School SIATON NATIONAL HIGH SCHOOL
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
Specific Learning Objectives:
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
Grade: 12
Teacher Rodjone A. Binondo Learning Area: Personal Development
Date / Time: June 15-18, 2019/1:00-2:00 PM, 2:00-3:00 Quarter: First
PM, 3:00-4:00 PM
Session 1 Session 2 Session 2 Session 4
July 15, 2019 July 16, 2019 July 17, 2019 July 18, 2019
Stress and its sources; various stress responses; and coping strategies for healthful living in middle and late
The whole brain theory, or two
adolescence hemispheres of the brain:
artistic (rightbrain dominant)
and linear (left-brain dominant)
Identify personal ways of coping for healthful living Identify ways to improve
learning using both the left and
right brain
The learner… The learner… The learner… The learner…
1. discuss that understanding stress identify sources of one’s stress 1. demonstrate personal ways 1.Discuss that understanding the
and its sources during adolescence and illustrate the effect of of coping with stress for left and right brain may help in
may help in identifying ways to stress on one’s system healthful living (EsP- improving one’s learning (EsP-
cope and have a healthful life (EsP-PD11/12CS-If-5.2) PD11/12CS-Ig-5.3) PD11/12PM-Ig-6.1).
(EsP-PD11/12CS-If-5.1)
Learners will be able to… Learners will be able to…
1. discuss that understanding stress and its sources during adolescence may help in identifying ways 1. discuss that understanding
to cope and have a healthy life, the left and right brain functions
2. identify sources of their stress and illustrate the effect of stress on their system, and may help in improving one’s
3. demonstrate personal ways of coping with stress for healthful living. learning,
2. explore mind-mapping
techniques suited to right brain-
or left braindominant thinking
styles, and
3. make a plan to improve
learning using both left and
right brain development.
The Powers of the Mind
Coping with Stress in Middle and Late Adolescence
Pages 25-32 Pages 33-41 Pages 33-41 Pages 42-51
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURE:
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting Examples/instances
of new lesson
Recall yesterday lesson
Asks. Class listen, did you know what
are the two common sources of stress?
Says. The two common sources of
stress are change and loss. Reactions
to loss are individually different and
can vary for many reasons Common
experiences of students are migration,
parents’ separating, breaking up with
boyfriends or girlfriends, changes in
peer group and death of a grandparent.
. Finding ways to cope and adjust to
the changes and losses are critical for
students experience/encounter this
kind of stress.
Says. For you to know how to cope
this kind of stress. These will be our
Recall yesterday lesson
Says. - Stress is the body’s
response to anything that
makes us feel threatened or
pressured. It is caused by any
kind of demand to which we
must adapt,adjust, or respond.
- It is the body’s automatic
way of reacting to
changes,challenges, and
demands placed on us. - Some
stress is necessary, however
too much stress may cause
wear and tear on the body and
mind. Major life events, such
as moving, separation or
divorce of parents, death of a
loved one, changing schools or
losing a friend, may cause
anxiety and distress. - Other
day-to-day situations,
including being late or leaving
a project until the last minute,
can also cause stress. It is
important that students learn
to recognize what might be
causing them stress and learn
strategies to help control and
alleviate stress.
(Student brainstorm) Asks.
How stress is part of everyday
Recall yesterday lesson Recall yesterday lesson
Explain and clearly give the Initiate motivation about
direction on the “Belly “Lateral Thinking Puzzle”
Breathing” as their
motivation. Directions; Relax
your arms and hands. 3.
Relax your body. 4. Close
your eyes. 5. Focus on lower
abdomen (belly) and
imagine a small balloon in
that space. 6. Breath in
slowly and deeply through
nostrils, imagining the
balloon inflating (getting
bigger/larger/growing)
slowly, hold a few seconds
7. Slowly exhale through the
mouth, imagining the
balloon gently deflating
(getting smaller, shrinking);
blow out of the mouth as if
blowing out a candle 8. Tip:
Place a hand over the lower
abdomen to feel it go up
and down, and make sure
you’re not breathing with
the chest 9. Repeat at least
10 times.
Asks: How different your Read processing questions; As
bodies feel after doing the you were thinking of solutions

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)
G. Finding Practical applications
of concepts and skills
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
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
topic for today “STRESS”. Asks. Did
you know what is stress? Did you
encounter or experience stress? In
what way?
Present and explain the instruction on
the Activity about “Stress Bingo”.
Says. How they found the activity.
Was it stressful? How did they cope
with the stress?
Lecture and discussion about
“STRESS MANAGEMENT”.
Recitation
Conduct Activity: WHAT CAUSES
YOU TO “LOSE YOUR COOL”?
Asks. What are the two common
source as stress?
Essay.
Search and read about stress response
Continuation of previous week’s lesson.
life, and that there is good
stress and bad stress. Teacher
tasks. Review the previous
activity worksheet, “What
causes you to lose your cool?”
Asks. How do you feel when
you “lose you cool temper.”
Says. You need to complete
Activity 1: Stress Signals.
Teacher tasks. Pair up student
to share their responses.
Discuss the Reading: “Stress
Response”
Recitation
Initiate Activity 2: Quiet Time
for 15 minutes.
Asks. How stress response
into our body? How stress
response to us?
Essay.
Present and give
instruction to the Portfolio
Output No. 9: My Stress
Signal
‘Belly Breathing’?( Did you
relaxed/calm? Do you feel
lighter? Great? Tired?) Says.
Belly breathing is one of the
strategies that one can do in
stressful situations, but there
are others too.
Discuss and explain about
“Keeping Stress under
Control”.
Initiate Activity No. 1; Stress
Survival Kit
Recitation
Explained and give proper
instruction in Activity No. 2;
Project to-d- list
What are those tips that we
need to know to control our
stress?
Essay.
Clearly delivered instruction
regarding to their Portfolio
Output no. 10; “Project To-
D0”.
to the puzzles, what was going
on inside you? What organ was
working?
Give a lecture on Cognitive
Development with the use of
the Reader: Brainpower:
Complex Organ Controls Your
Every Thought and Move.
Cite or give brief discussion
that synthesize “Cognitive
Development”.
Recitation
Asks: Does cognitive
development is essential in your
daily live? How?
What are the organ that controls
your thought and movement?
Essay.
Search the following: 1. What is
Critical Thinking? 2. What are
the theories in the Brain-Side
Dominance?
New lesson
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?

Checked by: Prepared by:

LOLITA T. RIVERA RODJONE BINONDO

SHS Coordinator Subject Teacher