Republic of the Philippines

Department of Education
REGION VIII – EASTERN VISAYAS
SCHOOLS DIVISION OF NORTHERN SAMAR
CATARMAN NATIONAL HIGH SCHOOL
BRGY. DALAKIT, CATARMAN, NORTHERN SAMAR

DAILY LESSON LOG IN XXX

GRA
DE
QUARTER DATE / TIME SECTION TEACHER’S NAME
LEVE
L
SEPTEMBER 4 - 8,
2023
07:30 - 08:20 AM
(MTWThF)
08:20 - 09:10 AM TVL GENEROSTIY
(MTWThF) HUMSS PRUDENCE
12 FIRST BERNALYN E. GIMENA
09:30 – 10:20 AM HUMSS FORTITUDE
(MTWThF) HUMSS LOVE
01:00 – 01:50 PM HUMSS COURAGE
(MTWThF)
01:50 – 02:40 PM
(MTWThF)

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content The learners demonstrate understanding of the;
standards ICT in the context of global communication for specific professional track
The learners demonstrate understanding of the;
the use of advanced tools and techniques found in common productivity and software applications in

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Address: Brgy. Dalakit, Catarman, Northern, Samar
Telephone No.: (055) 500-0881
Email Address: catarman.nhs@deped.gov.ph
 Department of Education Schools Division of Northern Samar, Catarman National High School

developing ICT content for the TVL track.

The learners shall be able to: at the end of the 2 week period independently compose an insightful
reflection paper on the nature of ICT in the context of their lives, society, and professional tracks
B. Performance (Arts, Tech Voc, Sports, Academic)
standards learners should be able to independently apply advanced productivity tools to create or develop ICT
content for use in the TVL track. These may be in the form of, but are not limited to designing
letterheads and business cards.
apply online safety, security, ethics, and etiquette standards and practice in the use of ICTs as it
C. Learning
would relate to their specific professional tracks
Competencies/
Objectives use the Internet as a tool for credible research and information gathering to best achieve specific
class objectives or address situational
Contextualized online search and
II. CONTENT Online safety, security, ethics, and etiquette
research skills
III. LEARNING
RESOURCES
A. References
1. Teacher’s EMPOWERMENT TECHNOLOGIES
Guide for the Technical-Vocational-Livelihood Track
pages Teacher’s Guide pp 5-7
2. Learner’s Empowerment Technologies Quarter
Empowerment Technologies Quarter 1 Module 1 ICT in the
Materials 1 Module 1 ICT in the Context of
pages Context of Global Communication pp 9-30
Global Communication pp 30-44
3. Textbook
pages
4. Additional
Materials
from
Learning
Resources
(LR) portal
IV. PROCEDURE
Preparatory Share real-life examples Share examples of Show a news article Show a video clip of a
Activities of individuals who faced fake news articles and about a person whose famous inventor or

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 Department of Education Schools Division of Northern Samar, Catarman National High School

personal information
negative consequences discuss the impact of innovator who used
was shared without
due to their online spreading false research skills to
consent and discuss the
behavior. information. achieve success.
potential consequences.
“Generating Effective
“Creating Online
“Debunking Social Search Terms”
Behavior Guidelines” “Evaluating Online
Media Posts”
Instructions: Sources”
1. Provide the “Analyzing Scenarios” 1. Divide the class
1. In small groups,
students with into pairs or small
students will brainstorm 1. Divide the class
examples of social 1. Provide each student groups.
guidelines for into small groups.
media posts with a scenario’s 2. Provide a list of
appropriate online 2. Provide each group
containing misleading handout containing topics or subjects for
behavior. with a list of online
information or different situations research.
2. Each group will write sources related to a
wrongly evaluated where personal 3. Instruct students
their guidelines on chart specific topic.
data. information is involved. to brainstorm and
paper or the 3. Instruct the groups
A. Activity 2. Instruct them to 2. In pairs, students will generate at least five
whiteboard. to evaluate the
research and verify analyze each scenario different search
3. The class will discuss credibility, value, and
the accuracy of the and discuss the possible terms for each topic.
and refine the usefulness of each
claims made in the implications and 4. Students will then
guidelines, highlighting source using a rubric
posts. consequences of making conduct an actual
the most important provided.
3. Each student should the information public. search using their
points. 4. After evaluating
present their findings 3. Students will write generated search
4. The teacher will the sources, each
and explain why the down their analysis for terms.
compile the agreed- group should present
information is each scenario. 5. Each group will
upon guidelines and their findings to the
deceptive or wrongly present their search
distribute them to the class.
evaluated. terms and discuss the
students.
results they obtained.
B. Analysis After completing the After the activity, After completing each After completing After each activity,
activities, the teacher discuss the outcomes activity, the students each activity, analyze discuss the findings
will lead a class with the students, should have a better the outcome by as a class and identify
discussion to analyze highlighting the understanding of the discussing the common patterns
the outcomes and importance of critical importance of making effectiveness of the and challenges in
insights gained from the thinking and judgment calls on the search terms evaluating the

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 Department of Education Schools Division of Northern Samar, Catarman National High School

discernment in
activities. Students will evaluating
reflect on their information.
understanding of Emphasize the
appropriate and potential implications and generated, the
inappropriate online consequences of consequences of making relevance of the
behavior and identify believing and certain information search results, and
areas for improvement. spreading deceptive or public. They should be the overall
1. What are the key credibility, value, and
wrongly evaluated able to analyze different understanding of the
elements of responsible usefulness of
data. scenarios, engage in importance of
online behavior? researched materials.
1. How can your fact- class discussions, and resourcefulness and
check information apply critical thinking creativity in
2. How can guidelines
found on social skills to real-life generating search
for appropriate online
media? situations. terms.
behavior help create a
2. Why is it important
safer online
to verify the accuracy
environment?
of claims made on
social media?
Students will summarize Guide the students in Guide students in Summarize the key
the key concepts and summarizing the key understanding the points learned from
principles discussed concepts and skills The students will abstract concept of the activities and
throughout the lesson, they have learned abstract the concept of resourcefulness and emphasize the
emphasizing the throughout the lesson, making judgment calls creativity in importance of
C. Abstraction importance of such as identifying regarding information generating search discernment in
responsible online misleading disclosure and recognize terms and how it can judging researched
behavior and its impact information, its relevance in their be applied to various materials.
on individuals and evaluating data, and daily lives. aspects of their lives
society. verifying claims. beyond academic
research.
D. Application Students will be given a Present the students students will be given a Give the students a Present a real-life
real-life problem related with a real-life real-life problem where real-life problem problem related to
to online behavior, such problem related to the they have to make a related to the the objective, such as
as cyberbullying, and objective, such as a decision on whether to objective, such as evaluating the

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 Department of Education Schools Division of Northern Samar, Catarman National High School

finding the best deals

case study involving a disclose personal
online or researching credibility of a
company manipulating information in a specific
asked to propose a specific health controversial news
data to deceive situation. This problem
strategies for addressing condition. Instruct article. Instruct
consumers. Ask the will allow them to utilize
and preventing such them to apply the students to apply the
students to analyze their understanding of
behavior. They will skills they have skills they have
the situation, identify judgment calls and the
present their solutions learned in generating learned to assess the
the deceptive potential implications
to the class. search terms to solve article's credibility,
information, and and consequences
the problem value, and usefulness.
propose solutions. involved.
effectively.
Answer the
following
question.
Answer the 1. What happens
following question. when a phrase
1. What is or sentences
Netiquette? is placed
2. What is inside
V. EVALUATION cyberspace? quotation
3. What is marks when
cyberbullying doing
4. What is the research?
golden rule of 2. What is a
netiquette? URL?
3. How do you
evaluate a
web page?
VI. REMARKS

VII. REFLECTION
A. No. of learners
who earned
80% on the

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 Department of Education Schools Division of Northern Samar, Catarman National High School

formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
work? No of
learners have
caught up with
the lesson
D. No. of learners
who continue
to require
radiation
E. Which of the
teaching
strategies
worked well?
Why did this
work?
F. What
difficulties or
challenges
which my
principal or
supervisor can
help me
solved?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with

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 Department of Education Schools Division of Northern Samar, Catarman National High School

other
teachers?

Prepared by: Checked by:

BERNALYN E. GIMENA RENATO G. LASTRA, JR.

Teacher II Subject Group Head
Date: September 4, 2023 Date: _______________

Noted:

JOHN L. DELORINO
School Principal
Date: _______________

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