Grades 11 School GENERAL TINIO NATIONAL Grade Level 11

DAILY H.S
LESSON Teacher MARY ANN J. ROMERO Learning Area Personal Development
LOG
Teaching Dates and Week 1 Quarter First
Time

1
Resource
(LR)portal

2
B. Other Learning
Resource
IV. PROCEDURES

A. Reviewing previous ORIENTATION Ask the students to Tell the students that the Provide ”My Banner – The
lesson or presenting 1. Classroom Rules answer the Self-Concept best way to develop Treasure Within Me”
the new lesson 2. Talk about the Inventory. oneself is to express their activity to the students
Course Personal talents and gifts in a way
Development, its they enjoy.
content and
objectives
3. Discuss the
requirements
needed for Personal
Development.
B. Establishing a Group the class into 5-6 Ask the students to give Ask the students to Explain to the students on
purpose for the groups. Ask them to their insight regarding on perform their prepared how the previous activities
lesson prepare a talent show to the previous activity. talent. After the help them in determining
be presented on the third Emphasize to them that performance, the students all the positive things that
session. the purpose of the activity need happened to them or the
is determining on how to give their qualitative positive attributes that
they see themselves. comments. they have.
C.Presenting Show some pictures to Explain to the students Explain the importance of
examples/instances of the class. Let them that the said performance knowing what your
the new lesson describe the picture. displays the talents of the strengths are and
Discuss what Selfconcept students and make use all identifying your
is. their personal resources. weaknesses.

3
D.Discussing new Let the student imagine Discuss Personal Discuss the SWOT
concepts and himself/herself to who and Effectiveness. Analysis.
practicing new skills # 1 what he/she want to be and
the “real” him/her.

E. Discussing new Discuss the difference Emphasize that as

concepts between individuals,

and practicing new actual self and ideal self. we have our own talents,
skills # 2 skills and abilities. Discuss
on how to develop these
talents, skills and abilities.

F. Developing mastery Discuss self-image.

(leads to Formative
Assessment
3)
G.Finding practical Emphasize to the students
application of concepts the importance of knowing
and skills in daily living who and what you are
when it comes to dealing
with self and other people.

H.Making generalizations Ask the students to right Ask the students to write
and abstractions about their insights and their reflections regarding
the lesson realizations in their on their banner.
journals.

4
I. Evaluating learning The students must have Ask the students to identify Let the students to create
at least 3 things that they two (2) skills they already their Personal SWOT
can do in order for them to have and two (2) they Analysis
improve themselves. want to develop. Write
three (3) ways for them to
improve on each of their
identified skills.
J. Additional activities for Ask the students to bring Remind the students to PERSONALIZED
application or the following: prepare for their talent JOURNAL
remediation a. Clear book show to be presented (Reflection)
tomorrow.
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
5
 LOG Teaching Dates and Week 2 Quarter First
Time
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?
Grades 11 School GENERAL TINIO NATIONAL Grade Level 11
DAILY H.S
LESSON Teacher MARY ANN J. ROMERO Learning Area Personal Development

6
B. Other Learning
Resource
7
IV. PROCEDURES

A. Reviewing previous Tell the students that the Present an article of Bo Ask the students to assess Present stories to the
lesson or presenting best way to develop Sanchez entitled “You their class and ask them to
the new lesson oneself is to express their Need to Take Charge of own beliefs about holistic identify the factors that
talents and gifts in a way Your Future” to the development may lead a person to
they enjoy. students. succeed.
B. Establishing a Ask the students to Ask them to give their Ask the students to draw a Ask questions which are
purpose for the perform their prepared insights regarding on the circle on a blank sheet of related to the stories.
lesson talent. After the article. paper and divide the circle Highlights the good
performance, the students into 8 segments. In each qualities by letting the
need segment, they will write students identify the
to give their qualitative some descriptions of the characteristics, right
comments. different aspects of decisions and perspective
themselves. these individuals exemplify

C.Presenting Explain to the students Explain the importance of Explain the different Show so some emoticons
examples/Instances of that the said performance journal writing aspects of development. and identify the emotion
the new lesson displays the talents of the that is being shown by
students and make use all each emotion.
their personal resources.

D.Discussing new Discuss Personal Remind students that Discuss what emotion is.
concepts and Effectiveness. holistic development is not Provide examples
practicing new skills # overnight project but
1 instead I must be seen as
a lifelong project a person
has to undertake.

8
E. Discussing new Emphasize that as Explain on how Emphasize to the students
concepts and individuals, we have our selfconcept is connected the difference between
practicing new skills # own talents, skills and to emotion and feeling.
2 abilities. Discuss on how the different aspects of
to develop these talents, development
skills and abilities.

F. Developing mastery Explain on how feelings

(leads to Formative and emotions can affect
Assessment attitude.
3)
G.Finding practical Ask the students to have Present real life situation Provide real life examples
application of concepts a personal journal and on how giving much on how emotions, feelings
and skills in daily living give some guiding attention on a certain and attitude can affect
questions to answer on aspect can affect other your mood
writing entries on their aspects of development.
journal.
H.Making
generalizations and
abstractions about the
lesson
I. Evaluating learning Ask the students to Write about the eight
identify two (2) skills they aspects of development.
already have and two (2) Ask them to name ways in
they want to develop. which they can improve
Write three (3) ways for the minus areas and
them to improve on each enhance the positive
of their identified skills. aspects.

9
J. Additional activities for PERSONALIZED
application or JOURNAL
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?

10
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?

LOG Teaching Dates and Week 3 Quarter First

Time
DAY 1 DAY 2 DAY 3 DAY 4
Grades 11 School GENERAL TINIO NATIONAL Grade Level 11
DAILY H.S
LESSON Teacher MARY ANN J. ROMERO Learning Area Personal Development

I.
OB
JE
CT
IV
ES

11
A. The learners
Co demonstrate an
nte understanding of
nt the various
Sta aspects of holistic
nd development:
ard physiological,
s cognitive,
psychological,
spiritual, and
social
development

B. The learners shall

be able to
Per
illustrate the
for
connections
ma between
nc thoughts, feelings,
e and behaviors in
Sta a person’s
nd holistic
ard development

12
C. Learning The learners discuss the The learners evaluate The learners show the
Competencies / relationship among his/her own thoughts, connections between
Objectives physiological, spiritual, and feelings and behaviors thoughts, feelings, and
Write the LC code for social development to EsP-PD11/12DWP-Ib-2.2 behaviors in actual life
understand his/her situation
each.
thoughts, feelings and EsP-PD11/12DWP-Ic-2.3
behaviors
EsPPD11/12DWP-Ib-2.1

II. CONTENT Developing the Whole Person

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide Personal Development

pages Teacher’s Guide, pp. 9 – 18
2. Learner’s Materials Personal Development
pages Learner’s Materials, pp. 10
3. Textbook pages Personal Development
Ricardo Rubio Santos, pp. 24 – 33
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resource

13
IV. PROCEDURES

A. Reviewing previous Ask the students to Present stories to the Ask the students to work
lesson or presenting the assess their own beliefs class and ask them to as a group and give their
new lesson about holistic identify the factors that own definition of success
development may lead a person to to the class. Allow them to
succeed. present their work to the
class.
B. Establishing a Ask the students to draw Ask questions which are Let them read a story and
purpose for the lesson a circle on a blank sheet related to the stories. ask them to give their
of paper and divide the Highlights the good interpretation on what
circle into 8 qualities by letting the they have read.

segments. In each students identify the

segment, they will write characteristics, right
some descriptions of the decisions and perspective
different aspects of these individuals
themselves. exemplify.
C.Presenting Show so some emoticons Explain on how emotions,
examples/Instances of Explain the different and identify the emotion feelings and thoughts
the new lesson aspects of development. related to success

that is being shown by

each emotion.

14
D.Discussing new Remind students that Discuss what emotion is. Present a sample of
concepts and holistic development is not Provide examples Personal Recipe of
practicing new skills # overnight project but Success.
1 instead I must be seen as
a lifelong project a person
has to undertake.
E. Discussing new Explain on how Emphasize to the students
concepts and selfconcept is connected the difference between
practicing new skills # to emotion and feeling.
2 the different aspects of
development
F. Developing mastery Explain on how feelings
(leads to Formative and emotions can affect
Assessment attitude.
3)
G.Finding practical Present real life situation Provide real life examples Ask some questions about
application of concepts on how giving much on how emotions, feelings the story they have read
and skills in daily living attention on a certain and attitude can affect and relate it to real life.
aspect can affect other your mood
aspects of development.
H.Making Let the students give their
generalizations and insights on how to be
abstractions about the successful.
lesson
I. Evaluating learning Write about the eight Students will have to make
aspects of development. their own recipe for
Ask them to name ways in success.
which they can

15
 improve the minus areas
and enhance the positive
aspects.
J. Additional activities for Ask the students to bring PERSONALIZED
application or bond paper and coloring JOURNAL
remediation 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?

16
 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?
DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES

A. Content Standards Th e learners demonstrate the skills and tasks appropriate for middle and late adolescence and preparatory

Grades 11 School GENERAL TINIO NATIONAL Grade Level 11

DAILY H.S
LESSON Teacher MAR Y ANN J. ROMERO Learning Area Personal Development
LOG
Teaching Dates and Wee k 4 Quarter First
Time
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 withbecome a responsible Write
the LC code for to developmental stage persons of the same group adolescent prepared for adult

17
 each. EsP-PD11/12DS-Ic-3.1 EsP-PD11/12DS-Id-3.2 life
EsP-PD11/12DS-Id-3.3

II. CONTENT Developmental Stages in Middle and Late Adolescence

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide Personal Development

pages Teacher’s Guide, pp. 19 – 25
2. Learner’s Materials Personal Development
pages Learner’s Materials, pp. 17 – 23
3. Textbook pages

4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES

18
A. Reviewing Tell the students to line up Have the students
previous lesson or based on the category that simulate the actions
presenting the new you will used (e.g. age, appropriate to the different
lesson height, shoe size and so stages of physical
on). After the activity, ask development.
them on how they feel

and the process they

underwent.

B. Establishing a Relate the activity on The teacher will initiate the Ask the students’ insights
purpose for the lesson development stages and activity on upon doing yesterday’s
tasks. Development Tasks of activity.
Being in Senior High
School.
C.Presenting Introduce Robert J. Ask the processing Explain what Living
examples/Instances of Havighurst’s questions. mindfully means.
the new lesson Explain the development Developmental Task
stages. Theory.
D.Discussing new Focus on the Explain the developmental Lead students to do the Explain the different tools
concepts and developmental stages tasks summary table. second activity on needed that will help you
practicing new skills # during adolescence and Mindfulness to

1 early adulthood. have a fulfilling way of life.

19
E. Discussing new Ask them to determine Do activity ‘HOW
concepts and the different MINDFUL AM
practicing new skills # characteristics for every I?”
2 stage of development.
F. Developing mastery
(leads to Formative
Assessment
3)

G.Finding practical Emphasize that Tell the students on how

application of concepts understanding the different they can use the
and skills in daily living stages of development Developmental Tasks
can help them in table in understanding the
understanding the things that they can do.
characteristics of other
people.
H.Making Ask the students to make After the activity, ask the Ask questions to the
generalizations and a personal timeline, which students on how they feel students regarding on the
abstractions about the portrays the influential upon answering the tools presented and relate
lesson events and happenings in questions. it to their lives.
their lives.
I. Evaluating learning Explain the personal Role-playing the actions
timeline that they’ve done. expected from infancy to
adulthood.
J. Additional activities for Make a scrapbook of your PERSONALIZED
application or own JOURNAL
remediation images from infancy to (Reflection)
adulthood

20
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?

21
G.What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4

Grades 11 School GENERAL TINIO NATIONAL Grade Level 11
DAILY H.S
LESSON Teacher DIANA MAE D. REYES Learning Area Personal Development
LOG Teaching Dates and Week 5 Quarter First
Time
A. Content The learners demonstrate the development changes in middle and late adolescence, and expectation of and from
adolescents

Standards
The learners shall be able to clarify and manage the demands of the teen years (middle and late adolescence)

B. Performance The learners discuss that facing The learners discuss that facing The learners express his/her The learners
Standard make affirmations the challenges during the challenges during feelings on the expectations of that help one become more
adolescence may be clarify and adolescence may be clarify and the significant people around
C. Learning
lovable and capable as an
Competencies / manage the demands of teenmanage the demands of teenhim/her adolescent

Objectives
years years EsP-PD11/12CA-Ie-4.2 EsP-PD11/12CA-Ie-4.3
Write the LC code for
each. EsP-PD11/12CA-Id-4.1 EsP-PD11/12CA-Id-4.1

22
 The Challenges of Middle and Late Adolescence

II. CONTENT

23
III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide Personal Development

pages Teacher’s Guide, pp. 19 –
25
2. Learner’s Materials Personal Development
pages Learner’s Materials, pp. 17
– 23
3. Textbook pages

4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES

A. Reviewing previous Ask the students to have a Make a list of their present Make a list of possible
lesson or presenting the roleplay on situations and life challenges that they solutions of their present
new lesson challenges of middle are experiencing. challenges.
adolescence.

24
B. Establishing a Let them to express their Ask the students on how Remind the students that
purpose for the lesson opinions, feelings or they see themselves and even though opinions of
insights regarding on their their expectations on other people are important,
activity. themselves. what they think and how
they feel about themselves
is more potent.

C. Presenting Explain that at their age, Discuss that as an Read with the class “The
examples/Instances they experiences different individual we have our own Power of Personal
of the new lesson challenges. expectations and same as Declarations and Being
expectations of the people Happy”.
around them.
D.Discussing new Discuss the challenges of Ask them their feelings Let them give their
concepts and late adolescence on the regarding on the opinions on what they
practicing new skills # different aspects of expectations of others to have read.
1 development. them.
E. Discussing new Discuss Encouragement
concepts and 101: The Courage to be
practicing new skills # Imperfect.

F. Developing mastery
(leads to Formative
Assessment
3)

25
G.Finding practical Give emphasis that Apply this question to their Ask the students to make
application of concepts challenges are part of life life: “Whatever I say or do, a slogan or personal
and skills in daily living and they must find ways to will it bring me closer or declaration on how they
overcome it. farther apart from a can be committed to
person?” selfdevelopment. Remind
them to always apply it in
developing themselves.
H.Making generalizations Tell the students that
and abstractions about developing the self may
the lesson not be an easy journey
towards happiness but it is
worth pursuing.

I. Evaluating learning Ask the students to Let them explain their

identify the challenges that thoughts or feelings
they experience and what regarding on the slogan or
would they do to personal declaration and
overcome them. include specific ways in
which they will develop
themselves.
J. Additional activities for Poster making about PERSONALIZED
application or challenges that they JOURNAL
remediation encounter during middle (Reflection)
adolescence. (optional)
V. REMARKS

VI. REFLECTION

26
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?

27
28
 Grades 11 School Grade Level 11
DAILY
Teacher Learning Area Personal Development
LESSON
LOG Teaching Dates and Week 6 Quarter First
Time

DAY 1 DAY 2 DAY 3 DAY 4

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 The learners discuss that The learners identify

Competencies / understanding stress and its sources of one’s stress
Objectives sources during and illustrate the effects
Write the LC code for adolescence may help in of stress on one’s
each. identifying ways to system
cope and have a healthful life EsP-PD11CS-If-5.2
EsP-PD11CS-If-5.1

29
II. CONTENT Coping with Stress in Middle and Late Adolescence

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide Personal Development

pages Teacher’s Guide, pp. 33 – 37
2. Learner’s Materials Personal Development
pages Learner’s Materials, p. 17 – 23
3. Textbook pages

4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES

A. Reviewing previous Let the students to watch a Make a reflection about

lesson or presenting the certain video clip about stress the video clip.
in

new lesson middle and late

adolescence.

30
B. Establishing a Ask the students to give Ask them to give what Discuss with the students Provide students with 15
purpose for the their insights on the video. causes them to be how stress is a part of minutes of quiet time.
lesson stressed. everyday life and the
difference between good
stress and bad stress.
C.Presenting Ask the students what Discuss what Stress Have the students to
examples/Instances of they understand by Management is. brainstorm the types of
the new lesson “stress” and whether they good stress and bad
have experienced stress. stress.

D.Discussing new Discuss the meaning of Explain the different Ask them how they
concepts and stress. causes and effects of commonly feel when they
practicing new skills # stress. “lose their cool”.
1
E. Discussing new Give some situations Discuss Stress response
concepts and where in stress is
practicing new skills # experienced.
2
F. Developing mastery
(leads to Formative
Assessment
3)
G.Finding practical Ask the students to Ask the students to
application of concepts identify what causes them determine the signs if they
and skills in daily living to be stressed by are experiencing stress.
answering the activity
“What causes you to “lose
your control”?

31
H.Making Ask the students to Students may share the
generalizations and complete Activity: Stress experience of how they felt
abstractions about the Signals and share their before, during and after
lesson responses. the activity and to previous
discussions.

I. Evaluating learning Ask the students on how Ask the students to do

they Portfolio

are going to cope with Output by answering the

stress. given questions.

J. Additional activities for Make your own stress Create your own stress PERSONALIZED
application or bingo card. survival kit. JOURNAL
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%

32
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?

33
 Grades 11 School GENERAL TINIO NATIONAL Grade Level 11
DAILY H.S
LESSON Teacher DIANA MAE D. REYES Learning Area Personal Development
LOG Teaching Dates and Week 7 Quarter First
brain
Time
DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES

The learners demonstrate an understanding of stress and its es; various stress responses;sourc g strategies for
A. Content Standards healthful living in copin
middle and late adolescence
The learners demonstrate tole brain theory, or two hemhe wh ispheres of the brain: artistic (right -dominant) and
linear (leftbrain -
dominant)
B. Performance Standard
The learners shall be able to identify personal ways of coping hy living healt
The learner shall be able to improve learning using both the l eft and right brain

C. Learning s / The learners th The learners discuss that right

Competencie demonstrate personal understanding the left and
Objectives ways of coping wi stress brain may help in
Write the LC code for for healthful living improving one’s learning
each. EsP-PD11/12CS-Ig-5.3 EsP-PD11/12PM-Ig-6.1

II. CONTENT Coping with Stress in Middle and Late Adolescence

The Powers of the mind

III. LEARNING
RESOURCES
A. References

34
 1. Teacher’s Guide Personal Development
pages Teacher’s Guide, pp. 38 – 45
2. Learner’s Materials Personal Development Learner’s
pages Materials, pp.
3. Textbook pages

4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES

A. Reviewing previous Start the class by doing Let the students answer
lesson or presenting the the Belly Breathing Lateral Thinking Puzzles.
new lesson Exercise as a motivation.
B. Establishing a purpose Discuss on how stress can Ask these questions to the Ask these questions:
for the lesson affect your life and class: How did you learn to talk?
performance. 1. What is the brain To read? To ride a bicycle?
and how does it To shoot a basket?
work?
2. What happens
inside your brain
when you learn
something new?

35
C.Presenting Provide some examples of Give the importance of Introduce the topic in
examples/Instances of stressful situations to the prioritizing and breaking cognitive development.
the new lesson students and ask for their down tasks into smaller
reactions and how to steps and how it can help
handle them. to manage stress.

D.Discussing new Explain techniques on how Discuss the main parts of Discuss brain
concepts and to keep stress under brain and their functions. development.
practicing new skills # control.
1
E. Discussing new Discuss the two Discuss some factors that
concepts and hemispheres of brain. can affect the brain.
practicing new skills #
2
F. Developing mastery
(leads to Formative
Assessment
3)

G.Finding practical Ask the students on how Ask the students to do the
application of concepts they handle the situation if Project To-do List by
and skills in daily living they are stress. means of identifying the
tasks that they need to
accomplish throughout
their lives.

36
H.Making generalizations
and abstractions about
the lesson

I. Evaluating learning Quiz on Stress and Stress Quiz on brain and brain
Management development.

J. Additional activities for Do the Lateral Thinking Make A Mind Map PERSONALIZED
application or Puzzles on pge 36. (optional) JOURNAL
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

37
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?
Grades 11 School GENERAL TINIO NATIONAL Grade Level 11
DAILY H.S
LESSON Teacher DIANA MAE D. REYES Learning Area Personal Development
LOG Teaching Dates and Week 8 Quarter First
Time

38
39
 3. Textbook pages

4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES

A. Reviewing previous MOTIVATION: Ask the Review on the previous Use the following Divide the class into
lesson or presenting the students to raise their lesson. Emphasize to questions to introduce the groups and instruct them
new lesson hands if the given them that there are some topic to the students. to discuss among
statement can be applied learning tools that help 1. How many of them themselves the mental
to them. you utilize both sides of have been sick last health challenge assign to
the brain may help you year? them.
learn more effectively 2. Why were they sick?
3. How long?
4. The symptoms
5. Actions that they’d
taken

40
B. Establishing a purpose Inform the students that the Introduce to the students Inform students that not all As they discuss their topic,
for the said activity is a way to what mind mapping is. sickness is physical in ask them to describe the
lesson determine if what side of nature. mental health challenge
the brain is dominant to Introduce mental illnesses and make a list regarding
them. on the signs and some
positive aspect related to
the challenge.

C.Presenting Discuss the two sides of Discuss the steps in Present statements to the Ask the group to present
examples/Instances of the brain. creating mind map. Present students and ask them their work and take note of
the new lesson example to the class whether if they are fact or what they have presented.
fiction.
D.Discussing new Discuss the Discuss “You Can Grow Discuss Changing Your
concepts and characteristics or the skills Your Intelligence” Mind about Mental Health.
practicing new skills # 1 of right-brain dominant and
left-brain dominant.

E. Discussing new Discuss the research Introduce the lesson Self-

concepts and study on The Brain’s Left Esteem and Body-Esteem
practicing new skills # and Right Side and the factors that
2 influence a person’s
esteem.
F. Developing mastery
(leads to Formative
Assessment
3)

41
G.Finding practical Reinforce the students’
application of concepts minds that people facing
and skills in daily living mental health challenges
are just like everybody
else and help them can
get better and live
normal lives.
H.Making Generate some questions Ask the students on what
generalizations and from students regarding they have learned about
abstractions about the on the research study mental health challenges
lesson presented. that they did not know
before the class began.

I. Evaluating learning Ask the students to do a Ask the students to make

sample of Mind Map using a written research on
what they already know Anxiety
about the brain from the Disorders/Depression.
previous discussion.
J. Additional activities for PERSONALIZED
application or JOURNAL
remediation (Reflection)
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation

42
B. No. of learners who
require additional
activities for

remediation who
scored below 80%
C.Did the remedial of
lessons work? No.
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 or
supervis can help
me solve?
G.What innovation ordid
localized materials h I
I use/discover whic
wish to share with
other teachers?
43
 School GENERAL TINIO NATIONAL Grade Level 11
HS
Grades 11 Teacher RUBY P. BUSOG Learning Area Personal Development
DAILY Teaching Dates and Week 9 Quarter First
LESSON Time
LOG
DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES

A. Content Standards The learners demonstrate the concepts about mental health and well-being in middle and late adolescence

B. Performance
The leaners identify his/her own vulnerabilities and make a plan on how to stay mentally healthy
Standard
C. Learning The learners interpret the The learners interpret the The learners identify The learners make a mind
Competencies / concepts of mental health concepts of mental health his/own vulnerabilities map on ways of achieving
and psychological well- and psychological EsP-PD11/12PM-Ii-7.2 psychological well-being
Objectives
being in everyday wellbeing in everyday EsP-PD11/12MHWB-Ii-
Write the LC code for
observations about mental observations about mental 7.3 create a plan to stay
each.
health problems during health problems during mentally healthy during
adolescence adolescence
adolescence EsP-
EsP-PD11/12PM-Ig-h-6.2 EsP-PD11/12MHWB-Ih-
PD11/12MHWB-Ii-7.4
7.1
II. CONTENT
Mental Health and Well-being in Middle and Late Adolescence

44
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide Personal Development

pages Teacher’s Guide pp. 52 -68
2. Learner’s Materials Personal Development
pages Learner’s Materials pp. 45 – 53
3. Textbook pages

4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES

A. Reviewing previous Use the following Review on previous Let the students review the The teacher will raise
lesson or questions to introduce the lesson. previous lesson “Mental questions regarding the
presenting the new topic to the students. health”. previous lesson
1 How many of them Divide the class into
lesson
have groups and instruct them
to discuss among
themselves the mental
health

45
 been sick last year? challenge assigned to
2. Why were they sick? them.
3. How long?
3. The symptoms
4. Actions that they’d
taken
B. Establishing a Inform students that not all As they discuss their For the introduction of the To foster mastery, the
purpose for the sickness is physical in topic, ask them to topic, the teacher will teacher will administer a
Lesson nature. describe the mental health show a mirror to the class, Summative
Introduce mental illnesses challenge and make a list the teacher will ask the Test
regarding on the signs learners if they have
and some positive aspect insecurities in life. The
related to the challenge. learners may share to
class their flaws and
insecurities. Afterwards,
the teacher will discuss
the purpose of the mirror.

In addition, the teacher

will continue by defining
terms: the
SELF ESTEEM and BODY
ESTEEM and
answers the question
“What influences a
person’s self-esteem.

46
C. Presenting Present statements to the Ask the group to present The teacher will collate the
examples/Instances students and ask them their work and take note of opinions, ideas and
of the new lesson whether if they are fact or what they have presented. entertain questions
fiction. regarding the discussion.

D. Discussing new Discuss Changing Your Explain to the students the

concepts and Mind about Mental Health. way on how to have a
practicing new skills # healthy living and mental
1 health.

E. Discussing new Introduce the lesson Self-

concepts and Esteem and Body-Esteem
practicing new skills # and the factors that
2 influence a person’s
esteem.
F. Developing mastery
(leads to Formative
Assessment
3)
G.Finding practical Reinforce the students’ For more understanding of
application of concepts minds that people facing the lesson, the learners
and skills in daily living mental health challenges will do the
are just like everybody Activity:: I AM A UNIQUE
else and help them can INDIVIDUAL
get better and live
normal lives.

47
H.Making generalizations Ask the students on what The teacher will end the After the test and
and abstractions about they have learned about lesson by a quotation from checking, the teacher will
the lesson mental health challenges Confucius that states announce the scores
that they did not know “Everyone has beauty, but
before the class began. not everyone sees it”.

I. Evaluating learning Ask the students to make

a research on Anxiety
Disorders/Depression.

J. Additional activities for Provide assignment to the PERSONALIZED

application or students (assigned per JOURNAL
remediation group) regarding on the (Reflection)
different mental disorders.
Ask them to make a
research and they will
have their presentation
regarding on their
assigned disorders.

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation

48
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?

49
 Grades 11 School GENERAL TINIO NATIONAL Grade Level 11
DAILY HS
LESSON Teacher RUBY P. BUSOG Learning Area Personal Development
LOG Teaching Dates and Week 10 & 11 Quarter First
Time
DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of the different types of emotions and how they are expressed

B. Performance
The learners shall be able to identify ways to communicate and manage emotions in a healthy manner
Standard
C. Learning The learners discuss that The learners explore The learners demonstrate
Competencies / understanding the intensity one’s positive and and create ways to
Objectives and differentiation of emotions negative emotions and manage various
Write the LC code for may how one expresses or emotions
help in hides them EsP-PD11/12EI-Ij-8.3
each.
communicating EsP-PD11/12EI-Ij-8.2
emotional
expressions EsP-
PD11/12EI-Ii-j-8.1
II. CONTENT Emotional Intelligence

50
III. LEARNING
RESOURCES
A. References

5. Teacher’s Guide pp. 68 – 76

pages
6. Learner’s pp. 54 – 59
Materials pages
7. Textbook pages

8. Additional
Materials from
Learning
Resource
(LR)portal

B. Other Learning
Resource
IV. PROCEDURES

A. Reviewing previous Conduct motivation on Today Discuss the Reading on

lesson or presenting the I feel emotional intelligence
new lesson _______________________.
(sentence completion)

B. Establishing a Demonstrate and create

purpose for the ways to manage various
Lesson emotions
51
C. Presenting Activity: Introduction to
examples/Instances emotions (page 56)
of the new lesson
D. Discussing new Activity: Exploring Activity: Am I Assertive?
concepts and emotions : Get a grip on
practicing new skills # (page 56) anger
1 Activity: I am (page 56) (page 58)
E. Discussing new I am the BOSS of my
concepts and feelings! (page 58)
practicing new skills #
2
F. Developing mastery
(leads to Formative
Assessment

3)

G.Finding practical Demonstrate and create

application of concepts ways to manage various
and skills in daily living emotions

H.Making generalizations Reflection on Exploring Portfolio Output

and abstractions about Emotions and I am.
the lesson

I. Evaluating learning Responsible Action sheet

52
J. Additional activities for PERSONALIZED
application or JOURNAL
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?

53
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?

DAY 1 DAY 2 DAY 3 DAY 4

Grades School GENERAL TINIO Grade Level 11
1 to NATIONAL HS
DAILY Teacher RUBY P. BUSOG Learning Area Personal Development
LESSON
Teaching Dates Week 12 Quarter First
LOG
and
Time

I. OBJECTIVES

A. Content Standards The learners demonstrate the dynamics of attraction, love, and commitment

54
 The leaners shall be able to appraise one’s present relationship and make plans for building responsible future
B. Performance
relationships
Standard

C. Learning The learners discuss an The learners express The learners identify ways
Competencies / understanding of teen-age his/her ways of showing to become responsible in
Objectives relationships, including the attraction, love, and a relationship
Write the LC code for acceptable and commitment EsPPD12PR- EsP-PD11/12PR-IIb-9.3
each. unacceptable IIa-9.2
expressions of attractions
EsP-PD12PR-IIa-9.1
II. CONTENT Personal Relationships

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pp. 77-86

pages
2. Learner’s Materials pp. 60 -77
pages
3. Textbook pages

4. Additional
Materials from
Learning
Resource
(LR)portal

55
B. Other Learning
Resource
IV. PROCEDURES

A. Reviewing Ask the students what they Statements on Make a statement about
previous lesson or understand by the Relationships (page 60) your own point of view,
presenting the new following words/terms: which is the most
lesson a. Relationships important personal
relationships that you
cherish

b. Personal most.
relationships
c. Love
d. Commitment
e. Attraction

56
B. Establishing a Clarify the meaning of theAsk the following Ask the students to answer
purpose for the lesson given words. Introduce questions: activity, Healthy
a. What three words Relationship Items Set.
the activity: Statements
describe your Ask questions related to
on relationship with your the activity.
Relationships by asking family? Parents?
a. What are the basics Siblings?
of a relationship? Friends?
b. What do we really Boyfriend/girlfriend?
know about b. Which relationships are
relationships? important to you? Why?
c. Are our ideas about c. Why do some
relationship true or relationships fail?
false? d. How does one prepare
for arelationship?
C.Presenting Explain the meaning of Ask the students’ opinions Discuss the lesson on How
examples/Instances of Personal Relationship and regarding on the answers to Keep Healthy
the new lesson the different kinds of given by their classmates Relationships.
personal relationship. on the given questions.

D.Discussing new Ask the students: What Discuss on how to nurture Explain to the students
concepts and are the most common your relationship and the that once you enter in a
practicing new skills # problems in relationship? ten rule for finding love relationship, you have your
1 and creating longlasting, responsibility and as the
authentic relationship. same time rights.

57
E. Discussing new Explain the basic rights in
concepts and a relationship.
practicing new skills #
2
F. Developing mastery

(leads to Formative
Assessment 3)

G.Finding practical Ask the students their own

application of opinion regarding on how
concepts and skills in to keep healthy
daily living relationship and their
rights upon having a
relationship.
H.Making Ask the students why Ask them to make their
generalizations and personal relationship is generalization or reflection
abstractions about important. regarding on what have
the lesson been discussed.

58
I. Evaluating learning Ask the students what Ask the students to make
they understand by the a poster showing the
following words/terms: importance of relationship
a. Relationships and one’s basic rights in a
b. Personal relationship.
relationships
c. Love
d. Commitment
e. Attraction
f.
J.Additional activities for Activity: Letter from Mom PERSONALIZED
application or (page 64) JOURNAL
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%

59
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?

60
 DAY 1 DAY 2 DAY 3 DAY 4
Grades School GENERAL TINIO Grade Level 11
11 NATIONAL H.S
DAILY Teacher IRENE A. CUÑANO Learning Area Personal Development
LESSON
LOG Teaching Dates Week 13 Quarter First
and
Time

I. OBJECTIVES

A. Content Standards The learners demonstrate the concepts about social influence, group leadership and followership

B. Performance
The leaners shall be able to identify the different roles of leaders and followers in society
Standard
C. Learning The learners distinguish The learners compare Conduct a mini-survey on
Competencies / the various roles of one’s perception of Filipino relationships
Objectives different individuals in himself/ herself and how EsP-PD12SR-IIc-10.3
society and how they can others see him or her EsP-
Write the LC code for
influence people through PD12SR-IIc-10.2
each.
their leadership or
followership
EsP-PD12SR-IIb-10.1
II. CONTENT
Social Relationships in Middle and Late Adolescence

61
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pp. 94 - 102

pages
2. Learner’s Materials pp. 77 – 83
pages
3. Textbook pages

4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES

A. Reviewing previous Ask the students who Start by asking volunteer

lesson among

or presenting the new them are members of a students to read aloud the
lesson certain group, organization fables about leadership
or club. and membership. Ask
them to identify the lesson
each fable is trying to
teach.
62
B. Establishing a Ask them the following Ask the students’ insights Ask the students the Give the students to the
purpose for the lesson questions: regarding on their following questions: students to read the
1. Why did you choose to knowledge on civic 1. What is a article about Servant
be in that particular responsibility. true leader? Leadership. Ask them to
group? share the key points of
2. How do we know
2. What was the biggest the article.
that a leader is a
factor that made you true leader?
decided to be in that 3. How do we know
group? that the person we
3. Who decided on your are following is
role in that group? worth our trust and
4. How do you fulfill your loyalty?
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 Discuss what the meaning Ask them to give their
examples/Instances community/culture plays a that as a teenager they of leadership and the comments/reactions
of the new lesson major role in the life of a can have a big role/ different traits of a leader.. regarding on the article.
teenager. contribution to the
community.

D. Discussing new Explain the benefits that Explain on what they can Explain to the students Defend why they agree or
concepts and teenagers can get upon get upon involving that a leader has his/her disagree to the article.
practicing new skills # joining a group or themselves in the different own style in terms of
1 organization community activities. his/her leadership.

63
E. Discussing new Discuss the different styles
concepts and of leadership and the
practicing new skills # bases of power of a
2 leader.

F. Developing mastery
(leads to Formative
Assessment
3)
G.Finding practical Ask their opinions on how Ask them, as a teenager, Give a certain situation
application of concepts joining a group or on how they can and ask the students on
and skills in daily living organization can help contribute/help the what style of leadership
them develop into a better community on their own can be applied on it.
person. way.
H.Making generalizations Ask for their reflection to Ask the students to make
and abstractions about the lesson. a reflection about servant
the lesson leadership.

I. Evaluating learning Ask the students to write Make a slogan on the

the group they belong, its things about they have
nature, activities, benefits, learned on leadership.
and include a photo of
themselves with the group.

J. Additional activities for Activity: My organizations PERSONALIZED

application or (page 77) JOURNAL
remediation (Reflection)

64
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?

65
G.What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
Grades 11 School GENERAL TINIO NATIONAL Grade Level 11
DAILY H.S
LESSON Teacher IRENE A. CUÑANO Learning Area Personal Development
LOG Teaching Dates and Week 14 Quarter First
Time
DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?

A. Content Standards The learners demonstrate the concepts about social influence, group leadership and followership
The learners demonstrate the impact of one’s family in his/her personal development during middle and late
adolescence

66
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 The learners distinguish The learners appraise The learners make
Competencies / the various roles of one’s family structure and a genogram and
Objectives different individuals in the type of care he/she trace certain
society and how they can gives and receives, which physical, personality
Write the LC code for
influence people through may help in understanding or behavioral attributes
each.
their leadership or himself/herself better EsP- through generations
followership PD12FSL-IId-11.1
EsP-PD12SR-IIb-10.1 EsP-PD12FSL-IId-e-11.2
II. CONTENT
Social Relationships in Middle and Late
Adolescence Family Structures and Legacies

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pp. 98 - 102

pages
2. Learner’s Materials pp. 81 – 84
pages
3. Textbook pages

67
 4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resource

IV. PROCEDURES

A. Reviewing previous Start by asking volunteer Start the lesson with a

lesson or presenting students to read aloud the quote, “Call it a clan, call it
the new lesson fables about leadership a network, call it a tribe,
and membership. Ask and call it a family.
them to identify the lesson Whatever you call it,
each fable is trying to whoever you are, you
teach` need one.” –
Jane
Howard

68
B. Establishing a Ask the students the Let the students read the Ask the students whether Ask the students if they
purpose for the lesson following questions: article about Servant they agree with Jane have any idea about family
1. What is a Leadership. Ask them to Howard and ask them how tree and how it is made.
true leader? share the key points of the they need their respective
article. families in their life.
2. How do we know
that a 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 Ask them to give their Ask volunteers to describe Show a sample of a family
examples/Instances of of leadership and the comments/reactions their respective families in tree.
the new lesson different traits of a leader. regarding on the article. terms of people in their
family, physical set
up/agreement, place of
residence, who
leads/makes decision in
the family.
D.Discussing new Explain to the students Defend why they agree or Discuss the different kinds Explain what is genogram
concepts and that a leader has his/her disagree to the article. of family structures or family tree making. Ask
practicing new skills # own style in terms of them regarding on the
1 his/her leadership. information that they can
gather from a genogram.

69
E. Discussing new Discuss the different styles
concepts and of leadership and the
practicing new skills # bases of

2 power of a leader.

F. Developing mastery Instruct the students to

(leads to Formative make their own genogram.
Assessment 3)

G.Finding practical Give a certain situation

application of concepts and ask the students on
and skills in daily living what style of leadership
can be applied on it.
H.Making generalizations
and abstractions about
the lesson

I. Evaluating learning Make a slogan on the Have the students write a Based on their genogram,
things about what they poem about their identify which among the
have learned on respective families using family structures their
leadership. the guidelines for the family belongs and explain
why.
activity “POEM WRITING”.

70
J. Additional activities for Bring art materials PERSONALIZED
application or tomorrow. JOURNAL
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?

71
 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?
Grades 11 School GENERAL TINIO NATIONAL Grade Level 11
DAILY H.S
LESSON Teacher IRENE A. CUÑANO Learning Area Personal Development
LOG
Teaching Dates and Week 15 Quarter First
Time
DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES

The learners demonstrate the impact of one’s family on his/her personal development during middle and late
A. Content Standards
adolescence

72
B. Performance The learners shall identify the firm and gentle sides of family care that affect a person’s development during the
Standard middle and late adolescence

C. Learning The learners appraise The learners make a The learners prepare a
Competencies / one’s family structure and genogram and trace plan on how to make the
Objectives the type of care he/she certain physical, family members firmer and
gives and receives, which personality or behavioral gentler with each other
Write the LC code for
may help in attributes through EsP-PD12FSL-IIe-11.3
each.
understanding generations
himself/herself better EsP- EsP-PD12FSL-IId-e-11.2
PD12FSL-IId-11.1
II. CONTENT
Family Structures and Legacies

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pp. 102 – 114

pages
2. Learner’s Materials pp. 85 – 98
pages
3. Textbook pages

73
 4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES

A. Reviewing previous Start the lesson with a Start the lesson by letting
lesson or presenting quote, “Call it a clan, call it the students to answer
the new lesson a network, call it a tribe, the Activity:
and call it a family. EMOTIONAL, SOCIAL
AND

Whatever you call it, SPIRITUAL LEGACY on

whoever you are, you page 91.
need one.” – Jane
Howard
B. Establishing a Ask the students whether Ask the students if they Ask the students regarding Explain to the class the
purpose for the lesson they agree with Jane have any idea about family on their ideas about the results of their activity.
Howard and ask them how tree and how it is made. importance of our families. Emphasize to them that as
they need their respective a family, there is a
families in their life. particular legacy that has
been passed from one
generation to another.

74
C.Presenting Ask volunteers to describe Show a sample of a family Introduce the reading on Ask the students to share
examples/Instances of their respective families in tree. Inspiring Stories of the attitudes, beliefs or
the new lesson terms of people in their Families. values, which they have
family, physical set learned from their family.
up/agreement, place of
residence, who
leads/makes decision in
the family.
D.Discussing new Discuss the different kinds Explain what is genogram Based on the reading, Discuss the lesson on
concepts and of family structures or family tree making. Ask remind them on the Family Legacies.
practicing new skills # them regarding on the sacrifices our individual
1 information that they can family does for us.
gather from a genogram.

E. Discussing new
concepts and
practicing new skills #
2
F. Developing mastery Instruct the students to
(leads to Formative make their own genogram.
Assessment 3)

G.Finding practical
application of concepts
and

skills in daily living

75
H.Making generalizations Have the students share
and abstractions about their ideas on the concept
the lesson of legacy, in particular,
family legacies.
I. Evaluating learning Have the students write a Based on their genogram, Have the students to write Write a reflection on the
poem about their identify which among the an poem “A TRIBUTE TO
respective families using family structures their essay about: “HOW DO I FAMILIES.”
the guidelines for the family belongs and explain SHOW MY LOVE AND
activity “POEM WRITING”. why.
APPRECIATION FOR MY
FAMILY?”
J. Additional activities for Bring art materials PERSONALIZED
application or tomorrow. JOURNAL
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%

76
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?
Grades 11 School GENERAL TINIO NATIONAL Grade Level 11
DAILY H.S
LESSON Teacher IRENE A.CUÑANO Learning Area Personal Development
LOG
Teaching Dates and Week 16 Quarter First
Time
77
 DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES

The learners demonstrate concepts of career development, life goals, and personal factors influencing career
A. Content Standards
choice

B. Performance
The learners shall identify the external factors influencing career choices
Standard

C. Learning The learners explain that The learners identify The learners take
Competencies / through understanding of the personal factors selfassessment tool to
Objectives the concepts of career influencing career know his/her personality
Write the LC code for and life goals can help in choices. to his/her traits and other personal
planning his/her career goals factors in relation
each.
EsP-PD12PC-IIf-12.1 EsP-PD12PC-IIf-12.2 EsP-PD12PC-IIg-12.3

II. CONTENT Persons and Careers

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pp. 115 - 124

pages
2. Learner’s Materials pp. 99 - 118
pages
78
 3. Textbook pages

4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES

A. Reviewing previous Ask the class “Para Before the class begins,
lesson or presenting kanino ka bumabangon have an illustration of a
the new lesson sa umaga?” career wheel.
Connect this tagline to the
purpose of life.
B. Establishing a Do the Motivation: Agree Introduce the activity by Ask the students to Explain on how selfover
purpose for the lesson or Disagree. Explain to saying “One’s career is differentiate/define the concept changes
the class the roadmap following time and
its

that the objective of this that you follow through terms importance when planning
game is about the your lifetime.” Ask for the 1. Career your career.
common insights of the students on 2. Job
this statement. 3. Occupation
misconception and facts
about career planning.

79
C.Presenting Emphasize to the students Tell the students to copy Elaborate the meaning of Introduce Super’s Career
examples/Instances of that some of the most the career wheel on a the term “career”. Development Theory.
the new lesson important decisions we sheet of blank paper. Differentiate Job from
make in our lifetime Occupation.
concern our career.
D.Discussing new Explain the ten myths In the labelled circles, ask Ask the students regarding Explain the Five Life and
concepts and about career planning. them to identify the place on the different factors that career Development
practicing new skills # events, situations, needs can influence career Stages according to
1 and facts that can affect choice. Super.
their decisions when it
comes to choosing their
career in the future.
E. Discussing new Explain the different Explain the different
concepts and theories on what influence developmental task at the
practicing new skills # your career choice. different stages
2
F. Developing mastery Ask them to firm a dyad or
(leads to Formative triad so that they can
Assessment 3) share what they have
written on their career
wheels.
G.Finding practical Ask the students: Ask the students on how
application of concepts “Looking at these many they can apply Super’s
and skills in daily living facets in your life, which Career Development
among do you think are Theory in choosing their
major considerations when career.
deciding on future career
options?”

80
H.Making generalizations Ask their opinions on what Ask them regarding on Ask the students to
and abstractions about have been discussed. their realizations. summarize the discussion
the lesson

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”

J. Additional activities for PERSONALIZED

application or JOURNAL
remediation (Reflection)
V. REMARKS

VI. REFLECTION

81
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?

82
G.What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

83
 DAY 1 DAY 2 DAY 3 DAY 4
Grades School GENERAL TINIO Grade Level 11
11 NATIONAL H.S
DAILY Teacher JENNA DL. SERRANO Learning Area Personal Development
LESSON
Teaching Dates Week 17 & 18 Quarter First
LOG
and
Time

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of the external factors influencing career choices

B. Performance The learners shall be able to make a career plan based on his/her personal goal, and external factors
Standard influencing career choices
C. Learning The learners discuss the The learners identify pros The learners prepare a
Competencies / external factors and cons of various career career plan based on
Objectives influencing career choices options with the guidance his/her personal goal and
that may help in career of parent, teacher, or external factors
Write the LC code for
decision making counselor influencing career choices
each.
EsPPD11/12CP-IIg-13.1 EsP-PD11/12CP-IIh-13.2 EsP-PD11/12CP-IIh-i-13.3
II. CONTENT
Career Pathways

III. LEARNING
RESOURCES

84
A. References

1. Teacher’s Guide pp.99 - 113

pages
2. Learner’s Materials pp.138 - 150
pages
3. Textbook pages

4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES

A. Reviewing previous How do personal /internal Discuss ten myths about

lesson or presenting factors influence your career planning busted
the new lesson career choices?

B. Establishing a
purpose for

the lesson

C.Presenting Career concepts What influences your

examples/Instances of career choice?
the new lesson
85
D.Discussing new Let the students make
concepts and their own career wheel.
practicing new skills #
1

E. Discussing new Portfolio output Skills assessment

concepts and worksheet
practicing new skills #
2
F. Developing mastery Making a Career Bucket Panel Discussion Career Concept
(leads to Formative List
Assessment
3)
G.Finding practical Students identify the Students know their
application of concepts personal factors personality traits and other
and skills in daily living influencing career choices personal factors in relation
and self-assessment to their goals

H.Making generalizations Ask them to make their

and abstractions about generalization or reflection
the lesson regarding on what have
been discussed.

I. Evaluating learning Group activity (career Individual activity The quick job-hunting map
interest) (personality test)
J. Additional activities for Individual projects PERSONALIZED
application or JOURNAL
remediation (Reflection)

86
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

require

87
 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?

88
 DAY 1 DAY 2 DAY 3 DAY 4
Grades School GENERAL TINIO Grade Level 11
11 NATIONAL H.S
DAILY Teacher JENNA DL. SERRANO Learning Area Personal Development
LESSON
Teaching Dates Week 19 & 20 Quarter First
LOG
and
Time

I. OBJECTIVES

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 The learners explain the The learners share The learners construct a
Competencies / factors in personal insights that make him/her creative visualization of
development that may realize the importance of his/her personal
Objectives
guide him/her in making personal development in development through of
Write the LC code for
important career making a career decision the various stages he/she
each.
decisions as adolescents as adolescent EsP- went through, stressors,
EsP-PD11/12IOPD-IIi14.1 influences, and
PD11/12IOPD-IIi-h-14.2 decisionmaking points,
and a personal profile
analysis
EsP-PD11/12IOPD-IIj14.3
89
II. CONTENT Insights into One’s Personal Development

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pp. 151 - 156

pages
2. Learner’s Materials pp. 130 - 131
pages
3. Textbook pages

4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning
Resource

IV. PROCEDURES

A. Reviewing Why is personal What is a personal mission

previous lesson or development an important statement?
presenting the new component of setting
lesson career in life goals?

90
B. Establishing a purpose Share insights that make
for the lesson students realize the
importance of personal
development in making a
career decision as
adolescence.
C.Presenting Introduce the last module
examples/Instances of by stating: Brazilian author
the new lesson Paolo Coelho, in his book
“The Alchemist”,
introduced the idea of
one’s Personal Legend as
“what you have always
wanted to accomplished.”
D.Discussing new Create Personal Mission Portfolio output –
concepts and Statement Personal development:
practicing new skills # Hindsight and Foresight.
1
E. Discussing new Career map Making a Career Bucket 5-year Career Planning (6
concepts and List months’ goal plan)
practicing new skills #
2
F. Developing mastery Futuristic Writing (How do
(leads to Formative you see Myself 5 years
Assessment from now?)
3)

91
G.Finding practical Students can clarify their
application of concepts own life goals and
and skills in daily living aspirations

H.Making generalizations Write an essay on your

and abstractions about journey through this course
the on Personal

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

application or JOURNAL
remediation (Reflection)
V. REMARKS

VI. REFLECTION

A. No. of learners
who earned 80% in
the evaluation

92
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?

93
G.What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

94