DAILY LESSON LOG School

Teacher
Grade Level
Learning Area PERSONAL DEVELOPMENT
11/12

Department of Education Teaching Dates and Time WEEK 6 Quarter QUARTER 1

Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
The learners demonstrate an understanding of…
A. Content Standards
brain parts, its processes and functions.
The learners shall be able to...
B. Performance Standards
Identify ways to improve brain functions which will be manifested in thoughts, behavior, and feelings
a. Discuss that understanding the different parts of the brain, processes and functions may help in improving thoughts, behavior, and feelings.
C. Learning
b. Explore ways on how to improve brain functions for personal development.
Competencies/Objectives

II. CONTENT BRAINPOWER: COMPLEX ORGAN CONTROLS YOUR EVERY THOUGHT AND MOVE
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
Today's lesson will focus on how the left
Today, we will learn about mind-
and right brain functions can help us
mapping techniques that can help us
improve our learning. In our previous Today's lesson will focus on the
1. Reviewing previous lesson or organize our thoughts and ideas more Review and recall the topics discussed
lessons, we have learned about stress importance of mental health and how it
presenting the new lesson effectively. We will explore different ready for the assessment.
management, open-mindedness in affects our overall well-being.
techniques that are suited to left brain- or
dealing with others, and other personal
right brain-dominant thinking styles.
development topics.
By the end of the lesson, you will be able
By the end of this lesson, students will be to understand the concept of mind-
able to identify the left and right brain The purpose of this lesson is to help
mapping, identify different techniques
2. Establishing the purpose of the students understand the importance of
functions that may help in improving that suit left brain- or right brain-
lesson taking care of their mental health and
one's learning. dominant thinking styles, and create a
how it can positively impact their lives.
mind map using the appropriate
technique for your thinking style.
3. Presenting examples/instances of We will discuss the different functions of We will begin by discussing the concept  Discuss mind-mapping techniques
the new lesson the left and right brain hemispheres. The of mind-mapping and its benefits. Then, that are suited to right brain-
left hemisphere is responsible for logical we will explore different mind-mapping dominant thinking styles, such as
and analytical thinking, language techniques that are suited to left brain- or radial, associative, and visual mind
processing, and mathematical right brain-dominant thinking styles. We maps.
computations. Meanwhile, the right will also provide examples of mind maps  Provide examples of mind maps
hemisphere is responsible for creative created using each technique. created using these techniques.
and artistic abilities, spatial awareness,  Ask students to create their own
and recognizing patterns.
 radial, associative, or visual mind
map based on a given topic.
a. Define mind-mapping and discuss its
benefits.
 Discuss mind-mapping techniques
b. Introduce left brain- and right brain-
that are suited to right brain-
dominant thinking styles.
dominant thinking styles, such as
We will discuss how to recognize and c. Discuss mind-mapping techniques
radial, associative, and visual mind
develop our strengths in both the left and that are suited to left brain-dominant
4. Discussing new concepts and maps.
right hemispheres. Students will work in thinking styles, such as hierarchical,
practicing new skills #1  Provide examples of mind maps
pairs and identify their strengths in these linear, and numerical mind maps.
created using these techniques.
areas. d. Provide examples of mind maps
created using these techniques.  Ask students to create their own
e. Ask students to create their own radial, associative, or visual mind
hierarchical, linear, or numerical map based on a given topic.
mind map based on a given topic.
a. Discuss mind-mapping techniques  Discuss mind-mapping techniques
that are suited to right brain- that are suited to right brain-
We will also discuss how to use both dominant thinking styles, such as dominant thinking styles, such as
hemispheres to improve our learning. For radial, associative, and visual mind radial, associative, and visual mind
5. Discussing new concepts and example, using creative and visual maps. maps.
practicing new skills #2 methods to memorize vocabulary words, b. Provide examples of mind maps  Provide examples of mind maps
or breaking down complex math created using these techniques. created using these techniques.
problems into simpler parts. c. Ask students to create their own  Ask students to create their own
radial, associative, or visual mind radial, associative, or visual mind
map based on a given topic. map based on a given topic.
Activity: Mindful Coloring

a. Divide the class into pairs.

b. Provide each pair with a
To develop mastery, students will work coloring book and colored
Students will work on an interactive in pairs to create a mind map using the pencils.
activity where they will be given technique that suits their partner's c. Instruct the pairs to color
different learning scenarios and will have thinking style. This activity will require mindfully by focusing on their
6. Developing Mastery
to identify which hemisphere they would students to identify their own thinking breathing and being present in
use and how they would use it to improve style, understand their partner's thinking the moment.
their learning. style, and apply the appropriate mind- d. After 15 minutes of coloring,
mapping technique. have the pairs share their
experience and how they felt.
e. Lead a class discussion on the
benefits of mindfulness and how
it can improve mental health.
7. Finding practical applications of We will discuss how the knowledge Students will discuss how they can use  Encouraging students to practice
concepts and skills in daily living gained in this lesson can be applied in mind-mapping techniques in their daily self-care regularly, such as getting
various learning situations, such as lives, such as organizing their thoughts enough sleep, eating nutritious food,
studying for exams, memorizing for a presentation or planning a project. and engaging in physical activity
information, and solving problems.  • Providing resources for students to
 seek professional help when needed,
such as counseling services or
hotlines
 • Discussing the importance of
reducing stigma surrounding mental
health and seeking help when needed
We will discuss the importance of Students will reflect on the lesson and  Students will reflect on what they
utilizing both hemispheres in learning share their insights on how mind- have learned and how they can apply
8. Generalizing and abstractions
and how understanding our strengths can mapping techniques can help them these concepts to their lives.
about the lesson
help us improve our learning and improve their learning and thinking  Discussing how mental health affects
academic performance. skills. individuals and society as a whole.
The teacher will prepare a quiz/ test that
will assess the learnings of the students.
9. Evaluating Learning
Make sure that the test covers all the
topics discussed for the week.
Students can practice using both  Create a self-care plan and share it
hemispheres in learning by creating For remediation, students who need with the class.
visual representations of complex additional support can work with the  Research and share stories of
concepts or creating stories to help teacher or a tutor to create a mind map individuals who have overcome
10. Additional Activities for
remember information. They can also using a guided template. For application, mental health challenges.
Application or Remediation
practice using both hemispheres in their students can use mind-mapping  Engage in a group discussion on
daily lives by engaging in creative techniques to organize their notes for a reducing the stigma surrounding
activities such as drawing or playing test or exam. mental health and seeking
musical instruments. professional help.

V. 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 this 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?