School MINA NATIONAL HIGH SCHOOL Grade Level 11

CONTEXTUALIZED
JOHNA P. MANA-AY DLP IN PERSONAL
Teacher Learning Area DEVELOPMENT
Teaching Dates and
JANUARY 15, 2018 3
Time Quarter

SECTIONS
GRADES 1 to 12 Grade 11 Themis
DAILY LESSON PLAN

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
I. OBJECTIVES objectives support the learning of content and competencies and enable children to find significance and j y in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.

The learners demonstrate an understanding of the developmental changes in middle and late adolescence, and expectations of and from
A. Content Standards adolescents.

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

B. Performance Standards

The learners discuss that facing the challenges during adolescence may able to clarify and manage the demands of teen years, express his/her
feelings on the expectations of the significant people around him/her (parents, siblings, friends, teachers, community leaders), make
C. Learning Competencies / Objectives affirmations that help one become more lovable and capable as an adolescent

Write the LC Code for each EsP-PD11/12CA-Id-4.1 EsP-PD11/12CA-Ie-4.2 EsP-PD11/12CA-Ie-4.3

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.

II. CONTENT The Challenges of Middle and Late Adolescence

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
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher's Guide pages
2. Learner's Materials 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 (Elicit)
D. Discussing new concepts and
practicing new skills #1 (Engage)
E. Discussing new concepts and
practicing new skills #2 (Explore)
F. Developing mastery (Leads to
Formative Assessment 3) (Explain)
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 tudents
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.
DVELOPMENTAL ACTIVITIES ASSESSMENT ACTIVITIES
Ask the learners of the their previous lessons using the following guide questions: Formative Assessment: (Evaluate the learner's
1. What are the different developmental tasks in every development stage? answers)
2. What will be the effect to the person in case he/she missed to
accomplished a particular developmental task?
Present the objectives of the lesson to the class by writing the objectives on the
board or using powerpoint presentation.
Check on how attentive the students are to the story as
Do the Motivation: Story of Life with the Wright Family
it is read by the teacher.
Explain that 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.
Ask the students how much of the story they have remembered? Formative Assessment: (Noting down the learner's
answers).
Ask the students the question, What specific challenges/ problems they have Formative Assessment
encountered in their teenage life? Brainstorming/ Group Discussion
Lead the Activity: Role Play Situations on Challenges of Middle Adolescence a. Performance Assessment:
Divide the class into four groups. b. Each group will think of one developmental Use rubric in scoring the presentation
challenge and discuss specific situations where this particular challenge is seen in
their everyday living.
Give a Lecturette on: The Passage to Adulthood: Challenges of Late Adolescence
Physical Development
 Most girls have completed the physical changes related to puberty by age
15.
 Boys are still maturing and gaining strength, muscle mass, and height and
are completing the development of sexual traits.
Emotional Development
 May stress over school and test scores
 Is self-involved (may have high expectations and low self-concept)
 Seeks privacy and time alone.
 Is concerned about physical and sexual attractiveness.
 May complain that parents prevent him or her from doing things
independently.
 Starts to want both physical and emotional intimacy in relationships.

G. Finding practical applications of
concepts and skills in daily living
(Elaborate)
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning (Evaluate)
J. Additional Activities for application
or remediation (Extend)
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
Experiences of intimate relationships
Social Development
 Shifts in relationship with parents from dependency and subordination to
one that reflects the adolescent’s increasing maturity and responsibilities
in the family and the community
 Is more and more aware of social behaviors of friends
 Seeks friends that share the same beliefs, values, and interests
 Friends become more important.
 Starts to have more intellectual interests.
 Explores romantic and sexual behaviors with others.
 May be influenced by peers to try risky behaviors (alcohol, tobacco, sex)
Mental Development
 Becomes better able to set goals and think in terms of the future.
 Has a better understanding of complex problems and issues.
 Starts to develop moral ideals and to select role models
Lead the Activity: The Good Opinion of Others. Require the students to suggest Formative Assessment: (Noting down the learner's
ways on how to effectively manage the challenges/ problems that their classmates answers).
have personally experienced.
.Allow students to read and discuss ENCOURAGEMENT 101: The Courage to Be
Imperfect.
Required Portfolio Output 7: Role Play on Challenges of Middle Adolescence (Group Rubrics for Performance Assessment
work)
1. Plan a role play on a specific situation in which a developmental challenge
of middle adolescence is seen in your everyday living.
2. Practice your role play with your group mates.
3. Perform your role play in class.
4. Make a report on your group’s brainstorming and performance. Include this
report and the script.
Give assignment: Bring bond paper and coloring materials for the slogan making
next session.
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.
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