Daily Lesson Log Personal Dev T

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11
LESSON MONDAY
Teacher GUINA CRISTINA D. TUESDAY WEDNESDAY Learning Area THURSDAYDEVELOPMENT
PERSONALITY FRIDAY
LOG
I. OBJECTIVES Teaching Dates and Time JULY 04- JULY 8, 2016 Quarter I
A. Content Standards The learners demonstrate an understanding of himself/herself during middle and late adolescence
B. Performance Standards The learners shall be able to conduct self-exploration and simple disclosure
C. Learning Competencies/Objectives The learner The learner The learner The learner
1. Explain that knowing oneself can make a 1. Share his/her unique characteristics, 1. maintain a journal
person accept his/her strengths and habits, and experiences
limitations and dealing with others better
II. CONTENT Knowing Oneself
III. LEARNING RESOURCES
A. References
1. Teachers Guide Pages Pages 2-4
2. Learners Material Pages Pages 1-7
3. Textbook Pages Pages 14-19
4. Additional Materials from Learning Personal Development, first edition
Resources By Ricardo Rubio Santos, 2016
B. Other Learning Resources http://www.ted.com/talks/ze_frank_are_you_human
http://www.ted.com/talks/hetain_patel_who_am_i_think_again
http://lighthouse8.com/wp-content/uploads/2012/12/myers-briggs-test.jpg
http://study.com/academy/lesson/social-roles-definition-and-types-of-social-roles.html
http://study.com/academy/lesson/ideal-self-vs-real-self-definition-lesson-quiz.html
IV. PROCEDURES
A. Reviewing previous lesson or Recall the learner on what theyve Distribute criteria copies to the leader of Recall yesterday lesson and activity.
presenting the new lesson learned yesterday. the group to rate the given performance
of group. Ask their reaction about; What they feel
when the other group give their negative
State the mechanics of the talents show. and positive feedback in their
performance?
Remind the class to write their comment
or feedback in their journal to every
performers.
B. Establishing a purpose for the lesson Say; The best way to develop oneself is to Asks: Did you know what is journal?
express your talents and gifts in a way Have you experience to write a journal?
you enjoy. With this performance and What did you write in your journal? If you
activity your confidence will improve. try to write a journal, do you think, there
And your creativity by generating your is a significant factor that certainly
ideas in your performance will give you affect in your life? When you write in a
strength to stand on your own. I know journal,have you realize that you are
that your group has been scriptwriter?
encountered/arise some problem and
stress in uncertainty situation but, with
your understanding to your team and
determination to perform well, will lead
you to make a better person and your
expected performance of your team will
achieved.
C. Presenting examples/instances of Check the assignment in self-concept Presentation of the variety or talent Cite the purpose of pen and writing to
the new lesson inventory. show. Performed by 4 groups and after encourage student to make their journal.
group performance cite
Teacher says: Compute the self concept comments/feedback to the learners. The pen is such a powerful tool in
activity according to the areas and taking charge of ones life as well as in
number given. fulfilling ones dreams.
Researchers say that handwriting
Answer the four question after acquire can make our brain be more flexible, open
the result in self concept inventory. and expressive.
JohnAdams said that: A pen is
certainly is certainly an excellent
instrument to fix a mans attention and
inflame his ambition.
D. Discussing new concepts and Present a video about a human test Teachers asks: according to the activity Discussion derives from personal Disseminate copies to the learners about
practicing new skill #1 acquired, what did you notice? effectiveness to synthesize the a story entitled: YOU NEED TO TAKE
http://www.ted.com/talks/ze_frank_are session.Topic to be taken are the CHARGE OF YOUR FUTURE by Bo Sanchez
_you_human Brief discussion of self concept, topic to following: to be read and answer the question in
be discuss: A. Definition of personal effectiveness their journal by the learners.
After watching the video, teacher asks: A. Definition of self-concept B. Explain the personal effectiveness is
How do you describe your self as a B. Categories of self-concept and their one way to process their personal Ask the same question in the given
person? meaning development by acquiring; copies. Share student opinions on the
B.1 actual self B.1 Talent story theyve read.
What is your understanding of the word B.2 ideal self B.2 Experience
self? C. Cite example of actual and ideal self B.3 Knowledge
D. Give the significant of the social role in B.4 Skills
Provides brief discussion of what self concept
self is? And cite examples E. Elicit the meaning of mental well being
or peace of mind and mental distress or
anxiety as part of self concept
E. Discussing new concepts and Present a video self identity/who Present video of self concept and social Learners identify two (2) skills they Discussion derive from maintaining
practicing new skill #2 am i think again. roles to deepen their understanding. already have and two (2) they want journal, content to be tackled;
to develop. Write three (3) ways for them A. Four practical reason to maintain
http://www.ted.com/talks/hetain_patel_ http://study.com/academy/lesson/soci to improve on each of their identified journal.
who_am_i_think_again al-roles-definition-and-types-of-social- Skills. B. Three questions to start in writing a
roles.html journal.
Learners identify their strength and C. Answer the given question in the
HTTP://study.com/academy/lesson/idea weaknesses on their work. processing in learners materials. Write
l-self-vs-real-self-definition-lesson- their answer in their personal journal.
quiz.html Teacher give pointer/advise to aspire
and build strength to their weaknesses of
the learners.
F. Developing Mastery Gathered reflection to the learners based Recitation Activity. Recitation.
on the video. Teacher asks: Answer the activity sheet given, taken in Practical reasons to maintain journal?
A. What is self concept? their learners materials. What are those question that will help you
Asks:1. How do we decide who we are? B. Is there any difference between actual to start in writing journal.
How is concept of self express by their self and ideal self? Activity indicate the topic;
self? Or by the Filipinos? Why they say that actual self is built on "MY BANNER-THE TREASURE WITHIN ME. Base on the story, who is the producer?
self-knowledge?
Base on the story, who would you like to
become? Moviegoer, Actor or
scriptwriter and why?
G. Finding practical applications of The learner draw and explain a symbol/s Student present in front of the class, the Synthesize the session, learners will be Cite sample of journals, like Diary.
concepts & skills in daily living that represent their self. result of their self inventory on what able to do their portfolio output#2,
areas they are strong, some what weak implies to learner materials, entitled;
and weak? And the three questions they Journal Reflection from My Banner.
answered on How do they perceive their
selves?.
H. Making generalizations & Ask student: what is the self? Ask; In your opinion, what are the Asks; what do you think you built in Ask. In you own opinion what is the
abstractions about the lesson advantages of knowing self concept in yourself, when you show talent and ideas purpose in having a journal ? What is the
Self is the essence of a person: his your lives? to your classmate? What is personal practical reason to maintain your
thoughts, feelings and action, effectiveness? journal?
experiences, beliefs, values, principles
and relationships. Self includes a person
life purpose, meaning and aspiration.
I. Evaluating Learning Essay. Essay. Essay. Essay.

1. Explained what is the meaning of self. 1. How does knowing oneself better make 1. Explain the personal effectiveness is 1. Explain the quotation by Oscar Wilde:
2. Write your thought and feelings about a person accept his/her strength and one way to process their personal To love oneself is the beginning of a
what you have discovered and limitation and improve the way he/she development by acquiring; talent, lifelong romance.
understood about your self? deals with other? experience, knowledge and Skills
J. Additional activities for application Assignment. Remind student about their performance Search and write their meaning of the Assignment.
or remediation Answer self concept inventory. From 1-24 regarding variety or talent show. words; Search, read and understand the meaning
and rate their self according to the 1. Moviegoer of physiological, cognitive, psychological,
indicator given. Remind them to bring their portfolio. 2. Actor spiritual and social aspects of
Provide a copy and disseminate to the 3. Script writer development.
learners.
V. REMARKS
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 lesson work? No. of learners
who 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?
LESSON Teacher GUINA CRISTINA D. Learning Area PERSONALITY DEVELOPMENT
LOG Teaching Dates and Time JULY 11- JULY 14, 2016 Quarter I
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the various aspects of holistic development: physiological, cognitive, psychological, The skills and tasks appropriate for
spiritual, and social development middle and late adolescence, and
preparatory to early
B. Performance Standards The learner is able to illustrate the connections between thoughts, feelings, and behaviors in a persons holistic development Make a list of ways to become
responsible adolescents prepared for
adult life
C. Learning Competencies/Objectives The learner The learner The learner The learner
1. illustrate the connections between 1. illustrate the connections between 1. evaluate his/her own thoughts, 1. classifiy various developmental tasks
thoughts, feelings, and behaviors in a thoughts, feelings, and behaviors in a feelings, and behaviors according to developmental stage
persons holistic development persons holistic development
II. CONTENT Developing the Whole Person Developmental Stages in Middle and
Late Adolescence
A. References
1. Teachers Guide Pages Pages 9-18 Pages 9-18 Pages 9-18 Pages 19-25
2. Learners Material Pages Pages 8-16 Pages 8-16 Pages 8-16 Pages 17-23
3. Textbook Pages Pages 14-34 Pages 14-34 Pages 14-34 Pages 40-47
4. Additional Materials from Learning Personal Development, first edition Personal Development, first edition Personal Development, first edition Personal Development, first edition
Resources By Ricardo Rubio Santos, 2016 By Ricardo Rubio Santos, 2016 By Ricardo Rubio Santos, 2016 By Ricardo Rubio Santos, 2016
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Recall last week lesson and activity. Recall yesterday lesson Recall yesterday lesson. Motivation: Line up games
presenting the new lesson Form two group.
Every group form their shoes largest to
smallest.
B. Establishing a purpose for the lesson Ask student for the definition of the Enlighten the lesson to be tackled: In accordance in motivation,remind
following: 1. Explain the recipe for success student about things have progression or
Dreams/Imagination 2. Reading comprehension in the Story certain pattern. Life also has
Process/ Action of Two Wolves developmental stage.
Inspiration/Motivation 3. Deepening the power triad: Thought,
Trial Feelings and Actions Cite teacher example aside the game.
Overcome
Hard work Asks. Have you heard the term about
Success recipe for success?
How does; thoughts, feelings and action

affects in reading a story.
C. Presenting examples/instances of Ask. Draw a circle on a blank sheet of Intercourse experience to the class, Study and explain the two sample of Teacher tell the activity in making their
the new lesson paper and divide the circle about a dreams, trials, support, recipe for success. Personal Time line.
into 8 segments. Each segment, write overcome,hard work and success..
some descriptions of the different Orienting student in their activity.
aspects of yourself Says. The activity is not just about placing
all your experiences, both the positive or
Assist student and cite possible words to negative but it is about seeing their
describe the different aspects transitions and developments as they go
through life. You need to plan your
Example; physical aspect 4feet 10 inches personal timeline carefully and be mindful
by 125pounds. of the events that made you grow,
that you have learned important wisdom
in life and where you rise from the
Challenges. In this way, you can see you
future progress and full of hope.
D. Discussing new concepts and Covered topic discuss in the 8 different Reinforcing learners in reading Reinforcing learners in reading Expound and familiarize the
practicing new skill #1 aspect of development as follows; comprehension in Three Success comprehension in The Story of the two developmental stages, and concentrate
1. Physical self Stories. Wolves on the developmental tasks during
2. Intellectual self 1.Manny Pacquiaos Unbelievable Success adolescence and early adulthood.
3. Emotional self Story Will Inspire You
4. Sensual self 2.The Pia Wurtzbach Success Story Entertain questions and discussions on
5. Interaction self A Love Affair that Got Me Close to a Great the issues of this developmental stage.
6. Nutritional self Doctor
7. Contextual self
8. Spiritual self or life force
E. Discussing new concepts and Topic is Aspect of the Self, discussion Comprehensive reading about the
practicing new skill #2 covered as follows; HAVIGHURST`S DEVELOPMENTAL TASKS
1. Three basic different aspect of the self DURING THE LIFE SPAN and discussion.
1.a Physical or tangible aspect
1.b intellectual and concious aspect Discussion and explain each
1,c emotional and intuitive aspects developmental task summary table.
2. Mention important detailed and sample Sharing thought and understanding by the
in the different aspect of the self. student to the lesson.
F. Developing Mastery Recitation. Gather thought and feelings about The Sharing of thoughts, feelings and opinions Recitation.
Success Story base on the story of the two wolves.
(evil and good side)

G. Finding practical applications of Present and explain the activity regarding Highlight the good qualities by letting the Continuation of their activity. Present and explain the activity regarding
concepts & skills in daily living their Portfolio Output No. 3: Personal students identify the characteristics, their Portfolio Output No. 5: My Personal
Assessment of Aspects of right decisions and perspectives these Timeline with Reflection.
Development with Plan of Action individuals exemplify.
H. Making generalizations & Asks. What is the purpose of discussing Asks. What do you need to succeed? Ask. What is the purpose of reading a Ask. What is developmental stage? In
abstractions about the lesson the Aspect of the Self? Why do we need story about the two wolves and the what areas does the developmental stage
to assess ourselves? Success is about right mindset, emotional significant of having personal recipes? concentrate? Why the study of
resilience and proper behavior. developmental stage is important?
I. Evaluating Learning Give the eight aspect in assessing your Essay. Essay. Enumeraton.
self in your activity. What is your dream? What are those Give your reflection in the story of two 1-8 Give the eight developmental stages
Give at least two basic different aspect of action to succeed your dreams? wolves. of human.
self. 9-10 give at least two developmental task
of infancy and early childhood.
11-12 give at least two developmental task
of middle child.
13-15 give at least two developmental
task of adolescence.
J. Additional activities for application Search for the definition of the following Search a story about success. Assignment.
or remediation terms: Bring bond paper and coloring materials.
Dreams, Imagination, Process, Action
Inspiration, Motivation, Trial, Overcome,
Hard work, Success.
V. REMARKS
VI. REFLECTION
evaluation
remediation
Why did these work?
teachers?


I. OBJECTIVES
A. Content Standards The skills and tasks appropriate for
middle and late adolescence, and The developmental changes in middle and late adolescence, and expectations of and from adolescents
preparatory to early adulthood
B. Performance Standards Make a list of ways to become
responsible adolescents prepared for Clarify and manage the demands of the teen years (middle and late adolescence)
adult life
C. Learning Competencies/Objectives The learners The learners The learners The learners
1. Classify various developmental tasks 1. Discuss that facing the challenges 1. Express his/her feelings on the 1. Make affirmations that help one become
according to developmental stage during adolescence may able to clarify expectations of the significant people more lovable and capable as an
2. The evaluate ones development in and manage the demands of teen years around him/her (parents, siblings, adolescent
comparison with persons of the same age friends, teachers, community leaders)
group
3. List ways to become a responsible
adolescent prepared for adult life
II. CONTENT Developmental Stages in Middle and The Challenges of Middle and Late Adolescence
Late Adolescence
A. References
2. Learners Material Pages Pages 17-23 Pages Pages Pages
IV. PROCEDURES
A. Reviewing previous lesson or Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson
presenting the new lesson
B. Establishing a purpose for the lesson Present the and explain activity task to Do the Motivation: Story of Life with the Perform Role play presentation Asks. Class did you heard the opinions
the student in WORKSHEET ON Wright Family and comment your co-learners/
DEVELOPMENTAL TASKS OF BEING IN classmate? What can you say about their
GRADE 11 opinions?
( Pick one representative of every groups
performed)
C. Presenting examples/instances of Student present the activity to make a Asks.(in accordance with motivation) Cite samples of quest Says,Class, always put in your mind that
the new lesson short oral report to the class on the How much of the story can you experience/encounter by the middle we need to accept the opinions of other
similarities and differences of their own remember? adolescence. people in our surrounding, because what
assessment in developmental. task. What does this activity tell us about they think and how they feel about
communication? Asks. How will you manage these kind of themselves is far more potent or will give
Summarizes the findings of the triads, What does this activity tell us about challenges that you encountered your life you a chance to grow up or be mature.
using the processing listening skills? as an adolescence?
questions.
Says. The idea was not to get too Gather opinions, thoughts and ways to
distracted by the rights and lefts and solve or manage the challenges given in
stay focused on what was happening in the role play and perform by the groups.
the story. Similarly, in our everyday lives,
we often have tasks that pull us in many
directions, but we should always
remember what is important - the health
of young people.
D. Discussing new concepts and Lead students to do the second activity Discuss The passage to adulthood: Reading comprehension about the Read with the class and lead discussion
practicing new skill #1 on Mindfulness challenges of Late Adolescence ENCOURAGEMENT 101: The Courage to Be in; The Power of Personal Declarations.
Imperfect, done by the student
Discuss and give some insight or sample

about the topic ENCOURAGEMENT 101:
The Courage to Be Imperfect, done by the
student
E. Discussing new concepts and Lead short discussion following the Read with the class and lead discussion
practicing new skill #2 processing questions and the reading on Being Happy.
living mindfully.
F. Developing Mastery Recitation (in line with the discussion on Does the ENCOURAGEMENT 101: The Present the learners activity to
The passage to adulthood: challenges of Courage to Be Imperfect makes you a make/create slogan or personal
Late Adolescence grow? Or has a big effect in your self? declaration on being happy.
Learners present their activity

G. Finding practical applications of Explain the requirements for Portfolio Present the activity about the Role Play How will you encourage a person who Says.Remember class, developing the
concepts & skills in daily living Output No. 6: Mindfulness with Situations on Challenges of Middle dont have any plan to continues their self may not be an easy journey towards
Reflection. Adolescence study? And he/she is contented in happiness but it is worth pursuing.
playing computer games.
H. Making generalizations & What is the essence of the story to Ask. What is essence of reading the Asks. What is the purpose of reading the
abstractions about the lesson Wright Family? ENCOURAGEMENT 101: The Courage to Be two topics; The Power of Personal
Imperfect. Declarations and Being Happy? What is
the information they want you to realize
and understand?
I. Evaluating Learning Essay. Essay.
J. Additional activities for application

or remediation
V. REMARKS
VI. REFLECTION
evaluation
remediation
Why did these work?

teachers?

I. OBJECTIVES
A. Content Standards Stress and its sources; various stress responses; and coping strategies for healthful living in middle and late adolescence The whole brain theory, or two
hemispheres of the brain: artistic
(right-brain dominant) and linear
(left-brain dominant)
B. Performance Standards Identify personal ways of coping for healthful living Identify ways to improve learning
using both the left and right brain
1. discuss that understanding stress and 1. identify sources of ones stress and 1. demonstrate personal ways of coping 1.Discuss that understanding the left and
its sources during adolescence may help illustrate the effect of stress on ones with stress for healthful living right brain may help in improving ones
in identifying ways to cope and have a system learning
healthful life
II. CONTENT Coping with Stress in Middle and Late Adolescence The Powers of the Mind
A. References
3. Textbook Pages Pages 76-83 Pages 76-83 Pages 76-83 Pages 85-
IV. PROCEDURES
A. Reviewing previous lesson or Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson Greetings.
presenting the new lesson Recalls yesterday lesson
B. Establishing a purpose for the lesson Asks. Class listen, did you know what are Says. Explain and clearly give the direction on Initiate motivation about Lateral Thinking
the two common sources of stress? - Stress is the bodys response to the Belly Breathing as their motivation. Puzzle
anything that makes us feel
Says. The two common sources of stress threatened or pressured. It is caused Directions;
are change and loss. Reactions to loss by any kind of demand to which we Relax your arms and hands.
are individually different and can vary for must adapt,adjust, or respond. 3. Relax your body.
many reasons - It is the bodys automatic way of 4. Close your eyes.
Common experiences of students are reacting to changes,challenges, and 5. Focus on lower abdomen (belly) and
migration, parents separating, demands placed on us. imagine a small balloon in that space.
breaking up with boyfriends or - Some stress is necessary, however 6. Breath in slowly and deeply through
girlfriends, changes in peer group and too much stress may cause wear and nostrils, imagining the balloon inflating
death of a grandparent. tear on the body and mind. Major life (getting bigger/larger/growing) slowly,
. events, such as moving, separation or hold a few seconds
Finding ways to cope and adjust to the divorce of parents, death of a loved 7. Slowly exhale through the mouth,
changes and losses are critical for one, changing schools or losing a imagining the balloon gently deflating
students experience/encounter this kind friend, may cause anxiety and (getting smaller, shrinking); blow out of
of stress. distress. the mouth as if blowing out a candle
- Other day-to-day situations, 8. Tip: Place a hand over the lower
including being late or leaving a abdomen to feel it go up and down, and
project until the last minute, can also make sure youre not breathing with the
cause stress. It is important that chest
students learn to recognize what 9. Repeat at least 10 times.
might be causing them stress and
learn strategies to help control and
alleviate stress.
C. Presenting examples/instances of Says. For you to know how to cope this (Student brainstorm) Asks. How different your bodies feel after Read processing questions; As you were
the new lesson kind of stress. These will be our topic for doing the Belly Breathing?( Did you thinking of solutions to the puzzles, what
today STRESS. Asks. How stress is part of everyday life, relaxed/calm? Do you feel lighter? was going on inside you? What organ was
and that there is good stress and bad Great? Tired?) working?
Asks. Did you know what is stress? Did stress.
you encounter or experience stress? In Says. Belly breathing is one
what way? Teacher tasks. Review the previous of the strategies that one can do in
activity worksheet, What causes you to stressful situations, but there are others
lose your cool? too.
D. Discussing new concepts and Present and explain the instruction on the Asks. How do you feel when you lose you Discuss and explain about Keeping Give a lecture on Cognitive Development
practicing new skill #1 Activity about Stress Bingo. cool temper. Stress under Control. with the use of the Reader: Brainpower:
Complex Organ Controls Your Every
Says. How they found the activity. Was it Says. You need to complete Activity 1: Thought and Move.
stressful? How did they cope with the Stress Signals.
stress?
Teacher tasks. Pair up student to share
their responses.
E. Discussing new concepts and Lecture and discussion about STRESS Discuss the Reading: Stress Response Initiate Activity No. 1; Stress Survival Kit Cite or give brief discussion that
practicing new skill #2 MANAGEMENT. synthesize Cognitive Development.
F. Developing Mastery Recitation Recitation. Recitation Recitation
G. Finding practical applications of Conduct Activity: WHAT CAUSES YOU TO Initiate Activity 2: Quiet Time for 15 Explained and give proper instruction in Asks. Does cognitive development is
concepts & skills in daily living LOSE YOUR COOL? minutes. Activity No. 2; Project to-d- list essential in your daily live? How?
H. Making generalizations & Asks. What are the two common source Asks. How stress response into our body? What are those tips that we need to know What are the organ that controls your
abstractions about the lesson as stress? How stress response to us? to control our stress? thought and movement?
I. Evaluating Learning Essay. Essay. Essay. Essay.
J. Additional activities for application Search and read about stress response. Present and give instruction to the Clearly delivered instruction regarding to Search the following:
or remediation Portfolio Output No. 9: My Stress Signal their Portfolio Output no. 10; Project To- 1. What is Critical Thinking?
D0. 2. What are the theories in the Brain-Side
Dominance?
V. REMARKS
VI. REFLECTION
evaluation
remediation
Why did these work?

teachers?

LOG Teaching Dates and Time AUGUST 01 - AUGUST 04 , 2016 Quarter I

I. OBJECTIVES
A. Content Standards The whole brain theory, or two hemispheres of the brain: artistic (right-brain The concepts about mental health and well-being in middle and late adolescence
dominant) and linear (left-brain dominant)
B. Performance Standards Identify ways to improve learning using both the left and right brain Identify his/her own vulnerabilities and make a plan on how to stay mentally
healthy
1. Discuss that understanding the left and 1.Explore mind-mapping techniques 1. interpret the concepts of mental health 1. make a mind map on ways of achieving
right brain functions may help in suited to right brain- or left and psychological well-being in everyday psychological well-being
improving ones learning, braindominant observations about mental health 2. create a plan to stay mentally healthy
thinking styles, and problems during adolescence during adolescence
2. Make a plan to improve learning using 2. identify his/her own vulnerabilities
both left and right brain
development.
II. CONTENT The Powers of the Mind Mental Health and Well-being in Middle and Late adolescence
A. References
3. Textbook Pages Pages 85- Pages 85- Pages 85- Pages 85-
4. Additional Materials from Personal Development, first edition Personal Development, first edition Personal Development, first edition Personal Development, first edition
Learning Resources By Ricardo Rubio Santos, 2016 By Ricardo Rubio Santos, 2016 By Ricardo Rubio Santos, 2016 By Ricardo Rubio Santos, 2016
IV. PROCEDURES https://www.youtube.com/watch?v=w0
BQKX_lszY
A. Reviewing previous lesson or Recall last session lesson Recall yesterday lesson Recall yesterday lesson Recalls yesterday lesson
B. Establishing a purpose for the Start the class with motivation. lateral Start/do motivation about Brain Asks. How many of you have been sick Says. Ok, class our topic for today is all
lesson thinking puzzle. Dominance. last year?" about Anxiety disorders.
Why are you sick?
Instruct student on how to answer the How long are you sick?
lateral thinking puzzle.
Says. Ok, class before you felt sick,
there are some symptom derive first like
headache, fever, chills, upset stomach,
right? So, those illnesses are part of
physical nature . And if got really sick
were going the hospital or clinic , sought
help from a doctor. And after that we buy
and took medicine that are subscribed
by the doctor. And after that you will be
recovered.
C. Presenting examples/instances of Introduce the topic on cognitive Says/Asks. Kindly raise you hands those Asks. Class do you agree that not all
the new lesson development by asking the following Who are the right brain dominant? How sickness are in physical in nature?
question; about the left brain dominant, who are
they? (Raise your hand please). Teacher task. 1. Present and explain
1. What is the brain and how does it work? about the twelve statement by answering
2. What happens inside your brain when you if is fiction or fact.
learn something new? 2. Give the result after they answered all
the 12 statement.
Leave for a few minutes to answer the 3. Read and discuss about the Change
question. Follow up question; Your Mind about Mental Health. to be
3. How did you learn to talk? To read? To able to correct the student perception.
ride a bicycle? To shoot a basket?
D. Discussing new concepts and Read and discuss the topic about Brain 1. Read and discuss about The Dominant Group the class into3 groups and look
practicing new skill #1 power. side of the Brain. for every advertisement brought by the
member and pick/decide which
advertisement they will critiques.
Instruct student to decode and answer

the question on the given sheet.
Present the activity regards on the

chosen advertisement and answered the
decode questionnaire.
E. Discussing new concepts and Watch video about the brain function. 1. Provide lecture on new Research Study Read and Explain the Additional
practicing new skill #2 on The brains left and right sides. Information about Strategies for
Becoming a Critical Viewer of the Media.
Asks. What do they think about this new
research?
2. Additional lecture on; You Can Grow

Your Intelligence.
Says. People generally have one of two

different ideas about intelligence:
Youre smart or youre not smart,
and that never changes. OR
Its possible to grow your
intelligence.
Raise your hand if you believe the first

one. [Show of hands.]
Raise your hand if you believe the second

one. [Show of hands.]
If youre not sure, youre not alone. This

is a question researchers have been
asking for years. And some of the
answers are surprising.
F. Developing Mastery Recitation. Read and present a brief explanation Sharing their opinion and thought about
What are the three major parts of brain? about mind mapping. Make an example their advertisement present by the
What is the function of cerebrum in our group.
brain?
What is the function of cerebellum?
What is the function of brain stem?
G. Finding practical applications of Asks. How drugs affect in our brains? Present and explain the tasks in
concepts & skills in daily living Portfolio Output 11: Make a Mind Map.
H. Making generalizations & Asks. What are the three major part of the Asks. Discussing self-esteem and body-
abstractions about the lesson brain and how it functions? And what are the esteem
effect of using drugs and drinking alcohol in
our brain?
I. Evaluating Learning Short quiz. Assist learners to read the The Myth of Essay. How does the advertisement
Michael Jordan. And watch video of affect yourself?
Michael Jordan.
J. Additional activities for application Search for some theories about the brain Bring some print ads of body beautifying explain the tasks in Portfolio Output no.
or remediation side dominance. products, clothes, or fashion. 12 Media Influences (How Ads Affected My
Self-Esteem).
V. REMARKS
VI. REFLECTION
evaluation
activities for remediation who scored below
80%
remediation
Why did these work?

teachers?

Teacher CRISTINA D. GUINA Learning Area BREAD AND PASTRY PRODUCTION
LESSON Teaching Dates and Time AUGUST 08 - AUGUST 12 , 2016 Quarter I
LOG

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
2. Learners Material Pages N/A N/A N/A N/A
4. Additional Materials from
Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
B. Establishing a purpose for the
lesson
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
F. Developing Mastery
G. Finding practical applications
of concepts & skills in daily living
H. Making generalizations &
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
evaluation
activities for remediation who scored
below 80%
C. Did the remedial lesson work? No. of
learners who caught up with the lesson
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?

LESSON Teacher CRISTINA D. GUINA Learning Area BREAD AND PASTRY PRODUCTION

I. OBJECTIVES
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Learning Resources
IV. PROCEDURES
lesson
C. Presenting
lesson
V. REMARKS
VI. REFLECTION
evaluation
below 80%
remediation
solve?


I. OBJECTIVES
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Learning Resources
IV. PROCEDURES
lesson
C. Presenting
lesson
V. REMARKS
VI. REFLECTION
evaluation
below 80%
remediation
solve?

LOG Teaching Dates and Time AUGUST 29 - SEPTEMBER 02 , 2016 Quarter I

I. OBJECTIVES
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Learning Resources
IV. PROCEDURES
lesson
C. Presenting
lesson
V. REMARKS
VI. REFLECTION
evaluation
below 80%
remediation
solve?

LOG Teaching Dates and Time SEPTEMBER 05- SEPTEMBER 09, 2016 Quarter I

I. OBJECTIVES
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Learning Resources
IV. PROCEDURES
lesson
C. Presenting
lesson
V. REMARKS
VI. REFLECTION
evaluation
below 80%
remediation
solve?


I. OBJECTIVES
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Learning Resources
IV. PROCEDURES
lesson
C. Presenting
lesson
V. REMARKS
VI. REFLECTION
evaluation
below 80%
remediation
solve?


I. OBJECTIVES
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Learning Resources
IV. PROCEDURES
lesson
C. Presenting
lesson
V. REMARKS
VI. REFLECTION
evaluation
below 80%
remediation
solve?

Teacher CRISTINA D. GUINA Learning Area BREAD AND PASTRY PRODUCTION
LESSON Teaching Dates and Time SEPTEMBER 26- SEPTEMBER 29, 2016 Quarter I
LOG

I. OBJECTIVES
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Learning Resources
IV. PROCEDURES
lesson
C. Presenting
lesson
V. REMARKS
VI. REFLECTION
evaluation
below 80%
remediation
solve?

LOG Teaching Dates and Time OCTOBER 03 - OCTOBER 06, 2016 Quarter I

I. OBJECTIVES
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Learning Resources
IV. PROCEDURES
lesson
C. Presenting
lesson
V. REMARKS
VI. REFLECTION
evaluation
below 80%
remediation
solve?

LOG Teaching Dates and Time OCTOBER 10 - OCTOBER 13, 2016 Quarter I

I. OBJECTIVES
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Learning Resources
IV. PROCEDURES
lesson
C. Presenting
lesson
V. REMARKS
VI. REFLECTION
evaluation
below 80%
remediation
solve?

LOG Teaching Dates and Time OCTOBER 17- OCTOBER 20, 2016 Quarter I

I. OBJECTIVES
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Learning Resources
IV. PROCEDURES
lesson
C. Presenting
lesson
V. REMARKS
VI. REFLECTION
evaluation
below 80%
remediation
solve?

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DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

I. Evaluating Learning Essay. Essay. Essay. Essay.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

How does; thoughts, feelings and action

(evil and good side)

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Discuss and give some insight or sample

Learners present their activity

J. Additional activities for application

G. What innovation or localized materials did I

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

G. What innovation or localized materials did I

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Instruct student to decode and answer

Present the activity regards on the

2. Additional lecture on; You Can Grow

Says. People generally have one of two

Raise your hand if you believe the first

Raise your hand if you believe the second

If youre not sure, youre not alone. This

G. What innovation or localized materials did I

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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