Daily Lesson Log Personal Dev39t

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11
A. Content Standards The learners demonstrate
Teacher GUINAan understanding
CRISTINA D. of himself/herself during middle and late adolescence
Learning PERSONALITY DEVELOPMENT
LESSO
N
B. Performance Area
The learners shall be able to conduct self-exploration and simple disclosure
Standards LOG Teaching Dates and JULY 04- JULY 8, 2016 Quarter I
Time
C. Learning The learner… The learner… The learner… The learner…
Competencies/Objective s 1. Explain that knowing 1. Share his/her unique 1. maintain a journal
oneself can make a person characteristics, habits,
accept his/her strengths and and experiences
limitations and dealing with
others better
II. CONTENT Knowing Oneself
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 2-4
Pages
2. Learner’s Material Pages 1-7
Pages
3. Textbook Pages Pages 14-19
4. Additional Materials Personal Development, first edition By
from Learning Resources Ricardo Rubio Santos, 2016
B. Other Learning
Resources http://www.ted.com/talks/ze_frank_are_you_human
http://www.ted.com/talks/hetain_patel_who_am_i_think_again http://lighthouse8.com/wp-
content/uploads/2012/12/myers-briggs-test.jpg http://study.com/academy/lesson/social-roles-
definition-and-types-of-social-roles.html http://study.com/academy/lesson/ideal-self-vs-real-self-
DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL
definition-lesson-quiz.html Grade Level 11
IV. PROCEDURES
LESSO Teacher GUINA CRISTINA D. Learning PERSONALITY DEVELOPMENT
A. Reviewing previous Recall the learner on what Distribute criteria copies to Recall yesterday lesson and
N Area
lesson or presenting the
Teaching Dates and they’ve
JULY 11- JULY learned yesterday.
14, 2016 the leader of the group to activity. I
Quarter
new lesson LOG rate the given performance
Time
of group. Ask their reaction about;
MONDAY TUESDAY WEDNESDAY What they feel when the
THURSDAY FRIDAY
I. OBJECTIVES State the mechanics of the other group give their
A. Content Standards The learner demonstrates understanding of the various aspects talents show.
of holistic negative and positive
The skills and tasks
development: physiological, cognitive, psychological, spiritual, and social feedback in their
appropriate for middle
development Remind the class to write performance?
and late adolescence, and
their comment or feedback preparatory to early
B. Performance The learner is able to illustrate the connections between thoughts, in their journal
feelings, andto every Make a list of ways to
performers.
Standards behaviors in a person’s holistic development become responsible
B. Establishing a Say; The best way to Asks: Did youprepared
know what
purpose for the lesson
adolescents for is
develop oneself is to express journal? adult life
your talents and gifts in a Have you experience to write
way you enjoy. With this a journal? What did you write
performance in your journal?
C. Learning The learner… The learner… The learner… The learner…
Competencies/Objective s 1. illustrate the connections 1. illustrate the connections 1. evaluate his/her own 1. classifiy various
between thoughts, feelings, between thoughts, feelings, thoughts, feelings, and developmental tasks
and behaviors in a person’s and behaviors in a person’s behaviors according to
holistic development holistic development developmental stage
II. CONTENT Developing the Whole Person Developmental Stages in

Middle and Late
Adolescence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 9-18 Pages 9-18 Pages 9-18 Pages 19-25
Pages
2. Learner’s Material Pages 8-16 Pages 8-16 Pages 8-16 Pages 17-23
Pages
3. Textbook Pages Pages 14-34 Pages 14-34 Pages 14-34 Pages 40-47
4. Additional Materials Personal Development, first Personal Development, first Personal Development, first Personal Development, first
from Learning Resources edition edition edition edition
By Ricardo Rubio Santos, By Ricardo Rubio Santos, By Ricardo Rubio Santos, By Ricardo Rubio Santos,
2016 2016 2016 2016
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Recall last week lesson and Recall yesterday lesson Recall yesterday lesson. Motivation: Line up
lesson or presenting the activity. games
new lesson Form two group.
Every group form their shoes
largest to smallest.
B. Establishing a Ask student for the definition Enlighten the lesson to be In accordance in
purpose for the lesson of the following: tackled: motivation,remind student
Dreams/Imagination 1. Explain the recipe for about things have
Process/ Action success progression or certain
Inspiration/Motivation Trial 2. Reading pattern. Life also has
Overcome comprehension in the developmental stage.
Hard work “Story of Two Wolves”
Success 3. Deepening the power Cite teacher example aside
triad: Thought, Feelings the game.
and Actions
Asks. Have you heard the
term about recipe for
success?
How does; thoughts, feelings

and action affects in reading
a story.
C. Presenting Ask. Draw a circle on a blank Intercourse experience to the Study and explain the two Teacher tell the activity in
examples/instances of the sheet of paper and divide the class, about a dreams, trials, sample of recipe for success. making their Personal Time
new lesson circle support, overcome,hard work line.
into 8 segments. Each and success..
segment, write some Orienting student in their
descriptions of the activity.
different aspects of Says. The activity is not just
yourself about placing all your
experiences, both the positive
Assist student and cite or negative but it is about
possible words to seeing their transitions and
describe the different developments as they go
aspects through life. You need to plan
your
Example; physical aspect personal timeline carefully
“4feet 10 inches by and be mindful of the events
125pounds”. that made you grow,
that you have learned
important wisdom in life and
where you rise from the
Challenges. In this way, you
can see you future
progress and full of hope.
D. Discussing new Covered topic discuss in Reinforcing learners in Reinforcing learners in reading Expound and familiarize
concepts and practicing the 8 different aspect of reading comprehension in comprehension in the developmental
new skill #1 development as follows; “Three Success Stories”. “The Story of the two stages, and concentrate
1. Physical self 1.Manny Pacquiao’s Wolves” on the developmental
2. Intellectual self Unbelievable Success tasks during adolescence
3. Emotional self Story Will and early adulthood.
4. Sensual self
5. Interaction self Inspire You Entertain questions and
6. Nutritional self 2.The Pia Wurtzbach discussions on the issues of
7. Contextual self Success Story this developmental stage.
8. Spiritual self or life A Love Affair that Got Me
force Close to a Great Doctor
E. Discussing new Topic is “Aspect of the Self”, Comprehensive reading

concepts and practicing discussion covered as about the “HAVIGHURST`S
new skill #2 follows; DEVELOPMENTAL TASKS
1. Three basic different DURING THE LIFE SPAN”
aspect of the self and discussion.
1. Physical or
tangible aspect Discussion and explain each
2. b intellectual and developmental task summary
concious aspect table.
1,c emotional and intuitive
aspects Sharing thought and
understanding by the student
2. Mention important to the lesson.
detailed and sample
in the different aspect
of the self.
F. Developing Mastery Recitation. Gather thought and Sharing of thoughts, Recitation.

feelings about The feelings and opinions base
Success Story on the story of the two
wolves.
(evil and good side)

G. Finding practical Present and explain the Highlight the good qualities Continuation of their Present and explain the
applications of concepts & activity regarding their by letting the activity. activity regarding their
skills in daily living Portfolio Output No. 3: students identify the Portfolio Output No. 5:
“Personal Assessment characteristics, “My Personal Timeline
of Aspects of right decisions and with Reflection”.
Development with Plan perspectives these
of Action” individuals exemplify.
H. Making Asks. What is the purpose of Asks. What do you need to Ask. What is the purpose of Ask. What is developmental
generalizations & discussing the “Aspect of the succeed? reading a story about the stage? In what areas does
abstractions about the Self”? Why do we two wolves and the the
lesson
need to assess ourselves? Success is about right significant of having developmental stage
mindset, emotional personal recipes? concentrate? Why the study of
resilience and proper developmental
behavior. stage is important?
I. Evaluating Learning Give the eight aspect in Essay. Essay. Enumeraton.
assessing your self in What is your dream? What Give your reflection in the 1-8 Give the eight
your activity. are those action to succeed story of two wolves. developmental stages of
Give at least two basic your dreams? human.
different aspect of self. 9-10 give at least two
developmental task of
infancy and early
childhood.
11-12 give at least two
middle child.
13-15 give at least two
adolescence.
J. Additional activities for Search for the definition of Search a story about success. Assignment.
application or remediation the following terms: Bring bond paper and
Dreams, Imagination, coloring materials.
Process, Action
Inspiration, Motivation,
Trial, Overcome, Hard
work, Success.
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
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?

N Area
LOG Teaching Dates and JULY 18- JULY 21, 2016 Quarter I
Time

I. OBJECTIVES
A. Content Standards The skills and tasks
appropriate for middle and The developmental changes in middle and late adolescence, and expectations of and from
late adolescence, and adolescents
preparatory to early
adulthood
B. Performance Standards Make a list of ways to
become responsible Clarify and manage the demands of the teen years (middle and late adolescence)
adolescents prepared for adult
life
C. Learning The learners The learners The learners The learners
Competencies/Objective s 1. Classify various 1. Discuss that facing the 1. Express his/her feelings on 1. Make affirmations that help
developmental tasks challenges during the expectations of the one become more lovable and
according to adolescence may able to significant people around capable as an adolescent
developmental stage clarify and manage the him/her (parents, siblings,
2. The evaluate one’s demands of teen years friends, teachers, community
development in leaders)
comparison with
persons of the same
age group
3. List ways to become a
responsible
adolescent prepared
for adult
life
II. CONTENT Developmental Stages in The Challenges of Middle and Late Adolescence
Middle and Late
Adolescence
III. LEARNING
RESOURCES
A. References
Pages
2. Learner’s Material Pages 17-23 Pages Pages Pages
Pages
2016 2016 2016 2016
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson
new lesson
B. Establishing a Present the and explain Do the Motivation: Story of Perform “Role play Asks. Class did you heard
purpose for the lesson activity task to the student in Life with the Wright Family presentation” the opinions and comment
WORKSHEET ON your co- learners/
DEVELOPMENTAL TASKS classmate?
OF BEING IN GRADE 11 What can you say about
their opinions?
( Pick one representative of
every groups performed)
C. Presenting Student present the activity to Asks.(in accordance with Cite samples of quest Says,Class, always put in
examples/instances of the make a short oral report to motivation) How much of the experience/encounter by the your mind that we need to
new lesson the class on the similarities story can you remember? middle adolescence. accept the opinions of other
and differences of their own What does this activity tell us people in our surrounding,
assessment in about communication? Asks. How will you manage because what they think and
developmental. task. What does this activity tell us these kind of challenges that how they feel about
about listening skills? you encountered your life as themselves is far more
Summarizes the findings of an adolescence? potent or will give you a
the triads, using the Says. The idea was not to chance to grow up or be
processing Gather opinions, thoughts mature.
questions. and ways to solve or
get too distracted by the manage the challenges
“rights” and “lefts” and given in the role play and
stay focused on what was perform by the groups.
happening in the story.
Similarly, in our everyday
lives, we often have tasks
that pull us in many
directions, but we should
always remember what is
important - the health of
young people.
D. Discussing new Lead students to do the Discuss “The passage to Reading comprehension about Read with the class and lead
concepts and practicing second activity on Mindfulness adulthood: challenges of the ENCOURAGEMENT 101: discussion in; “The Power of
new skill #1 Late Adolescence” The Courage to Be Personal Declarations.”
Imperfect, done by the
student
Discuss and give some

insight or sample about the
topic “ENCOURAGEMENT
101:
The Courage to Be
Imperfect, done by the
student”
E. Discussing new Lead short discussion Read with the class and lead
concepts and practicing following the processing discussion “Being
new skill #2 questions and the reading Happy.”
on living mindfully.
F. Developing Mastery Recitation (in line with the Does the Present the learners activity to
discussion on “The passage ENCOURAGEMENT 101: make/create slogan or
to adulthood: challenges of The Courage to Be Imperfect personal declaration on being
Late Adolescence” makes you a grow? Or has a happy.
big effect in your self?
Learners present their

activity
G. Finding practical Explain the requirements Present the activity about How will you encourage a Says.Remember class,
applications of concepts & for Portfolio Output No. 6: the “Role Play Situations on person who don’t have “developing the self may not
skills in daily living Mindfulness with Challenges of Middle any plan to continues be an easy journey
Reflection. Adolescence” their study? And he/she is towards happiness but it is
contented in playing worth pursuing”.
computer games.
H. Making What is the essence of the Ask. What is essence of Asks. What is the purpose of
generalizations & story to Wright Family? reading the reading the two topics; The
abstractions about the “ENCOURAGEMENT 101: Power of Personal
lesson The Courage to Be Imperfect”. Declarations and Being
Happy? What is the
information they want you to
realize and
understand?
I. Evaluating Learning Essay. Essay.
J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
who scored below
80%
D. No. of learners who continue
to require
remediation
E. Which of my teaching
strategies worked well? Why did
these work?
supervisor can help me solve?

I wish to
N Area
LOG Teaching Dates and JULY 25- JULY 28, 2016 Quarter I
Time

I. OBJECTIVES
A. Content Standards Stress and its sources; various stress responses; and coping strategies for healthful The whole brain theory, or
living in middle and late adolescence two hemispheres of the
brain: artistic (right- brain
dominant) and linear
(left-brain
dominant)
B. Performance Standards Identify personal ways of coping for healthful living Identify ways to improve
learning using both the left
and right
brain
C. Learning The learners The learners The learners The learners 1.Discuss
Competencies/Objective s 1. discuss that understanding 1. identify sources of one’s 1. demonstrate personal ways that understanding the
stress and its sources during stress and illustrate the effect of coping with stress for left
adolescence may help in of stress on one’s system healthful living and right brain may help in
identifying ways to cope and improving one’s learning
have a healthful life
II. CONTENT Coping with Stress in Middle and Late Adolescence The Powers of the
Mind
III. LEARNING
RESOURCES
A. References
Pages
Pages
3. Textbook Pages Pages 76-83 Pages 76-83 Pages 76-83 Pages 85-
2016 2016 2016 2016
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson Greetings.
lesson or presenting the Recalls yesterday lesson
new lesson
B. Establishing a Asks. Class listen, did you Says. Explain and clearly give the Initiate motivation about
purpose for the lesson know what are the two - Stress is the body’s direction on the “Belly “Lateral Thinking Puzzle”
common sources of stress? response to anything that Breathing” as their motivation.
makes us feel threatened or
Says. The two common pressured. It is caused by Directions;
sources of stress are change any kind of demand to which Relax your arms and hands.
and loss. we must adapt,adjust, or 3. Relax your body.
Reactions to loss are respond. 4. Close your eyes.
individually different and can - It is the body’s automatic 5. Focus on lower abdomen
vary for many reasons way of reacting to (belly) and imagine a small
Common experiences of changes,challenges, and balloon in that space.
students are migration, demands placed on us. 6. Breath in slowly and
parents’ separating, breaking - Some stress is necessary, deeply through nostrils,
up with boyfriends or however too much stress imagining the balloon
girlfriends, changes in peer may cause wear and tear on inflating
group and death of a the body and mind. Major life (getting
grandparent. events, such as moving, bigger/larger/growing)
. separation or divorce of slowly, hold a few
Finding ways to cope and parents, death of a loved seconds
adjust to the changes and one, changing schools or 7. Slowly exhale through the
losses are critical for students losing a friend, may cause mouth, imagining the balloon
experience/encounter this kind anxiety and distress. gently deflating (getting
of stress. - Other day-to-day situations, smaller, shrinking); blow out
including being late or leaving of the mouth as if blowing out
a project until the last minute, a candle
can also cause stress. It is 8. Tip: Place a hand over
important that students learn the lower abdomen to feel
to recognize what it go up and down,
might be causing them
stress and learn strategies to and
help control and alleviate make sure you’re not
stress. breathing with the chest
9. Repeat at least 10 times.
C. Presenting Says. For you to know how (Student brainstorm) Asks. How different your Read processing questions;
examples/instances of the to cope this kind of stress. bodies feel after doing the As you were thinking of
new lesson These will be our topic for Asks. How stress is part of ‘Belly Breathing’?( Did you solutions to the puzzles,
today “STRESS”. everyday life, and that there is relaxed/calm? Do you feel what was going on inside
good stress and bad stress. lighter? Great? Tired?) you?
What organ was working?
Asks. Did you know what
is stress? Did you encounter Teacher tasks. Review the Says. Belly breathing is one
or experience stress? In what previous activity worksheet, of the strategies that one
way? “What causes you to lose can do in stressful situations,
your cool?” but there are others too.
D. Discussing new Present and explain the Asks. How do you feel when Discuss and explain about Give a lecture on Cognitive
concepts and practicing instruction on the Activity you “lose you cool temper.” “Keeping Stress under Development with the use of
new skill #1 about “Stress Bingo”. Control”. the Reader: Brainpower:
Says. You need to complete Complex Organ Controls
Says. How they found the Activity 1: Stress Signals. Your Every Thought and
activity. Was it stressful? How Move.
did they cope with the stress?
Teacher tasks. Pair up

student to share their
responses.
E. Discussing new Lecture and discussion about Discuss the Reading: Initiate Activity No. 1; Stress Cite or give brief discussion
concepts and practicing “STRESS “Stress Response” Survival Kit that synthesize
new skill #2 MANAGEMENT”. “Cognitive Development”.
F. Developing Mastery Recitation Recitation. Recitation Recitation
G. Finding practical Conduct Activity: WHAT Initiate Activity 2: Quiet Time Explained and give proper Asks. Does cognitive
applications of concepts & CAUSES YOU TO “LOSE for 15 minutes. instruction in Activity No. development is essential
skills in daily living YOUR COOL”? 2; Project to-d- list in your daily live? How?
H. Making Asks. What are the two Asks. How stress response What are those tips that we What are the organ that
generalizations & common source as stress? into our body? How stress need to know to control our controls your thought and
abstractions about the response to stress? movement?
lesson us?
I. Evaluating Learning Essay. Essay. Essay. Essay.
J. Additional activities for Search and read about stress Present and give instruction to Clearly delivered instruction Search the following:
application or remediation response. the Portfolio Output No. 9: My regarding to their Portfolio 1. What is Critical
Stress Signal Output no. 10; “Project To- Thinking?
D0”. 2. What are the theories in
the Brain-Side
Dominance?
V. REMARKS
VI. REFLECTION
who scored below
80%

worked well? Why
did these work?
solve?
I wish to

N Area
LOG Teaching Dates and AUGUST 01 - AUGUST 04 , 2016 Quarter I
Time

I. OBJECTIVES
A. Content Standards The whole brain theory, or two hemispheres of The concepts about mental health and well- being in
the brain: artistic (right-brain dominant) and linear middle and late adolescence
(left-brain dominant)
B. Performance Identify ways to improve learning using both Identify his/her own vulnerabilities and make a
Standards
the left and right brain plan on how to stay mentally healthy
C. Learning The learners The learners The learners The learners
Competencies/Objective s 1. Discuss that 1. Explore mind-mapping 1. interpret the concepts 1. make a mind map on
understanding the left and techniques suited to right of mental health and ways of achieving
right brain functions may brain- or left braindominant psychological well- psychological well-
help in thinking styles, and being in everyday being
improving one’s learning, 2. Make a plan to improve observations about 2. create a plan to
learning using both left and mental health stay mentally
right brain development. problems during healthy during
adolescence adolescence
2. identify his/her own
vulnerabilities
II. CONTENT The Powers of the Mind Mental Health and Well-being in Middle and
Late adolescence
III. LEARNING
RESOURCES
A. References
Pages
Pages
3. Textbook Pages Pages 85- Pages 85- Pages 85- Pages 85-
2016 2016 2016 2016
B. Other Learning
Resources
IV. PROCEDURES https://www.youtube.com/
watch?v=w0BQKX_lszY
A. Reviewing previous Recall last session lesson Recall yesterday lesson Recall yesterday lesson Recalls yesterday lesson
new lesson
B. Establishing a Start the class with motivation. Start/do motivation about Asks. How many of you Says. Ok, class our topic for
purpose for the lesson “ lateral thinking puzzle”. Brain Dominance. have been sick today is all about Anxiety
last year?" disorders.
Instruct student on how to Why are you sick? How
answer the lateral thinking long are you sick?
puzzle.
Says. Ok, class before
you felt sick, there are some
symptom derive first like
headache, fever, chills,
upset stomach, right? So,
those illnesses are part of
physical nature . And if got
really sick we’re going the
hospital or clinic , sought
help from a doctor. And after
that we buy and took
medicine that are subscribed
by the doctor. And after that
you will be
recovered.
C. Presenting Introduce the topic on Says/Asks. Kindly raise you Asks. Class do you agree that
examples/instances of the cognitive development by hands those “Who are the not all sickness are in physical
new lesson asking the following question; right brain dominant? How in nature?
about the left brain dominant,
1. What is the brain who are they? (Raise your Teacher task. 1. Present
and how does it hand please). and explain about the
work? twelve statement by
2. What happens answering if is fiction or
inside your brain fact.
when you learn 2. Give the result after they
something new? answered all the 12
statement.
Leave for a few minutes to 3. Read and discuss about
answer the question. the “Change Your Mind about
Follow up question; Mental Health.” to be able to
3. How did you learn to correct the student
talk? To read? To perception.
ride a bicycle? To shoot a
basket?
D. Discussing new Read and discuss the topic 1. Read and discuss about Group the class into3 groups
concepts and practicing about Brain power. “The Dominant side of and look for every
new skill #1 the Brain”. advertisement brought by
the member and
pick/decide which
advertisement they will
critiques.
Instruct student to decode

and answer the question
on the given sheet.
Present the activity regards

on the chosen advertisement
and answered the decode
questionnaire.
E. Discussing new Watch video about the brain 1. Provide lecture on new Read and Explain the
concepts and practicing function. Research Study on “The Additional Information about
new skill #2 brain’s left and right sides”. “Strategies for Becoming a
Critical
Viewer of the Media”.
Asks. What do they think
about this new research?
2. Additional lecture on;”

You Can Grow Your
Intelligence.”
Says. People generally

have one of two different
ideas about intelligence:
• You’re smart or you’re not
smart, and that never
changes. OR
• It’s possible to grow
your intelligence.
Raise your hand if you

believe the first one. [Show
of hands.]
Raise your hand if you

believe the second one.
[Show of hands.]
If you’re not sure, you’re not

alone. This is a question
researchers have been
asking for years. And some
of the answers are
surprising.
F. Developing Mastery Recitation. Read and present a brief Sharing their opinion and
What are the three major parts explanation about mind thought about their
of brain? mapping. Make an example advertisement present by the
What is the function of group.
cerebrum in our brain?
What is the function of
cerebellum?
What is the function of
brain stem?
G. Finding practical Asks. How drugs affect in our Present and explain the tasks
applications of concepts & brains? in “Portfolio Output
skills in daily living 11: Make a Mind Map”.
H. Making Asks. What are the three Asks. Discussing “self-esteem and
generalizations & major part of the brain and body-esteem”
abstractions about the how it functions? And what
lesson are the effect of using drugs
and drinking
alcohol in our brain?
I. Evaluating Learning Short quiz. Assist learners to read” the Essay. How does the
The Myth of Michael Jordan”. advertisement affect
And watch video yourself?
of Michael Jordan.
J. Additional activities for Search for some theories Bring some print ads of body explain the tasks in “Portfolio
application or remediation about the brain side beautifying products, Output no. 12 Media
dominance. clothes, or fashion. Influences (How Ads
Affected My Self- Esteem)”.
V. REMARKS
VI. REFLECTION
additional activities for
remediation who scored below
80%

worked well? Why
did these work?
solve?
I wish to

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
N Area
Time

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
2. Learner’s N/A N/A N/A N/A
Material Pages
4. Additional
Materials from
Learning Resources
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 skill
#1
E. Discussing new
new skill
#2
F. Developing
Mastery
G. Finding practical
applications of concepts
& skills in
daily living
H. Making
generalizations &
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% in the evaluation

additional
activities for remediation
who scored below 80%
continue to require
remediation
strategies worked well? Why
did these work?
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?

N Area
Time

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Material Pages
4. Additional
Materials from Learning
Resources
B. Other Learning
Resources
IV. PROCEDURES
lesson or
presenting the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
the new lesson
D. Discussing new
concepts and
practicing new skill #1
E. Discussing new
new skill
#2
F. Developing
Mastery
& skills in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
B. No. of learners who
require additional activities for
remediation
strategies worked well?
Why did these work?
or supervisor
can help me solve?
materials did I use/discover
which I wish
to share with other teachers?

N Area
Time

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Material Pages
4. Additional Materials
from
Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
lesson or presenting
the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instances
of the new lesson
D. Discussing new
new skill
#1
E. Discussing new
new skill
#2
F. Developing
Mastery
& skills in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
80% in the
evaluation
remediation
continue to require
remediation
did these work?
or supervisor
can help me solve?
share with other
teachers?

N Area
LOG Teaching Dates and AUGUST 29 - SEPTEMBER 02 , 2016 Quarter I
Time

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Material Pages
4. Additional Materials
from
Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instances
of the new lesson
D. Discussing new
new skill
#1
E. Discussing new
new skill
#2
F. Developing
Mastery
& skills in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
80% in the
evaluation
remediation
continue to require
remediation
did these work?
encounter which my
principal or supervisor
can help me solve?
share with other
teachers?

N Area
LOG Teaching Dates and SEPTEMBER 05- SEPTEMBER 09, 2016 Quarter I
Time

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Material Pages
4. Additional
Resources
B. Other Learning
Resources
IV. PROCEDURES
the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
the new lesson
D. Discussing new
new skill
#1
E. Discussing new
new skill
#2
F. Developing
Mastery
& skills in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
80% in the
evaluation
remediation
continue to require
remediation
did these work?
or supervisor
can help me solve?
share with other
teachers?

N Area
Time

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Material Pages
4. Additional
Resources
B. Other Learning
Resources
IV. PROCEDURES
the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
the new lesson
D. Discussing new
new skill
#1
E. Discussing new
new skill
#2
F. Developing
Mastery
& skills in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
80% in the
evaluation
remediation
continue to require
remediation
did these work?
or supervisor
can help me solve?
share with other
teachers?

N Area
Time

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Material Pages
4. Additional
Resources
B. Other Learning
Resources
IV. PROCEDURES
the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
the new lesson
D. Discussing new
new skill
#1
E. Discussing new
new skill
#2
F. Developing
Mastery
& skills in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
80% in the
evaluation
remediation
continue to require
remediation
did these work?
or supervisor
can help me solve?
share with other
teachers?

N Area
Time

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Material Pages
4. Additional
Resources
B. Other Learning
Resources
IV. PROCEDURES
the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
the new lesson
D. Discussing new
new skill
#1
E. Discussing new
new skill
#2
F. Developing
Mastery
& skills in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION

additional
activities for remediation who
scored below 80%
Why did these work?
or supervisor
can help me solve?
which I wish

N Area
LOG Teaching Dates and OCTOBER 03 - OCTOBER 06, 2016 Quarter I
Time

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Material Pages
4. Additional
Resources
B. Other Learning
Resources
IV. PROCEDURES
lesson or
presenting the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
the new lesson
D. Discussing new
concepts and
E. Discussing new
concepts and
F. Developing
Mastery
& skills in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION

remediation
Why did these work?
or supervisor
can help me solve?
which I wish

N Area
LOG Teaching Dates and OCTOBER 10 - OCTOBER 13, 2016 Quarter I
Time

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Material Pages
4. Additional
Resources
B. Other Learning
Resources
IV. PROCEDURES
the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
the new lesson
D. Discussing new
concepts and
E. Discussing new
new skill
#2
F. Developing
Mastery
applications of
concepts & skills in daily
living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION

additional
activities for remediation who
scored below 80%
Why did these work?
or supervisor
can help me solve?
which I wish

N Area
LOG Teaching Dates and OCTOBER 17- OCTOBER 20, 2016 Quarter I
Time

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Material Pages
4. Additional
Resources
B. Other Learning
Resources
IV. PROCEDURES
the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
the new lesson
D. Discussing new
new skill
#1
E. Discussing new
new skill
#2
F. Developing
Mastery
& skills in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION

remediation
Why did these work?
or supervisor
can help me solve?
which I wish

Daily Lesson Log Personal Dev39t

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MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

II. CONTENT Developing the Whole Person Developmental Stages in

How does; thoughts, feelings

E. Discussing new Topic is “Aspect of the Self”, Comprehensive reading

F. Developing Mastery Recitation. Gather thought and Sharing of thoughts, Recitation.

(evil and good side)

E. Which of my teaching strategies

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Discuss and give some

Learners present their

J. Additional activities for

G. What innovation or localized

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Teacher tasks. Pair up

E. Which of my teaching strategies

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Instruct student to decode

Present the activity regards

2. Additional lecture on;”

Says. People generally

Raise your hand if you

Raise your hand if you

If you’re not sure, you’re not

E. Which of my teaching strategies

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. No. of learners who require

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. No. of learners who require

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. No. of learners who

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. No. of learners who require

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. No. of learners who

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