School PINAGKAWITAN INTEGRATED NATIONAL HIGHSCHOOL (SHS DEPT.

) Grade Level 12
DAILY Learning Personal
Teacher ALLISON A. DE OCAMPO
Area Development
LESSON LOG
Teaching Dates and Time September 3-7, 2018 Quarter FIRST

DAY 1 DAY 2 DAY 3 DAY 4

M 0630-0730 ICT 12 A
M 0745-0845 HE 12 B
M 0845-0945 ICT 12 B
T 0745-0845 HE 12 A
I. OBJECTIVES
W 0630-0730 ICT 12 A TH 0630-0730 ICT 12 A F 0630-0730 ICT 12 A
T 0530-0630 HE 12 B W 0945-1045 HE 12 B F 1200-1300 HE 12 B
T 0845-0945 ICT 12 B TH 0845-0945 ICT 12 B F 0845-0945 ICT 12 B
W 0745-0845 HE 12 A TH 0745-0845 HE 12 A F 0745-0845 HE 12 A

A. Content Standard The learners demonstrate understanding of:

 the whole brain theory, two hemispheres of the brain: artistic (right-brain dominant) and linear (left-brain theory); and
 the concepts about mental health and well-being in middle and late adolescence.
B. Performance Standard The learner is able to:

 identify ways to improve learning using both the left and the right brain; and
 identify his or her own vulnerabilities and make a plan on how to stay mentally healthy.

C. Learning Competencies/ The learner: The learner:

Objectives (Write the LC code for  discuss that understanding the left and right brain may help in
each) improving one’s learning;
 explore two types of mind-mapping techniques, each suited to right-
brain or left-brain dominant thinking styles; and
 make a plan to improve learning using left and right brain through
mind-mapping activities.
 interpret the concepts of mental health and psychological well-
being in everyday observations about mental health problems
during adolescence;
 identify his/her own vulnerabilities;
 make a mind map on ways of achieving psychological well-being;
and
 create a plan to stay mentally healthy during adolescence.

II. CONTENT Brain-Side Dominance Mental Health and Well-Being in Middle and Late Adolescence

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages 45-51 51-61
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
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
YouTube Videos: KidsHealth, JWilko75, BrightSide, and Sci Show
Motivation: Brain Dominance Activity
Which of those activities apply to students?
Student will answer questions on the last part.
Pp 46 – Teacher’s Manual
Ask the students if they are right-brain dominant or left-brain dominant.
Let them realize the things they are good at and let them understand how
those things are affecting the brain work/performances.
Presenting videos about the how brain has its dominant pertaining to its
two regions.
Lecturette on new Research Study on The Brain’s Left and Right Side
Guide Questions: What do you think about this new research?
The teacher will encourage critical thinking integrating science concepts
relating to brain performances.
Use videos being watched to also integrate on the research study (critical
evaluation).
Lecturette: You can Grow Your Intelligence
Ask student
Introducing to students the Mind-Mapping Activity, saying something like :
However, some learning tools that help you utilize both sides of the brain
may help you learn more effectively.
Doing sample mind map with the students to practice a sample.
*Collaborative work among students with the facilitation of the teacher.
YouTube Video
Wrap-up
Guide Questions
What is the basic concept on the growth of intelligence?
How can we grow our intelligence?
How do we know that the brain can grow stronger?
Portfolio Output No. 11
Page 51 of the Teacher’s Manual
YouTube Videos: Advantage Health Training, Your Youniverse
Reviewing the past lessons on Brain-Side Dominance
What hemisphere of the brain works for logical persons, for creative
one?
Fact or Fiction Activity – pages 53-54
What is mental health and how do we stay mentally healthy?
YouTube Videos
Lectrurette:
 Change your Mind About Mental Health
 Additional Information on Strategies for Becoming a Critical
Viewer of the Media
 Self-Esteem and Body-Esteem and Why They are Important
 What Influences a Person’s Self-Esteem
Activity: Media Motives – An activity that intends to make students dig
deeply at media ads so they are more d=critical of what they are seeing
and less apt to internalize the messages.
Brainstorm
What really are the causes of mental problems among humans? what
about the causes of mental problems among adolescence and how an
adolescent must go through it?
Portfolio Output No. 12: Media Influences
Page 58
 J. Additional activities for Additional Reading: The Myth of Michael Jordan
application or remediation

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
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?

Prepared by: Noted by:

ALLISON A. DE OCAMPO CRISTY B. MALALUAN

Subject Teacher Assistant School Principal