Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
DAILY LESSON LOG
Teacher ZERDAN R. LARA Learning Area English
Teaching Dates November 18, 2024 - Monday Grade Level 9
Time 8:05 – 8:50 – Grade 9-Euclid
Quarter SECOND
A. Content Standard T h e l e a r n e r d e m o n s t r a t e s u n d e r s t a n d i n g o f h o w A n g l o - A m e r i c a n literature and
other text types serve as means of valuing other people; also how to use processing
information strategies, different forms of adverbs and conditionals for him/her to play an
active part in a Chamber Theatre presentation.
B. Performance Standard The learner proficiently plays an active part in a Chamber Theatre presentation through
employing effective verbal and non- verbal strategies based on the following criteria: Focus,
Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
C. Learning MELC 5: Analyze literature as means of understanding unchanging values in the VUCA (volatile,
Competencies/Objecti uncertain, complex, ambiguous) world
ves
(Write the LC code for Enabling competencies:
each) Analyze literature as means of valuing other people and other various circumstances in
life
Explain how a selection may be influenced by culture, history, environment or other
factors
At the end of the lesson, the students will be able to:
1. Define and explain the four components of VUCA (Volatility, Uncertainty, Complexity,
Ambiguity)
2. Reflect on their personal experiences related to VUCA situations and consider how they
can apply lessons learned to future challenges.
II. CONTENT Unchanging Values in the VUCA World
III. LEARNING
RESOURCES
A. References English Quarter 3 – Module 1: Making Connections
1. Teacher’s Guide Page 23-27
pages
2. Learner’s Guide NA
pages
3. Textbook pages NA
4. Additional Materials
from Learning N/A
Resource (LR) Portal.
B. Other
Learning
Resources
IV. PROCEDURES
A. Reviewing previous EVERDAY PATTERN!
lesson or presenting the 1. Prayer
new lesson 2. Greetings
3. Checking of attendance
4. Quick Review: Based on the previous discussions, what have you learned about
making connections. Share insights.
B. Establishing a purpose for QUOTES FOR THE DAY
the lesson The teacher calls for the reporter.
(This will be presented by the teacher
just in case the reporter is absent)
C. PISA CONNECTIONS
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
Presenting examples /
Ask the students to read the text and answer the question. Have them make connections in real-
instances of the new
world context.
lesson
D. Discussing new concepts LESSON SHOWCASE!
and practicing new skills Ask the students to watch a video that will lead to the discovery of the topic.
#1
After watching, ask the students to share their insights from the material viewed.
E. Discussing new concepts TIME TO PONDER!
and practicing new skills The teacher presents the lesson and give questions to facilitate the discussion proper.
#2
Values are passed from culture to culture, from generation to generation. However, in
this modern time, it is claimed by scientists that change in the society has been happening at a
pace they have never seen before. Everything can change in just a snap. They refer to it as the
VUCA world.
First used in 1987, VUCA is an acronym based on the leadership theories of Warren
Bennis and Burt Nanus, that stands for volatility, uncertainty, complexity, and ambiguity.
In a VUCA world, the most important thing is to anticipate the future and strengthen cooperation
to come up with better solutions to problems and challenges.
The VUCA acronym:
Volatility: Speed and unpredictability of change.
Uncertainty: Lack of predictability and unclear outcomes.
Complexity: Multiple interconnected factors that make situations difficult to
understand.
Ambiguity: Lack of clarity about how to interpret a situation or information
F. Developing Mastery
(Leads to Formative VUCA Practice!
Assessment) Ask the students to answer the activity that follows. Write down their understanding of the
VUCA world.
Volatility: ___________________________________________________________
Uncertainty: _________________________________________________________
Complexity: _________________________________________________________
Ambiguity: __________________________________________________________
G. Providing practical THINK AND REFLECT!
application/s of Explain the quotation below by sharing your insights about the unchanging values of the VUCA
concept/s and skill/s in world.
daily living "In the VUCA world, those who can navigate ambiguity and complexity with clarity of
purpose will thrive." — Unknown
H. Making generalizations SUM IT UP!
and abstractions about Ask the students to explain the diagram below.
the lesson
I. Evaluating Learning NAVIGATING VUCA
Ask students to work in their respective groups. Then have them collaborate on the given
scenarios.
Scenario 1: Economic Instability (Volatility)
Situation: A country is facing rapid economic changes due to fluctuating oil prices. Businesses
are unsure how to plan their budgets, and unemployment rates are rising. Students in a school
are concerned about their parents' job security and how it may affect their family finances.
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
Prompt:
"Imagine you are a student in this community. How would you approach budgeting your
allowance or earnings if you knew that your parents might face job insecurity? What strategies
would you consider to adapt to potential financial changes?"
Scenario 2: Natural Disaster (Uncertainty)
Situation: A sudden hurricane warning has been issued for a coastal city where many students
live. Emergency services are preparing for evacuation, but there is uncertainty about the
hurricane's path and strength. Families are torn between leaving and staying home.
Prompt:
"As a student, you must decide whether to evacuate with your family or stay at home during the
hurricane. What factors would influence your decision? How would you communicate your
feelings and concerns to your family?"
Scenario 3: Environmental Issues (Complexity)
Situation: A town faces increasing environmental challenges, such as pollution and climate
change effects. Various stakeholders (government, businesses, community groups) have
conflicting views on how to address these issues, making it complex for residents to know what
actions to support.
Prompt:
"You are a member of a community group working to address environmental issues in your
town. What complexities do you face in gathering support for your initiatives, and how would you
propose to foster collaboration among different stakeholders?"
Scenario 4: Career Choices (Ambiguity)
Situation: As students approach graduation, they face ambiguity regarding their future career
paths. The job market is changing rapidly, with some fields declining while others are emerging.
Many students feel pressure to make the "right" choice but are unsure of their options.
Prompt:
"As graduation approaches, you feel uncertain about your career path. What steps could you
take to explore your options and make an informed decision? How would you seek guidance
from teachers or mentors?"
J. Additional activities for ASSIGNMENT:
application or Research the 9 Dimensions of Behavior Patterns of VUCA World.
remediation/ Assignment List them down in your English notebook.
VI. REFLECTION
A. No. of Learners who earned
80% in the evaluation
B. No. of Learners who require
additional activities for
remediation who scored below
80%
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
encountered 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?
Prepared by: Checked by:
ZERDAN R. LARA HECTOR M. OJALES, Ph.D.
Teacher III Head Teacher III
