event (e.g., a wildfire, a community's functioning that What makes this community at Hazard: A potential threat or event
 flood). Ask students: "What do you causes widespread human, risk? Is it just the hurricane itself?" (e.g., a tornado, an earthquake, a
see happening here? What makes this material, economic, or disease outbreak).
a disaster?" environmental losses that exceed
the ability of the affected Exposure: The people,
community or society to cope infrastructure, or assets located in
using its own resources. a hazard-prone area.
Differentiate this from a hazard,
which is a potential threat. Vulnerability: The characteristics
of a person or group and their
situation that influence their
capacity to anticipate, cope with,
resist, and recover from the impact
of a hazard.

Lesson Content Preparedness Checklist Lesson Content Component Deep Dive

Key Concepts: Hazard, vulnerability, (Psychomotor): Key Concepts: Hazard, Exposure, (Cognitive):
capacity, risk, disaster. Vulnerability, Disaster Risk.
Transition to the idea of Break the class into three groups,
Types of Disasters: Natural (e.g., preparedness as a way to The Disaster Risk Formula: Risk = each assigned one of the terms
earthquakes, typhoons, floods) and increase capacity. Hazard x Exposure x Vulnerability . (Hazard, Exposure, Vulnerability).
Human-made (e.g., industrial
D. Discussing new accidents, pandemics, conflicts). Provide a blank template or have Case Study Analysis: A specific Have each group brainstorm and
concepts and students use a notebook to create disaster event (e.g., Hurricane present a list of examples for their
practicing new The Disaster Equation: Disaster = a "Disaster Preparedness Katrina, the 2010 Haiti earthquake) assigned term, using both natural
skills #1 Hazard x Vulnerability / Capacity. Checklist" for their household. to illustrate the concepts. and human-made scenarios. For
Guide them with categories like: instance, for vulnerability, they
Preparedness: Key actions for "Emergency Kit," "Communication might list poverty, lack of access to
individuals, families, and communities. Plan," and "Home Safety." healthcare, or weak building
codes.
Walk around and check for
understanding, offering
suggestions.
E. Discussing new The Disaster Equation (Cognitive): Affective Reflection (Affective): Risk Mapping Activity Case Study Analysis
concepts and (Psychomotor): (Psychomotor/Affective):
practicing new Explain the three components of the Conclude the main activity with a
skills #2 disaster equation: hazard, class discussion. Ask questions Provide students with a simple, Present a brief, 5-minute video or
vulnerability, and capacity. Use like: "Why is it important to be unlabeled map of a fictional town. written case study of a specific
relatable examples. For instance, a prepared, even if a disaster disaster.
tsunami is a hazard, but a community seems unlikely?" and "How do Challenge them to draw in potential
with poorly constructed houses on the you think a person or a family hazards (e.g., a river that floods), In small groups, have students
coast is vulnerable. A community with feels after a disaster? What can elements of exposure (e.g., a apply the concepts they've learned
a strong early warning system and we, as a community, do to help?" hospital or homes), and to the case study. Ask them to
 trained first responders has high vulnerabilities (e.g., an old bridge, identify: "What was the hazard?
capacity. This encourages empathy and no evacuation plan). This activity Who or what was exposed? What
reinforces the importance of helps them visually understand the were the key vulnerabilities that
Have students work in pairs to community resilience. relationship. made the disaster so severe?"
brainstorm examples of how
vulnerability and capacity can Guide the discussion to also touch
influence the outcome of a hazard. on the human impact, encouraging
empathy and a deeper
understanding of why vulnerability
matters.
F. Developing Summarize: Briefly review the key Summarize: Briefly review the key Review: Briefly recap the three Formative: Ask students to share
mastery (Leads concepts: disaster, hazard, concepts: disaster, hazard, components and their relationship one insight they gained from the
to formative vulnerability, and the importance of vulnerability, and the importance to disaster risk. case study analysis.
assessment) preparedness. of preparedness.
G. Finding Review of the definitions and Review of the definitions and Assign a short "Risk Reduction Assign a short "Risk Reduction
practical/applic examples provided in their notebooks. examples provided in their Plan" for a familiar location (e.g., Plan" for a familiar location (e.g.,
ations of notebooks. their home or school), explaining their home or school), explaining
concepts and how they would reduce exposure how they would reduce exposure
skills in daily and vulnerability to a specific and vulnerability to a specific
living hazard. hazard.
H. Making Collection and review of the Collection and review of the Observation of student participation Observation of student
generalizations completed disaster preparedness completed disaster preparedness and contributions to the case study participation and contributions to
and checklists. checklists. discussion, particularly their the case study discussion,
abstractions insights on the human impact and particularly their insights on the
about the social factors. human impact and social factors.
lesson
Formative: Check for understanding Formative: Check for Guide the discussion to also touch Guide the discussion to also touch
by having students share one item understanding by having students on the human impact, encouraging on the human impact, encouraging
I. Evaluating from their checklist and one thing they share one item from their empathy and a deeper empathy and a deeper
Learning learned about the difference between checklist and one thing they understanding of why vulnerability understanding of why vulnerability
a hazard and a disaster. learned about the difference matters. matters.
between a hazard and a disaster.
Assignment: Assign a short reflective
J. Additional journal entry or a small group
activities for presentation for the next class where
application or they can elaborate on their
remediation communication plan or discuss a
specific disaster case study.
V. REMARKS
VI.REFLECTION
A. No. of learners
who earned 80%
 of the formative
assessment
B. No. of learners
who require
additional
activities to
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
material did I
use/discover
which I wish to
share with other
teachers?

Prepared by: Checked and Reviewed by:

ALJON A. SARIGNAYA, LPT ALBERTO N. CONDOLON

SHS-Teacher School Administrator