School Gayong – Gayong Integrated School
Teacher Florante D. Aroc Jr.
Grades 1 to 12 Daily
Lesson Log
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC code for each.
Teaching Dates and Time
Monday
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial
activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies
and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The skills and tasks
appropriate for middle and
late adolescence, and
preparatory to early adulthood
Make a list of ways to
become responsible
adolescents prepared for adult
life
The learners will be able to:
1. Classify various
developmental tasks
according to developmental
stage,
2. Evaluate their development
in comparison with persons of
the same age group, and
3. List ways to become
responsible adolescents
prepared for adult life.
Grade Level Grade 11
Learning Area Personal Development
Quarter 1ST Quarter/Week 4/Session 7
Tuesday Wednesday
The skills and tasks appropriate for The skills and tasks
middle and late adolescence, and appropriate for middle and
preparatory to early adulthood late adolescence, and
preparatory to early
adulthood
Make a list of ways to become Make a list of ways to
responsible adolescents prepared for become responsible
adult life adolescents prepared for
adult life
The learners will be able to: The learners will be able to:
1. Classify various developmental 1. Classify various
tasks according to developmental developmental tasks
stage, according to developmental
2. Evaluate their development in stage,
comparison with persons of the 2. Evaluate their
same age group, and development in comparison
3. List ways to become responsible with persons of the same
adolescents prepared for adult life. age group, and
3. List ways to become
responsible adolescents
prepared for adult life.
Thursday
The skills and tasks
appropriate for middle and
late adolescence, and
preparatory to early
adulthood
Make a list of ways to
become responsible
adolescents prepared for
adult life
The learners will be able to:
1. Classify various
developmental tasks
according to developmental
stage,
2. Evaluate their
development in comparison
with persons of the same
age group, and
3. List ways to become
responsible adolescents
prepared for adult life.
Friday
The skills and tasks
appropriate for middle
and late adolescence,
and preparatory to early
adulthood
Make a list of ways to
become responsible
adolescents prepared for
adult life
The learners will be
able to:
1. Classify various
developmental tasks
according to
developmental stage,
2. Evaluate their
development in
comparison with persons
of the same age group,
and
3. List ways to become
responsible adolescents
prepared for adult life.
 EsP-PD11/12DS-Ic-3.1 EsP-PD11/12DS-Ic-3.1 EsP-PD11/12DS-Ic- EsP-PD11/12DS-Ic- EsP-PD11/12DS-
3.1 3.1 Ic-3.1
EsP-PD11/12DS-Id- EsP-PD11/12DS-Id-3.2
3.2 EsP-PD11/12DS-Id- EsP-PD11/12DS-Id- EsP-
EsP-PD11/12DS-Id-3.3 3.2 3.2 PD11/12DS-Id-
EsP-PD11/12DS-Id-3.3 3.2
EsP-PD11/12DS-Id-3.3 EsP-PD11/12DS-Id-3.3
EsP-PD11/12DS-
Id-3.3

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
two.
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
DepEd – Personal Development DepEd – Personal Development DepEd – Personal DepEd – Personal DepEd – Personal
Development Development Development
Module 3: Developmental Module 3: Developmental Stages in
Stages in Middle and Late Middle and Late Adolescence Module 3: Developmental Module 3: Developmental Module 3: Developmental
Adolescence Stages in Middle and Late Stages in Middle and Late Stages in Middle and Late
Page 19-20 Adolescence Adolescence Adolescence
Page 17-18
Page 21-22 Page 22-23 Page 22-23
Internet

Internet Internet Internet Internet

Learning Resource (LR) Portal

B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
B. Establishing a purpose for the
lesson
C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment
3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Introduce topics of the lesson in
Chapter 1
Present different academic text
to the class and identify each
Students will recognize
different academic text
(newspaper, research book and
handbook) and what
discipline/format they used.
Ask students how many times
have they been asked to write
about their summer vacation or
Christmas vacation and reaction
paper
Identify and explain the
structure of the given academics
text given to the student; its
style, purpose or discipline of
the academic text.
Question and Answer
Students are assigned to create
an academic text following its
standard and format and
present in front of the class.
Differentiate each academic text
its structure and discipline used
in the academic text.
Short quiz
Recap from the previous lesson Review of the past lesson
(quiz)
Situate academic writing in the
Philippines.
Students are assigned to present an
example of an academic writing In
front of the class
Students identify the purpose,
audience ,language and style of
academic writing
Student analyze sample texts using the
standards of academic writing.
Recitation
Show the students how to identify
what is the text about(subject/focus
,purpose, audience, point of view,
target of the writer, styles etc.
Show an sample of research book in
front of the class and discuss what
discipline of writing used.
Group activity
 VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
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?