DLL Perdev
DLL Perdev
S Grade Level 11
DAILY LESSON Teacher MARY ANN J. ROMERO Learning Area Personal Development
LOG Teaching Dates and Time Week 1 Quarter First
A. Content Standards The learners demonstrate an understanding of himself/herself during middle and late adolescence.
B. Performance Standard The learners shall be able to conduct self-exploration and simple disclosure.
C. Learning Competencies / The learners explain that The learners share his/her The learners maintain a journal.
Objectives knowing oneself can make a unique characteristics, habits, EsP-PD11/12KO-Ib-1.3
Write the LC code for person accept his/her strengths and experiences.
each. and limitations and dealing with EsP-PD11/12KO-Ia-1.2
others better
EsP-PD11/12KO-Ia-1.1
B. Establishing a purpose for Group the class into 5-6 groups. Ask the students to give their Ask the students to perform Explain to the students on how
the lesson Ask them to prepare a talent insight regarding on the their prepared talent. After the the previous activities help them
show to be presented on the previous activity. Emphasize to performance, the students need in determining all the positive
third session. them that the purpose of the to give their qualitative things that happened to them or
activity is determining on how comments. the positive attributes that they
they see themselves. have.
D. Discussing new concepts Let the student imagine Discuss Personal Effectiveness. Discuss the SWOT Analysis.
and practicing new skills # himself/herself to who and what
1 he/she want to be and the “real”
him/her.
E. Discussing new concepts Discuss the difference between Emphasize that as individuals,
2
and practicing new skills # actual self and ideal self. we have our own talents, skills
2 and abilities. Discuss on how to
develop these talents, skills and
abilities.
H. Making generalizations and Ask the students to right their Ask the students to write their
abstractions about the insights and realizations in their reflections regarding on their
lesson journals. banner.
I. Evaluating learning The students must have at least Ask the students to identify two Let the students to create their
3 things that they can do in (2) skills they already have and Personal SWOT Analysis
order for them to improve two (2) they want to develop.
themselves. Write three (3) ways for them to
improve on each of their
identified skills.
J. Additional activities for Ask the students to bring the Remind the students to prepare PERSONALIZED JOURNAL
application or remediation following: for their talent show to be (Reflection)
a. Clear book presented tomorrow.
V. REMARKS
VI. REFLECTION
A. No. of learners who
3
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
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?
A. Content Standards The learners demonstrate an understanding of himself/herself during middle and late adolescence.
B. Performance Standard The learners shall be able to conduct self-exploration and simple disclosure.
C. Learning Competencies / The learners share his/her The learners maintain a journal. The learners discuss the The learners evaluate his/her
Objectives unique characteristics, habits, EsP-PD11/12KO-Ib-1.3 relationship among own thoughts, feelings and
Write the LC code for and experiences. physiological, spiritual, and behaviors.
each. EsP-PD11/12KO-Ia-1.2 social development to EsP-PD11/12DWP-Ib-2.1
understand his/her thoughts,
feelings and behaviors.
EsP-PD11/12DWP-Ib-2.1
D. Discussing new concepts Discuss Personal Effectiveness. Remind students that holistic Discuss what emotion is.
and practicing new skills # development is not overnight Provide examples
1 project but instead I must be
seen as a lifelong project a
person has to undertake.
E. Discussing new concepts Emphasize that as individuals, Explain on how self-concept is Emphasize to the students the
and practicing new skills # we have our own talents, skills connected to the different difference between emotion and
2 and abilities. Discuss on how to aspects of development feeling.
develop these talents, skills and
abilities.
6
F. Developing mastery (leads Explain on how feelings and
to Formative Assessment emotions can affect attitude.
3)
G. Finding practical Ask the students to have a Present real life situation on Provide real life examples on
application of concepts and personal journal and give some how giving much attention on a how emotions, feelings and
skills in daily living guiding questions to answer on certain aspect can affect other attitude can affect your mood
writing entries on their journal. aspects of development.
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 lessons
work? No. of learners who
have caught up with the
lesson
7
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?
A. The learners
Co demonstrate an
nte understanding of the
nt various aspects of
Sta holistic development:
nd physiological,
ard cognitive,
s psychological,
spiritual, and social
development
9
C. Learning Competencies / The learners discuss the The learners evaluate his/her The learners show the
Objectives relationship among own thoughts, feelings and connections between thoughts,
Write the LC code for physiological, spiritual, and behaviors feelings, and behaviors in actual
each. social development to EsP-PD11/12DWP-Ib-2.2 life situation
understand his/her thoughts, EsP-PD11/12DWP-Ic-2.3
feelings and behaviors
EsP-PD11/12DWP-Ib-2.1
B. Establishing a purpose for Ask the students to draw a Ask questions which are related Let them read a story and ask
the lesson circle on a blank sheet of paper to the stories. Highlights the them to give their interpretation
and divide the circle into 8 good qualities by letting the on what they have read.
10
segments. In each segment, students identify the
they will write some descriptions characteristics, right decisions
of the different aspects of and perspective these
themselves. individuals exemplify.
D. Discussing new concepts Remind students that holistic Discuss what emotion is. Present a sample of Personal
and practicing new skills # development is not overnight Provide examples Recipe of Success.
1 project but instead I must be
seen as a lifelong project a
person has to undertake.
E. Discussing new concepts Explain on how self-concept is Emphasize to the students the
and practicing new skills # connected to the different difference between emotion and
2 aspects of development feeling.
I. Evaluating learning Write about the eight aspects of Students will have to make their
development. Ask them to own recipe for success.
name ways in which they can
11
improve the minus areas and
enhance the positive aspects.
J. Additional activities for Ask the students to bring bond PERSONALIZED JOURNAL
application or remediation paper and coloring materials. (Reflection)
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 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?
12
Grades 11 School GENERAL TINIO NATIONAL H.S Grade Level 11
DAILY LESSON Teacher MARY ANN J. ROMERO Learning Area Personal Development
LOG Teaching Dates and Time Week 4 Quarter First
A. Content Standards The learners demonstrate the skills and tasks appropriate for middle and late adolescence and preparatory for early adulthood
B. Performance Standard The learners shall be able to make a list of ways to become responsible adolescents prepared for adult life
C. Learning Competencies / The learners classify various The learners evaluate one’s The learners list ways to
Objectives developmental tasks according development in comparison with become a responsible
Write the LC code for to developmental stage persons of the same group adolescent prepared for adult
13
each. EsP-PD11/12DS-Ic-3.1 EsP-PD11/12DS-Id-3.2 life
EsP-PD11/12DS-Id-3.3
B. Establishing a purpose for Relate the activity on The teacher will initiate the Ask the students’ insights upon
the lesson development stages and tasks. activity on Development Tasks doing yesterday’s activity.
of Being in Senior High School.
C. Presenting Introduce Robert J. Havighurst’s Ask the processing questions. Explain what Living mindfully
examples/Instances of the Explain the development Developmental Task Theory. means.
new lesson stages.
D. Discussing new concepts Focus on the developmental Explain the developmental Lead students to do the second Explain the different tools
and practicing new skills # stages during adolescence and tasks summary table. activity on Mindfulness needed that will help you to
14
1 early adulthood. have a fulfilling way of life.
E. Discussing new concepts Ask them to determine the Do activity ‘HOW MINDFUL AM
and practicing new skills # different characteristics for I?”
2 every stage of development.
H. Making generalizations and Ask the students to make a After the activity, ask the Ask questions to the students
abstractions about the personal timeline, which students on how they feel upon regarding on the tools
lesson portrays the influential events answering the questions. presented and relate it to their
and happenings in their lives. lives.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
15
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
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?
16
Grades 11 School GENERAL TINIO NATIONAL H.S Grade Level 11
DAILY LESSON Teacher DIANA MAE D. REYES Learning Area Personal Development
LOG Teaching Dates and Time Week 5 Quarter First
A. Content Standards The learners demonstrate the development changes in middle and late adolescence, and expectation of and from adolescents
B. Performance Standard The learners shall be able to clarify and manage the demands of the teen years (middle and late adolescence)
C. Learning Competencies / The learners discuss that facing The learners discuss that facing The learners express his/her The learners make affirmations
Objectives the challenges during the challenges during feelings on the expectations of that help one become more
Write the LC code for adolescence may be clarify and adolescence may be clarify and the significant people around lovable and capable as an
each. manage the demands of teen manage the demands of teen him/her adolescent
years years EsP-PD11/12CA-Ie-4.2 EsP-PD11/12CA-Ie-4.3
EsP-PD11/12CA-Id-4.1 EsP-PD11/12CA-Id-4.1
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous Ask the students to have a role- Make a list of their present life Make a list of possible solutions
lesson or presenting the play on situations and challenges that they are of their present challenges.
new lesson challenges of middle experiencing.
adolescence.
B. Establishing a purpose for Let them to express their Ask the students on how they Remind the students that even
the lesson opinions, feelings or insights see themselves and their though opinions of other people
regarding on their activity. expectations on themselves. are important, what they think
and how they feel about
themselves is more potent.
C. Presenting Explain that at their age, they Discuss that as an individual we Read with the class “The Power
examples/Instances of the experiences different have our own expectations and of Personal Declarations and
new lesson challenges. same as expectations of the Being Happy”.
people around them.
D. Discussing new concepts Discuss the challenges of late Ask them their feelings Let them give their opinions on
and practicing new skills # adolescence on the different regarding on the expectations of what they have read.
1 aspects of development. others to them.
I. Evaluating learning Ask the students to identify the Let them explain their thoughts
challenges that they experience or feelings regarding on the
and what would they do to slogan or personal declaration
overcome them. and include specific ways in
which they will develop
themselves.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
19
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
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?
20
Grades 11 School GENERAL TINIO NATIONAL H.S Grade Level 11
DAILY LESSON Teacher DIANA MAE D. REYES Learning Area Personal Development
LOG Teaching Dates and Time Week 6 Quarter First
21
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of stress and its sources; various stress responses; coping strategies for healthful living in
middle and late adolescence
B. Performance Standard The learners shall be able to identify personal ways of coping healthy living
C. Learning Competencies / The learners discuss that The learners identify sources of
Objectives understanding stress and its one’s stress and illustrate the
Write the LC code for sources during adolescence effects of stress on one’s
each. may help in identifying ways to system
cope and have a healthful life EsP-PD11CS-If-5.2
EsP-PD11CS-If-5.1
22
new lesson middle and late adolescence.
B. Establishing a purpose for Ask the students to give their Ask them to give what causes Discuss with the students how Provide students with 15
the lesson insights on the video. them to be stressed. stress is a part of everyday life minutes of quiet time.
and the difference between
good stress and bad stress.
C. Presenting Ask the students what they Discuss what Stress Have the students to brainstorm
examples/Instances of the understand by “stress” and Management is. the types of good stress and
new lesson whether they have experienced bad stress.
stress.
D. Discussing new concepts Discuss the meaning of stress. Explain the different causes and Ask them how they commonly
and practicing new skills # effects of stress. feel when they “lose their cool”.
1
E. Discussing new concepts Give some situations where in Discuss Stress response
and practicing new skills # stress is experienced.
2
F. Developing mastery (leads
to Formative Assessment
3)
G. Finding practical Ask the students to identify Ask the students to determine
application of concepts and what causes them to be the signs if they are
skills in daily living stressed by answering the experiencing stress.
activity “What causes you to
“lose your control”?
H. Making generalizations and Ask the students to complete Students may share the
abstractions about the Activity: Stress Signals and experience of how they felt
lesson share their responses. before, during and after the
activity and to previous
discussions.
I. Evaluating learning Ask the students on how they Ask the students to do Portfolio
23
are going to cope with stress. Output by answering the given
questions.
J. Additional activities for Make your own stress bingo Create your own stress survival PERSONALIZED JOURNAL
application or remediation card. kit. (Reflection)
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 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?
24
Grades 11 School GENERAL TINIO NATIONAL H.S Grade Level 11
DAILY LESSON Teacher DIANA MAE D. REYES Learning Area Personal Development
LOG Teaching Dates and Time Week 7 Quarter First
A. Content Standards The learners demonstrate an understanding of stress and its sources; various stress responses; coping strategies for healthful living in
middle and late adolescence
The learners demonstrate the whole brain theory, or two hemispheres of the brain: artistic (right-brain dominant) and linear (left-brain
dominant)
B. Performance Standard The learners shall be able to identify personal ways of coping healthy living
The learner shall be able to improve learning using both the left and right brain
25
II. CONTENT Coping with Stress in Middle and Late Adolescence
The Powers of the mind
IV. PROCEDURES
A. Reviewing previous Start the class by doing the Let the students answer Lateral
lesson or presenting the Belly Breathing Exercise as a Thinking Puzzles.
new lesson motivation.
B. Establishing a purpose for Discuss on how stress can Ask these questions to the Ask these questions:
the lesson affect your life and class: How did you learn to talk? To
performance. 1. What is the brain and read? To ride a bicycle? To
how does it work? shoot a basket?
2. What happens inside
your brain when you
learn something new?
C. Presenting Provide some examples of Give the importance of Introduce the topic in cognitive
examples/Instances of the stressful situations to the prioritizing and breaking down development.
new lesson students and ask for their tasks into smaller steps and
reactions and how to handle how it can help to manage
them. stress.
26
D. Discussing new concepts Explain techniques on how to Discuss the main parts of brain Discuss brain development.
and practicing new skills # keep stress under control. and their functions.
1
E. Discussing new concepts Discuss the two hemispheres of Discuss some factors that can
and practicing new skills # brain. affect the brain.
2
F. Developing mastery (leads
to Formative Assessment
3)
G. Finding practical Ask the students on how they Ask the students to do the
application of concepts and handle the situation if they are Project To-do List by means of
skills in daily living stress. identifying the tasks that they
need to accomplish throughout
their lives.
J. Additional activities for Do the Lateral Thinking Puzzles Make A Mind Map (optional) PERSONALIZED JOURNAL
application or remediation on pge 36. (Reflection)
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 lessons
work? No. of learners who
27
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?
28
DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES
A. Content Standards The learners demonstrate the whole brain theory, or two hemispheres of the brain: artistic (right-brain dominant) and linear (left-brain
dominant)
The learners demonstrate the concepts about mental health and well-being in middle and late adolescence
B. Performance Standard The learner shall be able to improve learning using both the left and right brain
The leaners identify his/her own vulnerabilities and make a plan on how to stay mentally healthy
C. Learning Competencies / The learners discuss that The learners explore two types EsP-PD11/12PM-MHWB-Ih-7.1
Objectives understanding the left and right of mind-mapping techniques, The learners interpret the
Write the LC code for brain may help in improving each suited to right brain – or concepts of mental health and
each. one’s learning left brain-dominant thinking psychological well-being in
EsP-PD11/12PM-Ig-6.1 styles everyday observations about
EsP-PD11/12PM-Ig-h-6.2 mental health problems during
adolescence.
The learners make a plan to
improve learning using left and
right brain through mind-
mapping activities
EsP-PD11PM-Ig-h-6.3
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous MOTIVATION: Ask the students Review on the previous lesson. Use the following questions to Divide the class into groups and
lesson or presenting the to raise their hands if the given Emphasize to them that there introduce the topic to the instruct them to discuss among
new lesson statement can be applied to are some learning tools that students. themselves the mental health
them. help you utilize both sides of the 1. How many of them have challenge assign to them.
brain may help you learn more been sick last year?
effectively 2. Why were they sick?
3. How long?
4. The symptoms
5. Actions that they’d taken
B. Establishing a purpose for Inform the students that the said Introduce to the students what Inform students that not all As they discuss their topic, ask
the lesson activity is a way to determine if mind mapping is. sickness is physical in nature. them to describe the mental
what side of the brain is Introduce mental illnesses health challenge and make a
dominant to them. list regarding on the signs and
some positive aspect related to
the challenge.
C. Presenting Discuss the two sides of the Discuss the steps in creating Present statements to the Ask the group to present their
examples/Instances of the brain. mind map. students and ask them whether work and take note of what they
new lesson Present example to the class if they are fact or fiction. have presented.
D. Discussing new concepts Discuss the characteristics or Discuss “You Can Grow Your Discuss Changing Your Mind
and practicing new skills # the skills of right-brain dominant Intelligence” about Mental Health.
1 and left-brain dominant.
30
E. Discussing new concepts Discuss the research study on Introduce the lesson Self-
and practicing new skills # The Brain’s Left and Right Side Esteem and Body-Esteem and
2 the factors that influence a
person’s esteem.
F. Developing mastery (leads
to Formative Assessment
3)
G. Finding practical Reinforce the students’ minds
application of concepts and that people facing mental health
skills in daily living challenges are just like
everybody else and help them
can get better and live normal
lives.
H. Making generalizations and Generate some questions from Ask the students on what they
abstractions about the students regarding on the have learned about mental
lesson research study presented. health challenges that they did
not know before the class
began.
I. Evaluating learning Ask the students to do a sample Ask the students to make a
of Mind Map using what they written research on Anxiety
already know about the brain Disorders/Depression.
from the previous discussion.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
31
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
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?
32
A. Content Standards The learners demonstrate the concepts about mental health and well-being in middle and late adolescence
B. Performance Standard The leaners identify his/her own vulnerabilities and make a plan on how to stay mentally healthy
C. Learning Competencies / The learners interpret the The learners interpret the The learners identify his/own The learners make a mind map
Objectives concepts of mental health and concepts of mental health and vulnerabilities on ways of achieving
Write the LC code for psychological well-being in psychological well-being in EsP-PD11/12PM-Ii-7.2 psychological well-being
each. everyday observations about everyday observations about EsP-PD11/12MHWB-Ii-7.3
mental health problems during mental health problems during create a plan to stay mentally
adolescence adolescence healthy during adolescence
EsP-PD11/12PM-Ig-h-6.2 EsP-PD11/12MHWB-Ih-7.1 EsP-PD11/12MHWB-Ii-7.4
II. CONTENT Mental Health and Well-being in Middle and Late Adolescence
B. Establishing a purpose for Inform students that not all As they discuss their topic, ask For the introduction of the topic, To foster mastery, the teacher
the sickness is physical in nature. them to describe the mental the teacher will show a mirror to will administer a Summative
Lesson Introduce mental illnesses health challenge and make a list the class, the teacher will ask Test
regarding on the signs and the learners if they have
some positive aspect related to insecurities in life. The learners
the challenge. may share to class their flaws
and insecurities. Afterwards, the
teacher will discuss the purpose
of the mirror.
C. Presenting Present statements to the Ask the group to present their The teacher will collate the
examples/Instances of the students and ask them whether work and take note of what they opinions, ideas and entertain
new lesson if they are fact or fiction. have presented. questions regarding the
discussion.
D. Discussing new concepts Discuss Changing Your Mind Explain to the students the way
and practicing new skills # about Mental Health. on how to have a healthy living
1 and mental health.
34
E. Discussing new concepts Introduce the lesson Self-
and practicing new skills # Esteem and Body-Esteem and
2 the factors that influence a
person’s esteem.
H. Making generalizations and Ask the students on what they The teacher will end the lesson After the test and checking, the
abstractions about the have learned about mental by a quotation from Confucius teacher will announce the
lesson health challenges that they did that states “Everyone has scores
not know before the class beauty, but not everyone sees
began. it”.
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
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?
36
Grades 11 School GENERAL TINIO NATIONAL HS Grade Level 11
DAILY LESSON Teacher RUBY P. BUSOG Learning Area Personal Development
LOG Teaching Dates and Time Week 10 & 11 Quarter First
37
A. Content Standards The learners demonstrate an understanding of the different types of emotions and how they are expressed
B. Performance Standard The learners shall be able to identify ways to communicate and manage emotions in a healthy manner
C. Learning Competencies / The learners discuss that The learners explore one’s The learners demonstrate and
Objectives understanding the intensity and positive and negative emotions create ways to manage various
Write the LC code for differentiation of emotions may and how one expresses or emotions
each. help in communicating hides them EsP-PD11/12EI-Ij-8.3
emotional expressions EsP-PD11/12EI-Ij-8.2
EsP-PD11/12EI-Ii-j-8.1
IV. PROCEDURES
A. Reviewing previous Conduct motivation on Today I Discuss the Reading on
lesson or presenting the feel emotional intelligence
new lesson _______________________.
(sentence completion)
38
B. Establishing a purpose for Demonstrate and create ways
the to manage various emotions
Lesson
C. Presenting Activity: Introduction to
examples/Instances of the emotions (page 56)
new lesson
D. Discussing new concepts Activity: Exploring emotions Activity: Am I Assertive?
and practicing new skills # (page 56) : Get a grip on anger
1 Activity: I am (page 56) (page 58)
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require
39
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
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?
40
I. OBJECTIVES
A. Content Standards The learners demonstrate the dynamics of attraction, love, and commitment
B. Performance Standard The leaners shall be able to appraise one’s present relationship and make plans for building responsible future relationships
C. Learning Competencies / The learners discuss an The learners express his/her The learners identify ways to
Objectives understanding of teen-age ways of showing attraction, become responsible in a
Write the LC code for relationships, including the love, and commitment relationship
each. acceptable and unacceptable EsP-PD12PR-IIa-9.2 EsP-PD11/12PR-IIb-9.3
expressions of attractions
EsP-PD12PR-IIa-9.1
IV. PROCEDURES
A. Reviewing previous Ask the students what they Statements on Relationships Make a statement about your
lesson or presenting the understand by the following (page 60) own point of view, which is the
new lesson words/terms: most important personal
a. Relationships relationships that you cherish
41
b. Personal relationships most.
c. Love
d. Commitment
e. Attraction
B. Establishing a purpose for Clarify the meaning of the given Ask the following questions: Ask the students to answer
the lesson words. a. What three words describe activity, Healthy Relationship
your relationship with your Items Set. Ask questions
Introduce the activity: family? Parents? Siblings? related to the activity.
Statements on Relationships by Friends?
asking Boyfriend/girlfriend?
a. What are the basics of a b. Which relationships are
relationship? important to you? Why?
b. What do we really know c. Why do some relationships
about relationships? fail?
c. Are our ideas about d. How does one prepare for a
relationship true or relationship?
false?
C. Presenting Explain the meaning of Ask the students’ opinions Discuss the lesson on How to
examples/Instances of the Personal Relationship and the regarding on the answers given Keep Healthy Relationships.
new lesson different kinds of personal by their classmates on the given
relationship. questions.
D. Discussing new concepts Ask the students: What are the Discuss on how to nurture your Explain to the students that
and practicing new skills # most common problems in relationship and the ten rule for once you enter in a relationship,
1 relationship? finding love and creating long- you have your responsibility and
lasting, authentic relationship. as the same time rights.
F. Developing mastery
42
(leads to Formative
Assessment 3)
H. Making generalizations Ask the students why personal Ask them to make their
and abstractions about the relationship is important. generalization or reflection
lesson regarding on what have been
discussed.
I. Evaluating learning Ask the students what they Ask the students to make a
understand by the following poster showing the importance
words/terms: of relationship and one’s basic
a. Relationships rights in a relationship.
b. Personal relationships
c. Love
d. Commitment
e. Attraction
f.
J.Additional activities for Activity: Letter from Mom (page PERSONALIZED JOURNAL
application or remediation 64) (Reflection)
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%
43
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?
A. Content Standards The learners demonstrate the concepts about social influence, group leadership and followership
B. Performance Standard The leaners shall be able to identify the different roles of leaders and followers in society
C. Learning Competencies / The learners distinguish the The learners compare one’s Conduct a mini-survey on
Objectives various roles of different perception of himself/ herself Filipino relationships
Write the LC code for individuals in society and how and how others see him or her EsP-PD12SR-IIc-10.3
each. they can influence people EsP-PD12SR-IIc-10.2
through their leadership or
followership
EsP-PD12SR-IIb-10.1
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson Ask the students who among Start by asking volunteer
45
or presenting the new them are members of a certain students to read aloud the
lesson group, organization or club. fables about leadership and
membership. Ask them to
identify the lesson each fable is
trying to teach.
B. Establishing a purpose forAsk them the following Ask the students’ insights Ask the students the following Give the students to the
the lesson questions: regarding on their knowledge on questions: students to read the article
1. Why did you choose to be in civic responsibility. 1. What is a true leader? about Servant Leadership. Ask
that particular group? 2. How do we know that a them to share the key points of
2. What was the biggest factor leader is a true leader? the article.
that made you decided to be 3. How do we know that
in that group? the person we are
3. Who decided on your role in following is worth our
that group? trust and loyalty?
4. How do you fulfill your
responsibilities in that
group?
5. How do you find the leader/s
of the group?
6.
C. Presenting Explain how the society/ Explain to the students that as a Discuss what the meaning of Ask them to give their
examples/Instances of the community/culture plays a teenager they can have a big leadership and the different comments/reactions regarding
new lesson major role in the life of a role/ contribution to the traits of a leader.. on the article.
teenager. community.
D. Discussing new concepts Explain the benefits that Explain on what they can get Explain to the students that a Defend why they agree or
and practicing new skills # teenagers can get upon joining upon involving themselves in leader has his/her own style in disagree to the article.
1 a group or organization the different community terms of his/her leadership.
activities.
E. Discussing new concepts Discuss the different styles of
and practicing new skills # leadership and the bases of
2 power of a leader.
46
F. Developing mastery (leads
to Formative Assessment
3)
G. Finding practical Ask their opinions on how Ask them, as a teenager, on Give a certain situation and ask
application of concepts and joining a group or organization how they can contribute/help the students on what style of
skills in daily living can help them develop into a the community on their own leadership can be applied on it.
better person. way.
H. Making generalizations and Ask for their reflection to the Ask the students to make a
abstractions about the lesson. reflection about servant
lesson leadership.
I. Evaluating learning Ask the students to write the Make a slogan on the things
group they belong, its nature, about they have learned on
activities, benefits, and include leadership.
a photo of themselves with the
group.
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 lessons
work? No. of learners who
have caught up with the
lesson
47
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?
B. Performance Standard The leaners shall be able to identify the different roles of leaders and followers in society
The learners shall identify the firm and gentle sides of family care that affect a person’s development during the middle and late
adolescence
C. Learning Competencies / The learners distinguish the The learners appraise one’s The learners make a genogram
Objectives various roles of different family structure and the type of and trace certain physical,
Write the LC code for individuals in society and how care he/she gives and receives, personality or behavioral
each. they can influence people which may help in attributes through generations
through their leadership or understanding himself/herself EsP-PD12FSL-IId-e-11.2
followership better
EsP-PD12SR-IIb-10.1 EsP-PD12FSL-IId-11.1
49
IV. PROCEDURES
A. Reviewing previous lesson Start by asking volunteer Start the lesson with a quote,
or presenting the new students to read aloud the “Call it a clan, call it a network,
lesson fables about leadership and call it a tribe, and call it a family.
membership. Ask them to Whatever you call it, whoever
identify the lesson each fable is you are, you need one.” – Jane
trying to teach` Howard
B. Establishing a purpose for Ask the students the following Let the students read the article Ask the students whether they Ask the students if they have
the lesson questions: about Servant Leadership. Ask agree with Jane Howard and any idea about family tree and
1. What is a true leader? them to share the key points of ask them how they need their how it is made.
2. How do we know that a the article. respective families in their life.
leader is a true leader?
3. How do we know that
the person we are
following is worth our
trust and loyalty?
C. Presenting Discuss what the meaning of Ask them to give their Ask volunteers to describe their Show a sample of a family tree.
examples/Instances of the leadership and the different comments/reactions regarding respective families in terms of
new lesson traits of a leader. on the article. people in their family, physical
set up/agreement, place of
residence, who leads/makes
decision in the family.
D. Discussing new concepts Explain to the students that a Defend why they agree or Discuss the different kinds of Explain what is genogram or
and practicing new skills # leader has his/her own style in disagree to the article. family structures family tree making. Ask them
1 terms of his/her leadership. regarding on the information
that they can gather from a
genogram.
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 lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
51
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?
B. Performance Standard The learners shall identify the firm and gentle sides of family care that affect a person’s development during the middle and late
adolescence
C. Learning Competencies / The learners appraise one’s The learners make a genogram The learners prepare a plan on
Objectives family structure and the type of and trace certain physical, how to make the family
Write the LC code for care he/she gives and receives, personality or behavioral members firmer and gentler
each. which may help in attributes through generations with each other
understanding himself/herself EsP-PD12FSL-IId-e-11.2 EsP-PD12FSL-IIe-11.3
better
EsP-PD12FSL-IId-11.1
B. Establishing a purpose for Ask the students whether they Ask the students if they have Ask the students regarding on Explain to the class the results
the lesson agree with Jane Howard and any idea about family tree and their ideas about the importance of their activity. Emphasize to
ask them how they need their how it is made. of our families. them that as a family, there is a
respective families in their life. particular legacy that has been
passed from one generation to
another.
C. Presenting Ask volunteers to describe their Show a sample of a family tree. Introduce the reading on Ask the students to share the
examples/Instances of the respective families in terms of Inspiring Stories of Families. attitudes, beliefs or values,
new lesson people in their family, physical which they have learned from
set up/agreement, place of their family.
residence, who leads/makes
decision in the family.
D. Discussing new concepts Discuss the different kinds of Explain what is genogram or Based on the reading, remind Discuss the lesson on Family
and practicing new skills # family structures family tree making. Ask them them on the sacrifices our Legacies.
1 regarding on the information individual family does for us.
that they can gather from a
genogram.
G. Finding practical
application of concepts and
54
skills in daily living
H. Making generalizations and Have the students share their
abstractions about the ideas on the concept of legacy,
lesson in particular, family legacies.
I. Evaluating learning Have the students write a poem Based on their genogram, Have the students to write an Write a reflection on the poem
about their respective families identify which among the family essay about: “HOW DO I “A TRIBUTE TO FAMILIES.”
using the guidelines for the structures their family belongs SHOW MY LOVE AND
activity “POEM WRITING”. and explain why. APPRECIATION FOR MY
FAMILY?”
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 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?
55
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?
B. Performance Standard The learners shall identify the external factors influencing career choices
C. Learning Competencies / The learners explain that The learners identify the The learners take self-
Objectives through understanding of the personal factors influencing assessment tool to know his/her
Write the LC code for concepts of career and life career choices. personality traits and other
each. goals can help in planning to his/her goals personal factors in relation
his/her career EsP-PD12PC-IIf-12.2 EsP-PD12PC-IIg-12.3
EsP-PD12PC-IIf-12.1
B. Establishing a purpose for Do the Motivation: Agree or Introduce the activity by saying Ask the students to Explain on how self-concept
the lesson Disagree. Explain to the class “One’s career is the roadmap differentiate/define the following changes over time and its
57
that the objective of this game is that you follow through your terms importance when planning your
about the common lifetime.” Ask for the insights of 1. Career career.
misconception and facts about the students on this statement. 2. Job
career planning. 3. Occupation
C. Presenting Emphasize to the students that Tell the students to copy the Elaborate the meaning of the Introduce Super’s Career
examples/Instances of the some of the most important career wheel on a sheet of term “career”. Development Theory.
new lesson decisions we make in our blank paper. Differentiate Job from
lifetime concern our career. Occupation.
D. Discussing new concepts Explain the ten myths about In the labelled circles, ask them Ask the students regarding on Explain the Five Life and career
and practicing new skills # career planning. to identify the place events, the different factors that can Development Stages according
1 situations, needs and facts that influence career choice. to Super.
can affect their decisions when
it comes to choosing their
career in the future.
E. Discussing new concepts Explain the different theories on Explain the different
and practicing new skills # what influence your career developmental task at the
2 choice. different stages
H. Making generalizations and Ask their opinions on what have Ask them regarding on their Ask the students to summarize
abstractions about the been discussed. realizations. the discussion
lesson
58
I. Evaluating learning Ask them to answer this
question:
“What or who influenced you in
making decision when it comes
to choosing your course in
college? Explain your answer”
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 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?
59
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
60
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the external factors influencing career choices
B. Performance Standard The learners shall be able to make a career plan based on his/her personal goal, and external factors influencing career choices
C. Learning Competencies / The learners discuss the The learners identify pros and The learners prepare a career
Objectives external factors influencing cons of various career options plan based on his/her personal
Write the LC code for career choices that may help in with the guidance of parent, goal and external factors
each. career decision making teacher, or counselor influencing career choices
EsP-PD11/12CP-IIg-13.1 EsP-PD11/12CP-IIh-13.2 EsP-PD11/12CP-IIh-i-13.3
I. Evaluating learning Group activity (career interest) Individual activity (personality The quick job-hunting map
test)
J. Additional activities for Individual projects PERSONALIZED JOURNAL
application or remediation (Reflection)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
62
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
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?
A. Content Standards The learners demonstrate an understanding of his/her personal development as an important component of setting career and life
goals
B. Performance Standard The learners shall be able to analyze and synthesize his/her personal development as an important component of setting career and
life goals
C. Learning Competencies / The learners explain the factors The learners share insights that The learners construct a
Objectives in personal development that make him/her realize the creative visualization of his/her
Write the LC code for may guide him/her in making importance of personal personal development through
each. important career decisions as development in making a career of the various stages he/she
adolescents decision as adolescent went through, stressors,
EsP-PD11/12IOPD-IIi-14.1 EsP-PD11/12IOPD-IIi-h-14.2 influences, and decision-making
points, and a personal profile
analysis
EsP-PD11/12IOPD-IIj-14.3
E. Discussing new concepts Career map Making a Career Bucket List 5-year Career Planning (6
and practicing new skills # months’ goal plan)
2
F. Developing mastery (leads Futuristic Writing (How do you
to Formative Assessment see Myself 5 years from now?)
3)
G. Finding practical Students can clarify their own
application of concepts and life goals and aspirations
skills in daily living
H. Making generalizations and Write an essay on your journey
abstractions about the through this course on Personal
65
lesson Development.
How have you change since the
beginning of this semester?
What have you learned about
yourself?
I. Evaluating learning
J. Additional activities for PERSONALIZED JOURNAL
application or remediation (Reflection)
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 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
66
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
67