School FRANCISCO TOLENTINO INTEGRATED HIGH SCHOOL Grade Level 11

DAILY Learning
Teacher JAVIER SHARON MAY G. PERSONALITY DEVELOPMENT
LESSON Area
LOG Teaching Dates and
JANUARY 13-14, 2020 Quarter 4
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner demonstrates the understanding of…

the dynamics of
attraction, love, and
commitment
B. Performance appraise one’s present relationships and make plans for building responsible future relationships
Standards
C. Learning Discuss an express his/her ways of identify ways to become responsible in a relationship
Competencies/Objectives understanding of showing attraction, love,
teen-age and commitment
relationships,
including the
acceptable and
unacceptable
expressions of
attractions
II. CONTENT Personal
Relationships
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages Pages 2-4
2. Learner’s Material
Pages 1-7
Pages
3. Textbook Pages Pages 14-19
4. Additional Materials Personal Development, first edition
from Learning Resources By Ricardo Rubio Santos, 2016
B. Other Learning http://www.ted.com/talks/ze_frank_are_you_human
Resources 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
II. CONTENT PERSONAL RELATIONSHIPS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 9-18 Pages 9-18 Pages 9-18 Pages 19-25
Pages
2. Learner’s Material Pages 8-16 Pages 8-16 Pages 8-16 Pages 17-23
Pages
3. Textbook Pages Pages 14-34 Pages 14-34 Pages 14-34 Pages 40-47
4. Additional Materials Personal Development, Personal Development, Personal Development, Personal Development,
from Learning Resources first edition By Ricardo first edition By Ricardo first edition By Ricardo first edition By Ricardo Rubio
Rubio Santos, 2016 Rubio Santos, 2016 Rubio Santos, 2016 Santos, 2016
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Recall last week lesson Recall yesterday lesson Recall yesterday lesson. Recall yesterday’s lesson
lesson or presenting the and activity.
new lesson
B. Establishing a In the first two units, Introduce the Start by discussing the 1. To introduce the
purpose for the lesson we discussed the ‘Letter from Mom’ response letter done by topic, ask for a show of
individual. We talked activity. You may say the students as a hands on who belong to the
about the learner, and something like “Class, homework. Have some following groups / clubs /
his / her strengths and now we will read a letter students share their organizations:
limitations, stages of written by someone who response with the class. • choir
development and has been with us since • dance group
challenges, stress day one of our lives.” • play/theater arts
management, mental • school cheer leading
and emotional team
development. In this • school paper
unit, we shall talk • others (identify
about the learner’s existing organizations in your
relationships with school and/or area)
significant persons in
his/her life.
C. Presenting To introduce the topic 2. The letter may 2. Have students 2. Ask the following
examples/instances of and to check on the be read silently or orally swap their letter with a questions and have the
the new lesson prior knowledge of the aloud. partner. Instruct the students share their answer
students, ask the 3. Draw out students to imagine with the class:
students what they answers from the class themselves being the a. Why did you choose
understand by the to the following: mom/dad of their to be in that particular
following words/terms: a. What kind of partner and then group/organization?
relationship, personal relationship does the respond to his/her b. What was the
relationships, love, letter describe? letter. Ask volunteers to biggest factor that made you
commitment, and b. Who are share with the class. decide to be in that
attraction. involved in the group/organization?
relationship? Describe c. Who decided on
each character. your role in that
c. What role does organization?
each character play in d. How do you fulfill
the relationship? your responsibilities in that
d. Are you satisfied organization?
with this type of e. How do you find the
relationship? Explain leader/s of the organization?
your answer.
e. Do you agree
that this type of
relationship can be
improved? Explain your
answer.
f. In what ways
can the characters show
they are responsible to
maintain a good
relationship?
D. Discussing new Give Note to the 3. Ask the 3. Explain Activity: ‘My
concepts and practicing the lecturette on Basic Teacher: Be sensitive following processing organizations’ Have the
new skill #1 Definitions to clarify and discrete. Maintain questions to the class: students write down the
the meanings of these confidentiality of a. How did you name of organizations they
words. personal issues. When feel being the mom/dad belong to, the type of
applicable, refer explaining yourself to organization and the
students with issues to your child? student’s position/role in the
the Guidance Counselor. b. How did you organization.
Explain the P ortfolio feel as the child being
Output No. 17: explained to by your
Response to Mom’s mom/dad?
 Letter. Ask the students c. How would you
to bring their response describe the
letter during the next communication that
class session. happened to you as a
parent and to your
classmate as your child
or vice versa?
d. Do you think
you are successful with
the way you
communicated with
each other? Explain your
answer.
F. Developing Mastery Recitation. To introduce the next Have the Recitation.
readings (Nurture your students answer the
relationships, and Ten activity ‘Healthy
rules for finding love and Relationships Items Set’.
creating long-lasting, See the activity for the
authentic relationships), instructions. Facilitate
write each of these the six processing
questions on small questions afterwards.
pieces of paper and
have a student pick a
paper to be answered by
anyone from the class
G. Finding practical Introduce the Highlight the good Introduce the 4. To introduce the
applications of concepts activity: Statements on qualities by letting the next activity ‘I know the readings (How culture
& skills in daily living Relationships by students identify the signs of a healthy shapes many aspects of
asking: “What are the characteristics, relationship’ and give adolescent development,
basics of a right decisions and the instructions. After Teenagers’ who join youth
relationship? What do perspectives these calling out the answers groups and other clubs are
we really know about individuals exemplify. (indicated at the end of happier and less likely to
relationships? Are our each statement in this drink, and Community
ideas about Teacher’s Guide), you activity: get involved),
relationships true or may conclude that the explain how the
false? first 9 statements are society/community/culture
a. Refer to the signs of a healthy plays a major role in the life
Reader for the 15 relationship and the last of a teenager. Teens have to
 statements about 9 statements are signs be mindful of who they
relationships. Students of an unhealthy follow, go with/join, and
decide whether each relationship. imitate.
statement is true or
false, and write T or F
on a piece of paper.
b. Call students
to share their answers
with the class.
c. The answer
can be found at the
end of each statement
in this Teacher’s Guide.
d. Have a bit of
discussion when
needed.
H. Making 5. Introduce the Asks. What do you need Introduce the 5. Explain to the class
generalizations & readings on to succeed? last two readings that being with the majority
abstractions about the relationships (What do (Keeping healthy is not always correct. Point
lesson we mean by personal Success is about right relationships, and Basic out the many benefits of
relationships? A mindset, emotional rights in a relationship) being able to help others;
research study on resilience and proper as a review on how to teens are in the best position
relationships, Why behavior. maintain healthy to serve older people or be
personal relationships relationships and our of service to the community.
are important, and 25 basic rights in a Mention also how studies
Most common relationship. and research have shown
relationship problems). that being in a
a. The following club/organization and
questions may be serving the community
asked: benefit teens.
i. Why do we say
‘No man is an island’?
ii. How are we
different from
animals?
iii. What is the
difference between
family,
friends/friendship, and
 partnership/romantic
relationships?
iv. Why are
relationships important
to us humans?
I. Evaluating Learning b. Have some Essay. 7. Depending on 6. Discuss the readings
students share their What is your dream? the time available, you and the insights gained from
answer with the class, What are those action to may do any or them.
orally. succeed your dreams? combinations of the
c. Give some following to check on
time for the class to the students’
read the articles on understanding after
their own quietly. In they read the articles:
the interest of time, a. write a letter to
the class may be a friend who needs help
divided into 4 groups, with his/her
with each group relationship.
reading one or two of b. write a letter to
the articles. his/her sweetheart on
things he/she learned
from the module.
c. write a letter to
their parents on things
relating to relationship
they (students) cannot
say face-to-face.
d. share with the
class the key points that
each article has.
e. share their
comments/reactions
about the article/s.
f. defend whether
they agree or disagree
with the article/s.
g. expound on the
part/s of the article
which has/have an
impact to them.
 h. share a
story/stories that would
support or negate the
point/s of the article.
J. Additional activities for Explain the Search a story about Take note to Explain the requirements for
application or requirements for Personal relationships. remind the students Portfolio Output No. 20:
remediation Portfolio Output No. that too personal Description of My Social
17: Reflections on information or Group.
Personal Relationships. confidential matters
Journal writing about need not be As homework, ask students
personal relationships mentioned/shared with to bring several sheets of
the class. blank paper for the
Explain the genogram to be done during
requirement for the next session.
Portfolio Output No. 18:
Poster on Basic Rights
in Relationships.
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?

School FRANCISCO TOLENTINO INTEGRATED HIGH SCHOOL Grade Level 11

DAILY Learning
Teacher JAVIER SHARON MAY G. PERSONALITY DEVELOPMENT
LESSON Area
LOG Teaching Dates and
January 20-24, 2020 Quarter 4
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards the concepts about social
influence, group
leadership and
followership
B. Performance appraise one’s present relationships and make plans for building responsible future relationships
Standards
C. Learning discuss an understanding of teen-age relationships,
Competencies/Objectives including the acceptable and unacceptable expressions of attractions
II. CONTENT Social
Relationships in
Middle and Late
Adolescence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages Pages 19-25 Pages 25-32 Pages 25-32 Pages 25-32
 2. Learner’s Material
Pages 17-23 Pages Pages Pages
Pages
3. Textbook Pages Pages 40-50 Pages 56-72 Pages 56-72 Pages 56-72
4. Additional Materials Personal Development, Personal Development, Personal Development, Personal Development,
from Learning Resources first edition first edition first edition first edition
By Ricardo Rubio By Ricardo Rubio Santos, By Ricardo Rubio Santos, By Ricardo Rubio Santos,
Santos, 2016 2016 2016 2016
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson
lesson or presenting the
new lesson
B. Establishing a Present the and Start by asking volunteer Perform “Role play Asks. Class did you heard the
purpose for the lesson explain activity task to students to read aloud presentation” opinions and comment your
the student in the fables in the Reader. co-learners/ classmate?
WORKSHEET ON Explain that fables have What can you say about their
DEVELOPMENTAL been written for people opinions?
TASKS OF BEING IN to learn lessons from. ( Pick one representative of
GRADE 11 Ask students to identify every groups performed)
the lesson each fable is
trying to teach.
C. Presenting 1. To introduce 2. Introduce the Cite samples of quest Says, Class, always put in
examples/instances of the topic, ask for a activity “Questionnaire experience/encounter your mind that we need to
the new lesson show of hands on who on Ethical and Servant by the middle accept the opinions of other
belong to the following Leadership”, by asking: adolescence. people in our surrounding,
groups / clubs / a. What is a true because what they think and
organizations: leader? Asks. How will you how they feel about
• choir b. How do we manage these kind of themselves is far more
• dance group know that a leader is a challenges that you potent or will give you a
• play/theater true leader? encountered your life as chance to grow up or be
arts c. How do we an adolescence? mature.
• school cheer know that the person
leading team we are following is Gather opinions,
• school paper worth our trust and thoughts and ways to
• others (identify loyalty? solve or manage the
existing organizations challenges given in the
in your school and/or role play and perform by
 area) the groups.
D. Discussing new 2. Ask the 3. Ask students to Reading comprehension Read with the class and
concepts and practicing following questions answer the activity about the lead discussion in; “The
new skill #1 and have the students sheet on their journal. ENCOURAGEMENT 101: Power of Personal
share their answer (Answers are indicated The Courage to Be Declarations.”
with the class: at the end of each Imperfect, done by the
a. Why did you statement in this Student
choose to be in that Teacher’s Guide.)
particular Discuss and give some
group/organization? insight or sample about
b. What was the the topic
biggest factor that “ENCOURAGEMENT
made you decide to be 101: The Courage to Be
in that Imperfect, done by the
group/organization? student”
c. Who decided
on your role in that
organization?
d. How do you
fulfill your
responsibilities in that
organization?
e. How do you
find the leader/s of the
organization?
E. Discussing new Explain Discuss why the Read with the class and
concepts and practicing Activity: ‘My statements are True or lead discussion “Being
new skill #2 organizations’ Have the False. Happy.”
students write down
the name of
organizations they
belong to, the type of
organization and the
student’s position/role
in the organization.
F. Developing Mastery To introduce the Give time for Does the Present the learners activity
readings (How culture students to read the ENCOURAGEMENT 101: to make/create slogan or
shapes many aspects article “Servant The Courage to Be personal declaration on
 of adolescent Leadership”. After Imperfect makes you a being happy.
development, which, you may do any grow? Or has a big
Teenagers’ who join or combinations of the effect in your self? Learners present their
youth groups and following: activity
other clubs are happier a. Think of a leader
and less likely to drink, that fits in the
and Community description “servant
activity: get involved), leader.” Share with the
explain how the class.
society/community/cul b. Think of an
ture plays a major role organization that has a
in the life of a ‘servant leader.’ Share
teenager. Teens have with the class.
to be mindful of who c. Share the key
they follow, go points of the article.
with/join, and imitate. d. Share their
comments/reactions
about the article.
e. Defend why
they agree or disagree
with the article.
G. Finding practical 5. Explain to the Present the activity How will you encourage Says. Remember class,
applications of concepts class that being with about a person who don’t “developing the self may not
& skills in daily living the majority is not the “Role Play Situations have any plan to be an easy journey towards
always correct. Point on Challenges of Middle continue their study? happiness but it is worth
out the many benefits Adolescence” And he/she is contented pursuing”.
of being able to help in playing computer
others; teens are in the games.
best position to serve
older people or be of
service to the
community. Mention
also how studies and
research have shown
that being in a
club/organization and
serving the community
benefit teens.
H. Making Discuss the Ask. What is essence of Asks. What is the purpose
generalizations & readings and the reading the of reading the two topics;
abstractions about the insights gained from “ENCOURAGEMENT The Power of Personal
lesson them. 101: The Courage to Be Declarations and Being
Imperfect”. Happy? What is the
information they want you to
realize and understand?
I. Evaluating Learning Essay. Essay.
J. Additional activities for Explain the Explain the requirement
application or requirements for for Portfolio Output No.
remediation Portfolio Output No. 21: Reflections on
20: Description of My Leadership and
Social Group. Membership.
As homework,
ask students to bring
several sheets of blank
paper for the
genogram to be done
during the next
session.
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?

DAILY School FRANCISCO TOLENTINO INTEGRATED HIGH SCHOOL Grade Level 11

LESSON Learning
Teacher JAVIER SHARON MAY G. PERSONALITY DEVELOPMENT
LOG Area
Teaching Dates and January 27-31, 2020 Quarter 4
 Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards the impact of one’s family on his/her personal development during middle and late
adolescence
B. Performance
identify his/her own vulnerabilities and make a plan on how to stay mentally healthy
Standards
C. Learning appraise one’s family structure and the type of make a genogram and trace certain physical,
Competencies/Objectives care he/she gives and receives, which may help in personality, or behavioral attributes through
Understanding himself/herself better generations
II. CONTENT Family structures and legacies Adolescence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages Pages 33-41 Pages 33-41 Pages 33-41 Pages 42-51
2. Learner’s Material
Pages 29-35 Pages 29-35 Pages 29-35 Pages 29-35
Pages
3. Textbook Pages Pages 76-83 Pages 76-83 Pages 76-83 Pages 85-
4. Additional Materials Personal Development, Personal Development, Personal Development, Personal Development,
from Learning Resources first edition first edition first edition first edition
By Ricardo Rubio By Ricardo Rubio Santos, By Ricardo Rubio Santos, By Ricardo Rubio Santos,
Santos, 2016 2016 2016 2016
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson Greetings.
lesson or presenting the Recalls yesterday lesson
new lesson
B. Establishing a 1. To introduce 1. Introduce the Explain and clearly give 1. To end this unit, the
purpose for the lesson the topic, read the activity ‘Emotional, the direction on the activity ‘How do you feel
quote by Jane Howard social and spiritual “Belly Breathing” as about your relationships?’
on families: “Call it a legacy’ by saying their motivation. asks the students how they
clan, call it a network, something like: “The Directions; feel about their various
call it a tribe, and call it activity that we are Relax your arms and relationships (family, friends,
a family. Whatever you about to do will identify hands. partner, and
call it, whoever you the legacies our 3. Relax your body. community/social/organizati
 are, you need one.” family/parents has/have 4. Close your eyes. ons). Ask the students: “How
Then ask the students passed on to us. Are you 5. Focus on lower do you feel about your
whether they agree aware of these legacies? abdomen (belly) and relationships? Where do you
with Ms. Howard. Ask What if you don’t like imagine a small balloon see your relationships going?
how they need their the legacies your in that space. Are you happy with your
respective families in parents passed on to 6. Breath in slowly and relationships?”
their life. you? Is there a chance deeply through nostrils,
that we can change the imagining the balloon
legacy we received from inflating
our parents? “ (getting
bigger/larger/growing)
slowly, hold a few
seconds
7. Slowly exhale through
the mouth, imagining
the balloon gently
deflating (getting
smaller, shrinking); blow
out of the mouth as if
blowing out a candle
8. Tip: Place a hand over
the lower abdomen to
feel it go up and down,
and make sure you’re
not breathing with the
chest
9. Repeat at least 10
times.
C. Presenting The following Have the Asks. How different your Let the students
examples/instances of activity is called students answer the bodies feel after doing answer the activity sheet.
the new lesson genogram or family activity on Emotional, the ‘Belly Breathing’?
tree making. Almost social and spiritual (Did you relaxed/calm?
every one knows what legacy. Do you feel lighter?
a family tree is and Great? Tired?)
how it is made. Ask the
students why they Says. Belly breathing is
think we need to make one of the strategies
one at the start of our that one can do in
topic. What stressful situations, but
 information can we there are others too.
gather from a
genogram/family tree?
Using a blank sheet of
paper, instruct the
students to make their
own genogram. Be
sure to read the
instructions to the
class before they start
making their
genogram. The
genogram is to be
included in their
portfolio as Portfolio
Output No. 22.

D. Discussing new 3. To introduce 3. Spend some Discuss and explain 3. Facilitate the
concepts and practicing the reading on Family time for the students to about “Keeping Stress processing questions.
new skill #1 structure, ask for share their thoughts under Control”.
volunteers to describe with the class.
their respective
families in terms of
people in their family,
physical set
up/agreement, place
of residence, who
leads/makes decision
in the family.

E. Discussing new After reading 4. Introduce the Initiate Activity No. 1; As a class, read the
concepts and practicing the article, have the reading on ‘Family Stress Survival Kit poem ‘A tribute to
new skill #2 students refer to their legacies’ by saying families’.
genogram and identify something like: “Are you
which among the happy with your legacy
family structures does scores? Let us reverse
their family belong. the roles, suppose you
 Have a quick survey are the parents, what
among the class. legacies are you ready to
Which family structure pass on to your
is prevalent? children? The reading
on Family legacies will
review you on the
details of emotional,
spiritual and social
legacies. The reading will
also encourage you not
to lose hope when you
do not like the legacies
your parents have
passed on to you.”
F. Developing Mastery Recitation Recitation. Recitation. Recitation.
G. Finding practical To introduce the topic Have the Explained and give Explain requirements
applications of concepts on family legacies, students share with the proper instruction in for Portfolio Output No. 24:
& skills in daily living have the students class their ideas on the Activity No. Insights on Relationships and
write a poem about concept of legacy, in 2; Project to-d- list Tribute to My Family.
their respective particular, family
families using the legacies.
guideline for the
activity ‘Poem Writing’.
The guideline may be
written on the board.
Give time for students
to write their family
poem, afterwards, call
on volunteers to share
their poems to the
class. Ask the class,
“what unique qualities
does your family
have?”
H. Making 6. Introduce the What are those tips that What are the organ that
generalizations & reading on Inspiring we need to know to controls your thought and
abstractions about the Stories of Families by control our stress? movement?
lesson saying: “The reading on
 Inspiring Stories of
Families aims to
remind us of the
importance of our
respective families.
These readings came
from different parts of
the world which prove
how universal the
importance of and our
need for family is. Read
through and be
reminded of the
sacrifices our individual
family does for us.
Then ask yourself,
“how do I show my
love and appreciation
for my family?”

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

J. Additional activities for Explain the Clearly delivered Search the following:
application or requirements for instruction regarding to 1. What is Critical
remediation Portfolio Output No. their Portfolio Output Thinking?
23: Reactions to the no.10; “Project To-D0”. 2. What are the theories
Emotional, Social and in the Brain-Side
Spiritual Legacy Dominance?
Evaluation.
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?

School FRANCISCO TOLENTINO INTEGRATED HIGH SCHOOL Grade Level 11

DAILY Learning
Teacher JAVIER SHARON MAY G. PERSONALITY DEVELOPMENT
LESSON Area
LOG Teaching Dates and
FEBRUARY 3-4, 2020 Quarter 4
Time
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards the concepts of career
development, life goals, and personal factors influencing career choices
B. Performance
set a personal career goal based on the results of self-assessment various personal factors
Standards
C. Learning The learners The learners The learners
Competencies/Objectives explain that identify the take a self-assessment tool to know his/her
through personal factors personality traits and other personal factors in relation
understanding of influencing to his/her life goals
the concepts career
of career and life
choices
goals can help in
planning his/her
career
II. CONTENT PERSONS AND CAREERS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages Pages 33-41 Pages 33-41 Pages 33-41 Pages 42-51
2. Learner’s Material
Pages 29-35 Pages 29-35 Pages 29-35 Pages 29-35
Pages
3. Textbook Pages Pages 76-83 Pages 76-83 Pages 76-83 Pages 85-
4. Additional Materials Personal Development, Personal Development, Personal Development, Personal Development,
from Learning Resources first edition first edition first edition first edition
By Ricardo Rubio By Ricardo Rubio Santos, By Ricardo Rubio Santos, By Ricardo Rubio Santos,
Santos, 2016 2016 2016 2016
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Ask the class: “Para Recall yesterday lesson Recall yesterday lesson Greetings.
lesson or presenting the kanino ka Recalls yesterday lesson
new lesson bumabangon sa
umaga?”
B. Establishing a Ask the class: “Para Says. Explain and clearly give Initiate motivation about
purpose for the lesson kanino ka - Stress is the body’s the direction on the “Lateral Thinking Puzzle”
bumabangon sa response to anything “Belly Breathing” as
 umaga?” that makes us feel their motivation.
threatened or Directions;
pressured. It is caused Relax your arms and
by any kind of demand hands.
to which we must adapt, 3. Relax your body.
adjust, or respond. 4. Close your eyes.
- It is the body’s 5. Focus on lower
automatic way of abdomen (belly) and
reacting to changes, imagine a small balloon
challenges, and in that space.
demands placed on us. 6. Breath in slowly and
- Some stress is deeply through nostrils,
necessary, however too imagining the balloon
much stress may cause inflating
wear and tear on the (getting
body and mind. Major bigger/larger/growing)
life events, such as slowly, hold a few
moving, separation or seconds
divorce of parents, 7. Slowly exhale through
death of a loved one, the mouth, imagining
changing schools or the balloon gently
losing a friend, may deflating (getting
cause anxiety and smaller, shrinking); blow
distress. out of the mouth as if
- Other day-to-day blowing out a candle
situations, including 8. Tip: Place a hand over
being late or leaving a the lower abdomen to
project until the last feel it go up and down,
minute, can also cause and make sure you’re
stress. It is important not breathing with the
that students learn to chest
recognize what might be 9. Repeat at least 10
causing the stress and times.
learn strategies to help
control and alleviate
stress.
C. Presenting b. Explain that a (Student brainstorm) Asks. How different your Read processing
examples/instances of popular coffee drink bodies feel after doing questions; As you were
the new lesson used this tag line in Asks. How stress is part the ‘Belly Breathing’? thinking of solutions to the
 one of their banner of everyday life, and (Did you relaxed/calm? puzzles, what was going on
commercials in 2001. It that there is good stress Do you feel lighter? inside you?
is a question that and bad stress. Great? Tired?) What organ was working?
prompts an individual
to ask about one’s life Teacher tasks. Review Says. Belly breathing is
purpose – that one the previous activity one of the strategies
thing that drives them worksheet, “What that one can do in
to wake up early in the causes you to lose your stressful situations, but
morning and embark cool?” there are others too.
on a mission that
enables them to
provide for the needs
of the people that they
hold dear.
c. Some of the
most important
decisions we will make
in our lifetime concern
our career that makes
it possible for us to
realize our dreams and
aspirations in life.
One’s career is defined
as the combination
and sequence of roles
played by a person
during the course of a
lifetime (Super, 1980).
D. Discussing new Agree or Disagree Asks. How do you feel Discuss and explain Give a lecture on
concepts and practicing a. The objective when you “lose you cool about “Keeping Stress Cognitive Development
new skill #1 of the game is to temper.” under Control”. with the use of the
explore ideas about Reader: Brainpower:
one’s future career Says. You need to Complex Organ Controls
through engaging the complete Activity 1: Your Every Thought and
students in agreeing or Stress Signals. Move.
disagreeing about
common Teacher tasks. Pair up
misconceptions and student to share their
facts about career responses.
 planning.
b. Before the
class begins, prepare
one Agree and one
Disagree Cue
Card/Placard, each
measuring 8.5 x 13.5
inches.
c. Divide the
room into two (2)
areas then place the
Agree and Disagree
cue cards to mark the
delineation of the
room.
d. Tell the
students that you will
be reading out to them
10 statements from a
list. Listen to each
statement, and decide
on whether they agree
or disagree with the
statement. Then they
should rush to the side
of the room that best
describes their
opinion/thoughts on
the idea presented.
e. Start the game
by reading out the
trigger statements
below.
f. After all the
game, ask the
processing questions.

E. Discussing new Allow the Discuss the Reading: Initiate Activity No. 1; Cite or give brief
concepts and practicing students some time to “Stress Response” Stress Survival Kit discussion that synthesize
new skill #2 read the article in their “Cognitive Development”.
Reader Guide “ Ten
Myths about Career
Planning BUSTED!” for
them to be able to
examine their answers
and deepen their
understanding about
their common
misconceptions about
career planning.
F. Developing Mastery Recitation Recitation. Recitation. Recitation.
G. Finding practical Do the Activity: Career Initiate Activity 2: Quiet Explained and give Asks. Does cognitive
applications of concepts Wheel Time for 15 minutes. proper instruction in development is essential in
& skills in daily living Activity No. your daily live? How?
2; Project to-d- list
H. Making Give a Asks. How stress What are those tips that What are the organ that
generalizations & lecturette on Career response into our body? we need to know to controls your thought and
abstractions about the Concepts. How stress response to control our stress? movement?
lesson us?
I. Evaluating Learning Essay. Essay. Essay. Essay.
J. Additional activities for Assign Present and give Clearly delivered Search the following:
application or students to read the 3 instruction to the instruction regarding to 1. What is Critical
remediation Readings: What Portfolio Output No. 9: their Portfolio Output Thinking?
Influences Your Career My Stress Signal no.10; “Project To-D0”. 2. What are the theories
Choice?, Super’s in the Brain-Side
Career Development Dominance?
Theory, and Life
Rainbow, then
complete their Career
Wheel and a short
explanation as their
Portfolio Output No.
25: Career Wheel.
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?

DAILY School FRANCISCO P. TOLENTINO INTEGRATED HIGH Grade Level 11

SCHOOL

Teacher SHARON MAY G. JAVIER Learning PERSONALITY DEVELOPMENT

Area
LESSON
LOG
Teaching Dates and FEBRUARY 10-14,2020 Quarter 4
 Time

MONDA TUESDAY WEDNESDAY THURSDAY FRIDAY

Y
I. OBJECTIVES
A. Content Standards the external factors
influencing career choices

B. Performance make a career plan based on his/her personal goal, and external factors influencing career choices
Standards
 the left and right brain plan on how to stay mentally healthy
C. Learning The learners The learners The learners The learners
Competencies/Objecti 1. Discuss that 1. Explore mind-mapping 1. interpret the 1. make a mind map
ve s understanding the left techniques suited to concepts of on ways of
and right brain functions right brain- or left brain mental health and achieving
may help in dominant psychological well- psychological
improving one’s learning, thinking styles, and being in everyday well- being
2. Make a plan to observations 2. create a plan
improve learning using about mental to stay
both left and right brain health problems mentally
development. during healthy during
adolescence adolescence
2. identify his/her
own vulnerabilities
II. CONTENT The Powers of the Mind Mental Health and Well-being in Middle
and
Late adolescence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 42-51 Pages 42-51 Pages 51-68 Pages 51-68
Pages
2. Learner’s Material Pages 36-44 Pages 36-44 Pages 45-53 Pages 45-53
Pages
3. Textbook Pages Pages 85- Pages 85- Pages 85- Pages 85-
4. Additional Personal Development, Personal Development, Personal Development, Personal Development,
Materials from first edition first edition first edition first edition
By Ricardo Rubio Santos, By Ricardo Rubio Santos, By Ricardo Rubio Santos, By Ricardo Rubio Santos,
Learning Resources 2016 2016 2016 2016
B. Other Learning
Resources
IV. PROCEDURES https://www.youtube.com/
watch?v=w0BQKX_lszY
A. Reviewing previous Recall last session lesson Recall yesterday lesson Recall yesterday lesson Recalls yesterday lesson
lesson or presenting
the new lesson
B. Establishing a Start the class with Start/do motivation about Asks. How many of you Says. Ok, class our topic
purpose for the motivation. “ lateral Brain Dominance. have been sick for today is all about
lesson thinking puzzle”. last year?" Anxiety disorders.
Why are you sick?
Instruct student on How long are you
how to answer the 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 we’re 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 Introduce the topic on Says/Asks. Kindly raise Asks. Class do you agree
examples/instance cognitive development you hands those “Who that not all sickness are in
s of the new lesson by asking the following are the right brain physical in nature?
question; dominant? How about
the left brain dominant, Teacher task. 1. Present
1. What is the who are they? (Raise and explain about the
brain and how your hand please). twelve statement by
does it work? answering if is fiction or
2. What happens fact.
inside your 2. Give the result after
brain when you they answered all the 12
learn something statement.
new? 3. Read and discuss about
the “Change Your Mind
Leave for a few about Mental Health.” to
minutes to answer the be able to correct the
question. Follow up student perception.
question;
3. How did you learn
to talk? To read? To
ride a bicycle? To shoot a
basket?
D. Discussing new Read and discuss the 1. Read and discuss about Group the class into3
concepts and topic about Brain power. “The Dominant side of groups and look for every
practicing new skill the Brain”. advertisement brought
#1 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 Watch video about 1. Provide lecture on Read and Explain the
concepts and the brain function. new Research Study Additional
practicing new skill on “The brain’s left Information about
#2 and right sides”. “Strategies for
Becoming a Critical
Asks. What do they Viewer of the
think about this new Media”.
research?

2. Additional lecture
on;” You Can
Grow Your
Intelligence.”

Says. People
generally have one of
two different ideas
about intelligence:
• You’re smart or
you’re not smart, and
that never changes.
OR
• It’s 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 you’re not sure,

you’re not alone. This
is a question
researchers have been
asking for years. And
some of the answers
are
surprising.
F. Developing Recitation. Read and present a Sharing their opinion
Mastery What are the three brief explanation and thought about
major parts of brain? about mind mapping. their advertisement
What is the function Make an example present by the group.
of cerebrum in our
brain? What is the
function of
cerebellum?
What is the function of
brain stem?
G. Finding practical Asks. How drugs affect in Present and explain
applications of our brains? the tasks in “Portfolio
concepts & skills in Output
daily living 11: Make a Mind Map”.
H. Making Asks. What are the Asks. Discussing “self-
generalizations & three major part of the esteem and body-
abstractions brain and how it esteem”
about the lesson functions? And what
are the effect of using
drugs and drinking
alcohol in our brain?
I. Evaluating Short quiz. Assist learners to read” Essay. How does
Learning the The Myth of the advertisement
Michael Jordan”. And affect yourself?
watch video
of Michael Jordan.
J. Additional Search for some Bring some print ads explain the tasks in
activities for theories about the of body beautifying “Portfolio Output no.
application or brain side dominance. products, clothes, or 12 Media Influences
remediation fashion. (How Ads Affected
My Self- Esteem)”.
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?