Grades 1 to 12 School ASSET Center of Learning Grade Level 12

DAILY LESSON Teacher Neil Jasper B. Ducut Learning Area Personal Development
LOG Teaching Dates and Time Week 1 (June 3, 4, 6 & 7) Quarter First Semester

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of himself/herself during middle and late adolescence.

B. Performance Standard The learners shall be able to conduct self-exploration and simple disclosure.

C. Learning Competencies / The learners explain that
Objectives knowing oneself can make a
Write the LC code for person accept his/her strengths
each. and limitations and dealing with
others better
EsP-PD11/12KO-Ia-1.1
The learners share his/her The learners maintain a journal.
unique characteristics, habits, EsP-PD11/12KO-Ib-1.3
and experiences.
EsP-PD11/12KO-Ia-1.2

II. CONTENT Knowing Oneself

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Personal Development
pages Teacher’s Guide, pp. 1 - 8
2. Learner’s Materials Personal Development
pages Learner’s Materials, pp. 1 - 7
3. Textbook pages

1
 4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous ORIENTATION
lesson or presenting the
new lesson
Ask the students to answer the Tell the students that the best Provide ”My Banner – The
1. Classroom Rules Self-Concept Inventory. way to develop oneself is to Treasure Within Me” activity to
2. Talk about the Course express their talents and gifts in the students
Personal Development, a way they enjoy.
its content and
objectives
3. Discuss the
requirements needed for
Personal Development.

B. Establishing a purpose for
the lesson
Group the class into 5-6 groups.
Ask them to prepare a talent
show to be presented on the
third session.
Ask the students to give their
insight regarding on the
previous activity. Emphasize to
them that the purpose of the
activity is determining on how
they see themselves.
Ask the students to perform
their prepared talent. After the
performance, the students need
to give their qualitative
comments.
Explain to the students on how
the previous activities help them
in determining all the positive
things that happened to them or
the positive attributes that they
have.

C. Presenting Show some pictures to the Explain the importance of

examples/instances of the class. Let them describe the
new lesson picture. Discuss what Self-
concept is.
Explain to the students that the
said performance displays the
talents of the students and
make use all their personal
resources.
knowing what your strengths
are and identifying your
weaknesses.

D. Discussing new concepts Let the student imagine Discuss Personal Effectiveness. Discuss the SWOT Analysis.
and practicing new skills # himself/herself to who and what
1

2

E. Discussing new concepts
and practicing new skills #
2 and abilities. Discuss on how to
F. Developing mastery (leads
to Formative Assessment
3)
G. Finding practical
application 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
he/she want to be and the “real”
him/her.
Discuss the difference between
actual self and ideal self.
Discuss self-image.
Emphasize to the students the
importance of knowing who and
what you are when it comes to
dealing with self and other
people.
Ask the students to right their
insights and realizations in their
journals.
The students must have at least
3 things that they can do in
order for them to improve
themselves.
Ask the students to bring the Remind the students to prepare
following: for their talent show to be
a. Clear book presented tomorrow.
Emphasize that as individuals,
we have our own talents, skills
develop these talents, skills and
abilities.
Ask the students to write their
reflections regarding on their
banner.
Ask the students to identify two Let the students to create their
(2) skills they already have and Personal SWOT Analysis
two (2) they want to develop.
Write three (3) ways for them to
improve on each of their
identified skills.
PERSONALIZED JOURNAL
(Reflection)
3
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 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?

4
 PREPARED BY: CHECKED BY:

NEIL JASPER B. DUCUT GIRLY L. PANGILINAN

SHS T-III PRINCIPAL I

5
 Grades 1 to 12 School ASSET Center of Learning Grade Level 12
DAILY LESSON Teacher Neil Jasper B. Ducut Learning Area Personal Development
LOG Teaching Dates and Time Week 2 (June 10, 11, 13 & 14) Quarter First Semester

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of himself/herself during middle and late adolescence.

B. Performance Standard The learners shall be able to conduct self-exploration and simple disclosure.

C. Learning Competencies / The learners share his/her The learners maintain a journal. The learners discuss the The learners evaluate his/her
Objectives unique characteristics, habits, EsP-PD11/12KO-Ib-1.3 relationship among own thoughts, feelings and
Write the LC code for and experiences. physiological, spiritual, and behaviors.
each. EsP-PD11/12KO-Ia-1.2 social development to EsP-PD11/12DWP-Ib-2.1
understand his/her thoughts,
feelings and behaviors.
EsP-PD11/12DWP-Ib-2.1

II. CONTENT Knowing Oneself

Developing the Whole Person
III. LEARNING RESOURCES
A. References
6
 1. Teacher’s Guide Personal Development
pages Teacher’s Guide, pp. 8 – 12
2. Learner’s Materials Personal Development
pages Learner’s Materials, pp. 7 – 10
3. Textbook pages Personal Development
Ricardo Rubio Santos, pp. 24 – 33
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson Tell the students that the best Present an article of Bo Ask the students to assess their Present stories to the class and
or presenting the new way to develop oneself is to Sanchez entitled “You Need to own beliefs about holistic ask them to identify the factors
lesson express their talents and gifts in Take Charge of Your Future” to development that may lead a person to
a way they enjoy. the students. succeed.
B. Establishing a purpose for Ask the students to perform Ask them to give their insights Ask the students to draw a Ask questions which are related
the lesson their prepared talent. After the regarding on the article. circle on a blank sheet of paper to the stories. Highlights the
performance, the students need and divide the circle into 8 good qualities by letting the
to give their qualitative segments. In each segment, students identify the
comments. they will write some characteristics, right decisions
descriptions of the different and perspective these
aspects of themselves. individuals exemplify

C. Presenting Explain the importance of Show so some emoticons and

examples/Instances of the Explain to the students that the journal writing Explain the different aspects of identify the emotion that is
new lesson said performance displays the development. being shown by each emotion.
talents of the students and
make use all their personal
resources.

7
D. Discussing new concepts Discuss Personal Effectiveness. Remind students that holistic Discuss what emotion is.
and practicing new skills # development is not overnight Provide examples
1 project but instead I must be
seen as a lifelong project a
person has to undertake.

E. Discussing new concepts Emphasize that as individuals, Explain on how self-concept is Emphasize to the students the
and practicing new skills # we have our own talents, skills connected to the different difference between emotion and
2 and abilities. Discuss on how to aspects of development feeling.
develop these talents, skills and
abilities.

F. Developing mastery (leads Explain on how feelings and

to Formative Assessment emotions can affect attitude.
3)
G. Finding practical Ask the students to have a Present real life situation on Provide real life examples on
application of concepts and personal journal and give some how giving much attention on a how emotions, feelings and
skills in daily living guiding questions to answer on certain aspect can affect other attitude can affect your mood
writing entries on their journal. aspects of development.

H. Making generalizations and

abstractions about the
lesson
I. Evaluating learning Ask the students to identify two Write about the eight aspects of
(2) skills they already have and development. Ask them to
two (2) they want to develop. name ways in which they can
Write three (3) ways for them to improve the minus areas and
improve on each of their enhance the positive aspects.
identified skills.

J. Additional activities for PERSONALIZED JOURNAL

application or remediation (Reflection)

8
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 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?

PREPARED BY: CHECKED BY:

9
 NEIL JASPER B. DUCUT GIRLY L. PANGILINAN

SHS T-III PRINCIPAL I

Grades 1 to 12 School ASSET Center of Learning Grade Level 11/12

DAILY LESSON Teacher Neil Jasper B. Ducut Learning Area Personal Development
LOG Teaching Dates and Time Week 3 Quarter First

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of the various aspects of holistic development: physiological, cognitive, psychological,
spiritual, and social development

B. Performance Standard The learners shall be able to illustrate the connections between thoughts, feelings, and behaviors in a person’s holistic development

C. Learning Competencies / The learners discuss the
Objectives relationship among
Write the LC code for physiological, spiritual, and
each. social development to
understand his/her thoughts,
feelings and behaviors
The learners evaluate his/her
own thoughts, feelings and
behaviors
EsP-PD11/12DWP-Ib-2.2
The learners show the
connections between thoughts,
feelings, and behaviors in
actual life situation
EsP-PD11/12DWP-Ic-2.3
10
 EsP-PD11/12DWP-Ib-2.1

II. CONTENT Developing the Whole Person

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Personal Development
pages Teacher’s Guide, pp. 9 – 18
2. Learner’s Materials Personal Development
pages Learner’s Materials, pp. 10
3. Textbook pages Personal Development
Ricardo Rubio Santos, pp. 24 – 33
4. Additional Materials
from Learning
Resource (LR)portal

B. Other Learning Resource

IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Ask the students to assess their Present stories to the class and Ask the students to work as a
own beliefs about holistic ask them to identify the factors group and give their own
development that may lead a person to definition of success to the
succeed. class. Allow them to present
their work to the class.

B. Establishing a purpose for
the lesson
Ask the students to draw a
circle on a blank sheet of paper
and divide the circle into 8
segments. In each segment,
they will write some
Ask questions which are related Let them read a story and ask
to the stories. Highlights the them to give their interpretation
good qualities by letting the on what they have read.
students identify the
characteristics, right decisions

11
 descriptions of the different and perspective these
aspects of themselves. individuals exemplify.

C. Presenting Show so some emoticons and Explain on how emotions,

examples/Instances of the Explain the different aspects of identify the emotion that is feelings and thoughts related to
new lesson development. being shown by each emotion. success

D. Discussing new concepts Remind students that holistic Discuss what emotion is. Present a sample of Personal
and practicing new skills # development is not overnight Provide examples Recipe of Success.
1 project but instead I must be
seen as a lifelong project a
person has to undertake.

E. Discussing new concepts Explain on how self-concept is Emphasize to the students the
and practicing new skills # connected to the different difference between emotion and
2 aspects of development feeling.

F. Developing mastery (leads Explain on how feelings and

to Formative Assessment emotions can affect attitude.
3)
G. Finding practical Present real life situation on Provide real life examples on Ask some questions about the
application of concepts and how giving much attention on a how emotions, feelings and story they have read and relate
skills in daily living certain aspect can affect other attitude can affect your mood it to real life.
aspects of development.

H. Making generalizations and Let the students give their

abstractions about the insights on how to be
lesson successful.

I. Evaluating learning Write about the eight aspects of Students will have to make their
development. Ask them to own recipe for success.
name ways in which they can

12
 improve the minus areas and
enhance the positive aspects.

J. Additional activities for Ask the students to bring bond PERSONALIZED JOURNAL
application or remediation paper and coloring materials. (Reflection)

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 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

13
 to share with other
teachers?

PREPARED BY: CHECKED BY:

NEIL JASPER B. DUCUT JHOANNE S. GARCIA

SHS T-III MASTER TEACHER- I

NOTED BY:

MYRNA D. SANTOS

PRINCIPAL II

Grades 1 to 12 School ASSET Center of Learning Grade Level 11/12

DAILY LESSON Teacher Neil Jasper B. Ducut Learning Area Personal Development
LOG Teaching Dates and Time Week 4 Quarter First

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES

A. Content Standards The learners demonstrate the skills and tasks appropriate for middle and late adolescence and preparatory for early adulthood

B. Performance Standard The learners shall be able to make a list of ways to become responsible adolescents prepared for adult life

14
C. Learning Competencies /
Objectives
Write the LC code for
each.
The learners classify various
developmental tasks according
to developmental stage
EsP-PD11/12DS-Ic-3.1
The learners evaluate one’s
development in comparison
with persons of the same group
EsP-PD11/12DS-Id-3.2
The learners list ways to
become a responsible
adolescent prepared for adult
life
EsP-PD11/12DS-Id-3.3

II. CONTENT Developmental Stages in Middle and Late Adolescence

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Personal Development
pages Teacher’s Guide, pp. 19 – 25
2. Learner’s Materials Personal Development
pages Learner’s Materials, pp. 17 – 23
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous Tell the students to line up Have the students simulate the
lesson or presenting the based on the category that you actions appropriate to the
new lesson will used (e.g. age, height, shoe different stages of physical
size and so on). After the development.
activity, ask them on how they
feel and the process they
underwent.

B. Establishing a purpose for Relate the activity on The teacher will initiate the Ask the students’ insights upon
the lesson development stages and tasks. activity on Development Tasks doing yesterday’s activity.
of Being in Senior High School.

15
C. Presenting Introduce Robert J. Ask the processing questions. Explain what Living mindfully
examples/Instances of the Explain the development Havighurst’s Developmental means.
new lesson stages. Task Theory.
D. Discussing new concepts Focus on the developmental Explain the developmental Lead students to do the second Explain the different tools
and practicing new skills # stages during adolescence and tasks summary table. activity on Mindfulness needed that will help you to
1 early adulthood. have a fulfilling way of life.

E. Discussing new concepts Ask them to determine the Do activity ‘HOW MINDFUL AM
and practicing new skills # different characteristics for I?”
2 every stage of development.

F. Developing mastery (leads

to Formative Assessment
3)
G. Finding practical Emphasize that understanding Tell the students on how they
application of concepts and the different stages of can use the Developmental
skills in daily living development can help them in Tasks table in understanding
understanding the the things that they can do.
characteristics of other people.

H. Making generalizations and Ask the students to make a After the activity, ask the Ask questions to the students
abstractions about the personal timeline, which students on how they feel upon regarding on the tools
lesson portrays the influential events answering the questions. presented and relate it to their
and happenings in their lives. lives.

I. Evaluating learning Explain the personal timeline Role-playing the actions

that they’ve done. expected from infancy to
adulthood.
J. Additional activities for Make a scrapbook of your own PERSONALIZED JOURNAL
application or remediation images from infancy to (Reflection)
adulthood

V. REMARKS
16
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 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?

17
 PREPARED BY: CHECKED BY:

NEIL JASPER B. DUCUT JHOANNE S. GARCIA

SHS T-III MASTER TEACHER- I

NOTED BY:

MYRNA D. SANTOS

PRINCIPAL II

18
 Grades 1 to 12 School ASSET Center of Learning Grade Level 12
DAILY LESSON Teacher Neil Jasper B. Ducut Learning Area Personal Development
LOG Teaching Dates and Time Week 6( July 8, 9 10, 11, & 12) Quarter First Semester

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES

A. Content Standards The learners demonstrate the development changes in middle and late adolescence, and expectation of and from adolescents

B. Performance Standard The learners shall be able to clarify and manage the demands of the teen years (middle and late adolescence)

C. Learning Competencies / The learners discuss that facing The learners discuss that facing The learners express his/her The learners make affirmations
Objectives the challenges during the challenges during feelings on the expectations of that help one become more
Write the LC code for adolescence may be clarify and adolescence may be clarify and the significant people around lovable and capable as an
each. manage the demands of teen manage the demands of teen him/her adolescent
years years EsP-PD11/12CA-Ie-4.2 EsP-PD11/12CA-Ie-4.3
EsP-PD11/12CA-Id-4.1 EsP-PD11/12CA-Id-4.1

II. CONTENT The Challenges of Middle and Late Adolescence

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Personal Development
pages Teacher’s Guide, pp. 19 – 25
2. Learner’s Materials Personal Development
pages Learner’s Materials, pp. 17 – 23
3. Textbook pages

19
 4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource

IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Ask the students to have a role- Make a list of their present life Make a list of possible solutions
play on situations and challenges that they are of their present challenges.
challenges of middle experiencing.
adolescence.

B. Establishing a purpose for Let them to express their Ask the students on how they Remind the students that even
the lesson opinions, feelings or insights see themselves and their though opinions of other people
regarding on their activity. expectations on themselves. are important, what they think
and how they feel about
themselves is more potent.
C. Presenting Explain that at their age, they Discuss that as an individual we Read with the class “The Power
examples/Instances of the experiences different have our own expectations and of Personal Declarations and
new lesson challenges. same as expectations of the Being Happy”.
people around them.

D. Discussing new concepts Discuss the challenges of late Ask them their feelings Let them give their opinions on
and practicing new skills # adolescence on the different regarding on the expectations what they have read.
1 aspects of development. of others to them.

E. Discussing new concepts Discuss Encouragement 101:

and practicing new skills # The Courage to be Imperfect.
2
F. Developing mastery (leads
to Formative Assessment
3)

20
G. Finding practical
application 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
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%
Give emphasis that challenges
are part of life and they must
find ways to overcome it.
Ask the students to identify the
challenges that they experience
and what would they do to
overcome them.
Apply this question to their life:
“Whatever I say or do, will it
bring me closer or farther apart
from a person?”
Poster making about challenges PERSONALIZED JOURNAL
that they encounter during (Reflection)
middle adolescence. (optional)
Ask the students to make a
slogan or personal declaration
on how they can be committed
to self-development. Remind
them to always apply it in
developing themselves.
Tell the students that
developing the self may not be
an easy journey towards
happiness but it is worth
pursuing.
Let them explain their thoughts
or feelings regarding on the
slogan or personal declaration
and include specific ways in
which they will develop
themselves.
21
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?

PREPARED BY: CHECKED BY:

NEIL JASPER B. DUCUT GIRLY L. PANGILINAN

SHS T-III PRINCIPAL I

22
 Grades 1 to 12 School ASSET Center of Learning Grade Level 11/12
DAILY LESSON Teacher Neil Jasper B. Ducut Learning Area Personal Development
LOG Teaching Dates and Time Week 6 Quarter First

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of stress and its sources; various stress responses; coping strategies for healthful living in
middle and late adolescence

B. Performance Standard The learners shall be able to identify personal ways of coping healthy living

C. Learning Competencies / The learners discuss that The learners identify sources of
Objectives understanding stress and its one’s stress and illustrate the
Write the LC code for sources during adolescence effects of stress on one’s
each. may help in identifying ways to system
cope and have a healthful life EsP-PD11CS-If-5.2
EsP-PD11CS-If-5.1

II. CONTENT Coping with Stress in Middle and Late Adolescence

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Personal Development
pages Teacher’s Guide, pp. 33 – 37
2. Learner’s Materials Personal Development
pages Learner’s Materials, p. 17 – 23
3. Textbook pages
23
 4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource

IV. PROCEDURES
A. Reviewing previous Let the students to watch a Make a reflection about the
lesson or presenting the certain video clip about stress in video clip.
new lesson middle and late adolescence.

B. Establishing a purpose for Ask the students to give their Ask them to give what causes Discuss with the students how Provide students with 15
the lesson insights on the video. them to be stressed. stress is a part of everyday life minutes of quiet time.
and the difference between
good stress and bad stress.

C. Presenting Ask the students what they Discuss what Stress Have the students to brainstorm
examples/Instances of the understand by “stress” and Management is. the types of good stress and
new lesson whether they have experienced bad stress.
stress.

D. Discussing new concepts Discuss the meaning of stress. Explain the different causes and Ask them how they commonly
and practicing new skills # effects of stress. feel when they “lose their cool”.
1
E. Discussing new concepts Give some situations where in Discuss Stress response
and practicing new skills # stress is experienced.
2
F. Developing mastery (leads
to Formative Assessment
3)
G. Finding practical Ask the students to identify Ask the students to determine
application of concepts and what causes them to be the signs if they are
skills in daily living stressed by answering the experiencing stress.

24
 activity “What causes you to
“lose your control”?

H. Making generalizations and Ask the students to complete Students may share the
abstractions about the Activity: Stress Signals and experience of how they felt
lesson share their responses. before, during and after the
activity and to previous
discussions.

I. Evaluating learning Ask the students on how they Ask the students to do Portfolio
are going to cope with stress. Output by answering the given
questions.

J. Additional activities for Make your own stress bingo Create your own stress survival PERSONALIZED JOURNAL
application or remediation card. kit. (Reflection)

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 lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation

25
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: CHECKED BY:

NEIL JASPER B. DUCUT JHOANNE S. GARCIA

SHS T-III MASTER TEACHER- I

NOTED BY:

MYRNA D. SANTOS

PRINCIPAL II

26
 Grades 1 to 12 School ASSET Center of Learning Grade Level 12
DAILY LESSON Teacher Neil Jasper B. Ducut Learning Area Personal Development
LOG Teaching Dates and Time Week 7 (July 15-19) Quarter First Semester

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of stress and its sources; various stress responses; coping strategies for healthful living in
middle and late adolescence
The learners demonstrate the whole brain theory, or two hemispheres of the brain: artistic (right-brain dominant) and linear (left-brain
dominant)

B. Performance Standard The learners shall be able to identify personal ways of coping healthy living
The learner shall be able to improve learning using both the left and right brain

C. Learning Competencies / The learners demonstrate The learners discuss that

Objectives personal ways of coping with understanding the left and right
Write the LC code for stress for healthful living brain may help in improving
each. EsP-PD11/12CS-Ig-5.3 one’s learning
EsP-PD11/12PM-Ig-6.1

II. CONTENT Coping with Stress in Middle and Late Adolescence

The Powers of the mind

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Personal Development
pages Teacher’s Guide, pp. 38 – 45
27
 2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
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
Personal Development
Learner’s Materials, pp.
Start the class by doing the
Belly Breathing Exercise as a
motivation.
Discuss on how stress can
affect your life and
performance.
Provide some examples of
stressful situations to the
students and ask for their
reactions and how to handle
them.
Explain techniques on how to
keep stress under control.
Give the importance of
prioritizing and breaking down
tasks into smaller steps and
how it can help to manage
stress.
Let the students answer Lateral
Thinking Puzzles.
Ask these questions to the Ask these questions:
class: How did you learn to talk? To
1. What is the brain and read? To ride a bicycle? To
how does it work? shoot a basket?
2. What happens inside
your brain when you
learn something new?
Introduce the topic in cognitive
development.
Discuss the main parts of brain Discuss brain development.
and their functions.
Discuss the two hemispheres of Discuss some factors that can
brain. affect the brain.
28
F. Developing mastery (leads
to Formative Assessment
3)
G. Finding practical Ask the students on how they Ask the students to do the
application of concepts and handle the situation if they are Project To-do List by means of
skills in daily living stress. identifying the tasks that they
need to accomplish throughout
their lives.

H. Making generalizations and

abstractions about the
lesson
I. Evaluating learning Quiz on Stress and Stress Quiz on brain and brain
Management development.

J. Additional activities for Do the Lateral Thinking Puzzles Make A Mind Map (optional) PERSONALIZED JOURNAL
application or remediation on pge 36. (Reflection)
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 lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation

29
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: CHECKED BY:

NEIL JASPER B. DUCUT GIRLY L. PANGILINAN

SHS T-III PRINCIPAL I

30
 Grades 1 to 12 School ASSET Center of Learning Grade Level 11/12
DAILY LESSON Teacher Neil Jasper B. Ducut Learning Area Personal Development
LOG Teaching Dates and Time Week 8 Quarter First

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES

A. Content Standards The learners demonstrate the whole brain theory, or two hemispheres of the brain: artistic (right-brain dominant) and linear (left-brain
dominant)
The learners demonstrate the concepts about mental health and well-being in middle and late adolescence

B. Performance Standard The learner shall be able to improve learning using both the left and right brain
The leaners identify his/her own vulnerabilities and make a plan on how to stay mentally healthy

C. Learning Competencies / The learners discuss that
Objectives understanding the left and right
Write the LC code for brain may help in improving
each. one’s learning
EsP-PD11/12PM-Ig-6.1
The learners explore two types EsP-PD11/12PM-MHWB-Ih-7.1
of mind-mapping techniques, The learners interpret the
each suited to right brain – or left
concepts of mental health and
brain-dominant thinking styles psychological well-being in
EsP-PD11/12PM-Ig-h-6.2 everyday observations about
mental health problems during
The learners make a plan to adolescence.
improve learning using left and
right brain through mind-
mapping activities
EsP-PD11PM-Ig-h-6.3

II. CONTENT The Powers of Mind

Mental Health and Well-being in Middle and Late Adolescence
III. LEARNING RESOURCES
31
A. References
1. Teacher’s Guide Personal Development
pages Teacher’s Guide, pp. 45 – 58
2. Learner’s Materials Personal Development
pages Learner’s Materials, pp.
3. Textbook pages

4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource

IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
MOTIVATION: Ask the students
to raise their hands if the given
statement can be applied to
them.
Review on the previous lesson. Use the following questions to Divide the class into groups and
Emphasize to them that there introduce the topic to the instruct them to discuss among
are some learning tools that students. themselves the mental health
help you utilize both sides of the 1. How many of them have challenge assign to them.
brain may help you learn more been sick last year?
effectively 2. Why were they sick?
3. How long?
4. The symptoms
5. Actions that they’d taken

B. Establishing a purpose for
the lesson
Inform the students that the
said activity is a way to
determine if what side of the
brain is dominant to them.
Introduce to the students what
mind mapping is.
Inform students that not all
sickness is physical in nature.
Introduce mental illnesses
As they discuss their topic, ask
them to describe the mental
health challenge and make a
list regarding on the signs and
some positive aspect related to
the challenge.

32
C. Presenting Discuss the two sides of the Discuss the steps in creating Present statements to the Ask the group to present their
examples/Instances of the brain. mind map. students and ask them whether work and take note of what they
new lesson Present example to the class if they are fact or fiction. have presented.

D. Discussing new concepts Discuss the characteristics or Discuss “You Can Grow Your Discuss Changing Your Mind
and practicing new skills # the skills of right-brain dominant Intelligence” about Mental Health.
1 and left-brain dominant.

E. Discussing new concepts
and practicing new skills #
2 the factors that influence a
F. Developing mastery (leads
to Formative Assessment
3)
G. Finding practical
application of concepts and
skills in daily living
Discuss the research study on Introduce the lesson Self-
The Brain’s Left and Right Side Esteem and Body-Esteem and
person’s esteem.
Reinforce the students’ minds
that people facing mental health
challenges are just like
everybody else and help them
can get better and live normal
lives.

H. Making generalizations and Generate some questions from Ask the students on what they
abstractions about the students regarding on the have learned about mental
lesson research study presented. health challenges that they did
not know before the class
began.

I. Evaluating learning Ask the students to do a sample Ask the students to make a
of Mind Map using what they written research on Anxiety
already know about the brain Disorders/Depression.
from the previous discussion.

33
J. Additional activities for PERSONALIZED JOURNAL
application or remediation (Reflection)

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 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?

34
 PREPARED BY: CHECKED BY:

NEIL JASPER B. DUCUT JHOANNE S. GARCIA

SHS T-III MASTER TEACHER- I

NOTED BY:

MYRNA D. SANTOS

PRINCIPAL II

Grades 1 to 12 School ASSET Center of Learning Grade Level 11/12

DAILY LESSON Teacher Neil Jasper B. Ducut Learning Area Personal Development
LOG Teaching Dates and Time Week 9 Quarter First

35
 DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES

A. Content Standards The learners demonstrate the concepts about mental health and well-being in middle and late adolescence

B. Performance Standard The leaners identify his/her own vulnerabilities and make a plan on how to stay mentally healthy

C. Learning Competencies / The learners interpret the
Objectives concepts of mental health and
Write the LC code for psychological well-being in
each. everyday observations about
mental health problems during
adolescence
EsP-PD11/12PM-Ig-h-6.2
The learners interpret the
concepts of mental health and
psychological well-being in
everyday observations about
mental health problems during
adolescence
EsP-PD11/12MHWB-Ih-7.1
The learners identify his/own The learners make a mind map
vulnerabilities on ways of achieving
EsP-PD11/12PM-Ii-7.2 psychological well-being
EsP-PD11/12MHWB-Ii-7.3
create a plan to stay mentally
healthy during adolescence
EsP-PD11/12MHWB-Ii-7.4

II. CONTENT Mental Health and Well-being in Middle and Late Adolescence

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Personal Development
pages Teacher’s Guide pp. 52 -68
2. Learner’s Materials Personal Development
pages Learner’s Materials pp. 45 - 53
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
36
IV. PROCEDURES
A. Reviewing previous Use the following questions to
lesson or introduce the topic to the
presenting the new lesson students.
1 How many of them have
been sick last year?
2. Why were they sick?
3. How long?
3. The symptoms
4. Actions that they’d taken
B. Establishing a purpose for Inform students that not all
the sickness is physical in nature.
lesson Introduce mental illnesses
C. Presenting Present statements to the
examples/Instances of the students and ask them whether
new lesson if they are fact or fiction.
Review on previous lesson. Let the students review the The teacher will raise questions
previous lesson “Mental health”. regarding the previous lesson
Divide the class into groups and
instruct them to discuss among
themselves the mental health
challenge assigned to them.
As they discuss their topic, ask For the introduction of the topic, To foster mastery, the teacher
them to describe the mental the teacher will show a mirror to will administer a Summative
health challenge and make a the class, the teacher will ask Test
list regarding on the signs and the learners if they have
some positive aspect related to insecurities in life. The learners
the challenge. may share to class their flaws
and insecurities. Afterwards, the
teacher will discuss the purpose
of the mirror.
In addition, the teacher will
continue by defining terms: the
SELF ESTEEM and BODY
ESTEEM and answers the
question “What influences a
person’s self-esteem.
Ask the group to present their The teacher will collate the
work and take note of what they opinions, ideas and entertain
have presented. questions regarding the
discussion.
37
D. Discussing new concepts Discuss Changing Your Mind Explain to the students the way
and practicing new skills # about Mental Health. on how to have a healthy living
1 and mental health.

E. Discussing new concepts Introduce the lesson Self-

and practicing new skills # Esteem and Body-Esteem and
2 the factors that influence a
person’s esteem.

F. Developing mastery (leads

to Formative Assessment
3)
G. Finding practical Reinforce the students’ minds For more understanding of the
application of concepts and that people facing mental health lesson, the learners will do the
skills in daily living challenges are just like Activity:: I AM A UNIQUE
everybody else and help them INDIVIDUAL
can get better and live normal
lives.

H. Making generalizations and Ask the students on what they
abstractions about the have learned about mental
lesson health challenges that they did
not know before the class
began.
The teacher will end the lesson
by a quotation from Confucius
that states “Everyone has
beauty, but not everyone sees
it”.
After the test and checking, the
teacher will announce the
scores

I. Evaluating learning Ask the students to make a

research on Anxiety
Disorders/Depression.

38
J. Additional activities for
application or remediation
Provide assignment to the PERSONALIZED JOURNAL
students (assigned per group) (Reflection)
regarding on the different
mental disorders. Ask them to
make a research and they will
have their presentation
regarding on their assigned
disorders.

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 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

39
 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: CHECKED BY:

NEIL JASPER B. DUCUT JHOANNE S. GARCIA

SHS T-III MASTER TEACHER- I

NOTED BY:

MYRNA D. SANTOS

PRINCIPAL II

School ASSET Center of Learning Grade Level 11/12

40
 Grades 1 to 12 Teacher Neil Jasper B. Ducut Learning Area Personal Development
DAILY LESSON Teaching Dates and Time Week 10 & 11 Quarter First
LOG

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of the different types of emotions and how they are expressed

B. Performance Standard The learners shall be able to identify ways to communicate and manage emotions in a healthy manner

C. Learning Competencies / The learners discuss that
Objectives understanding the intensity and
Write the LC code for differentiation of emotions may
each. help in communicating
emotional expressions
EsP-PD11/12EI-Ii-j-8.1
The learners explore one’s
positive and negative emotions
and how one expresses or
hides them
EsP-PD11/12EI-Ij-8.2
The learners demonstrate and
create ways to manage various
emotions
EsP-PD11/12EI-Ij-8.3

II. CONTENT Emotional Intelligence

III. LEARNING RESOURCES

A. References
5. Teacher’s Guide pp. 68 - 76
pages
6. Learner’s Materials pp. 54 - 59
pages
7. Textbook pages

41
 8. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource

IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Conduct motivation on Today I Discuss the Reading on
feel emotional intelligence
_______________________.
(sentence completion)

B. Establishing a purpose for Demonstrate and create ways

the to manage various emotions
lesson
C. Presenting Activity: Introduction to
examples/Instances of the emotions (page 56)
new lesson
D. Discussing new concepts Activity: Exploring emotions Activity: Am I Assertive?
and practicing new skills # (page 56) : Get a grip on anger
1 Activity: I am (page 56) (page 58)

E. Discussing new concepts I am the BOSS of my feelings!

and practicing new skills # (page 58)
2
F. Developing mastery (leads
to Formative Assessment
3)
G. Finding practical Demonstrate and create ways
application of concepts and to manage various emotions
skills in daily living

42
H. Making generalizations and Reflection on Exploring Portfolio Output
abstractions about the Emotions and I am.
lesson
I. Evaluating learning Responsible Action sheet

J. Additional activities for PERSONALIZED JOURNAL

application or remediation (Reflection)

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 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?

43
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

PREPARED BY: CHECKED BY:

NEIL JASPER B. DUCUT JHOANNE S. GARCIA

SHS T-III MASTER TEACHER- I

NOTED BY:

MYRNA D. SANTOS

PRINCIPAL II

44
 Grades 1 to 12 School ASSET Center of Learning Grade Level 11/12
DAILY LESSON Teacher Neil Jasper B. Ducut Learning Area Personal Development
LOG Teaching Dates and Time Week 12 Quarter First

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES

A. Content Standards The learners demonstrate the dynamics of attraction, love, and commitment

B. Performance Standard The leaners shall be able to appraise one’s present relationship and make plans for building responsible future relationships

C. Learning Competencies / The learners discuss an
Objectives understanding of teen-age
Write the LC code for relationships, including the
each. acceptable and unacceptable
expressions of attractions
EsP-PD12PR-IIa-9.1
The learners express his/her The learners identify ways to
ways of showing attraction, become responsible in a
love, and commitment relationship
EsP-PD12PR-IIa-9.2 EsP-PD11/12PR-IIb-9.3

II. CONTENT Personal Relationships

III. LEARNING RESOURCES

45
A. References
1. Teacher’s Guide pp. 77-86
pages
2. Learner’s Materials pp. 60 -77
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource

IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Ask the students what they Statements on Relationships Make a statement about your
understand by the following (page 60) own point of view, which is the
words/terms: most important personal
a. Relationships relationships that you cherish
b. Personal relationships most.
c. Love
d. Commitment
e. Attraction

B. Establishing a purpose for
the lesson
Clarify the meaning of the given Ask the following questions: Ask the students to answer
words. a. What three words describe activity, Healthy Relationship
your relationship with your Items Set. Ask questions
Introduce the activity: family? Parents? Siblings? related to the activity.
Statements on Relationships by Friends?
asking Boyfriend/girlfriend?
a. What are the basics of a b. Which relationships are
relationship? important to you? Why?
b. What do we really know c. Why do some relationships
about relationships? fail?
d. How does one prepare for a
relationship?
46
 c. Are our ideas about
relationship true or
false?

C. Presenting Explain the meaning of Ask the students’ opinions Discuss the lesson on How to
examples/Instances of the Personal Relationship and the regarding on the answers given Keep Healthy Relationships.
new lesson different kinds of personal by their classmates on the
relationship. given questions.

D. Discussing new concepts Ask the students: What are the Discuss on how to nurture your Explain to the students that
and practicing new skills # most common problems in relationship and the ten rule for once you enter in a relationship,
1 relationship? finding love and creating long- you have your responsibility
lasting, authentic relationship. and as the same time rights.

E. Discussing new concepts Explain the basic rights in a

and practicing new skills # relationship.
2

F. Developing mastery
(leads to Formative
Assessment 3)

G. Finding practical Ask the students their own

application of concepts opinion regarding on how to
and skills in daily living keep healthy relationship and
their rights upon having a
relationship.

H. Making generalizations Ask the students why personal Ask them to make their
and abstractions about the relationship is important. generalization or reflection
lesson regarding on what have been
discussed.
47
I. Evaluating learning Ask the students what they Ask the students to make a
understand by the following poster showing the importance
words/terms: of relationship and one’s basic
a. Relationships rights in a relationship.
b. Personal relationships
c. Love
d. Commitment
e. Attraction
f.
J.Additional activities for Activity: Letter from Mom (page PERSONALIZED JOURNAL
application or remediation 64) (Reflection)

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 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

48
 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: CHECKED BY:

NEIL JASPER B. DUCUT JHOANNE S. GARCIA

SHS T-III MASTER TEACHER- I

NOTED BY:

MYRNA D. SANTOS

PRINCIPAL II

49
 Grades 1 to 12 School ASSET Center of Learning Grade Level 11/12
DAILY LESSON Teacher Neil Jasper B. Ducut Learning Area Personal Development
LOG Teaching Dates and Time Week 13 Quarter First

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES

A. Content Standards The learners demonstrate the concepts about social influence, group leadership and followership

B. Performance Standard The leaners shall be able to identify the different roles of leaders and followers in society

C. Learning Competencies / The learners distinguish the
Objectives various roles of different
Write the LC code for individuals in society and how
each. they can influence people
through their leadership or
followership
The learners compare one’s
perception of himself/ herself
and how others see him or her
EsP-PD12SR-IIc-10.2
Conduct a mini-survey on
Filipino relationships
EsP-PD12SR-IIc-10.3
50
 EsP-PD12SR-IIb-10.1

II. CONTENT Social Relationships in Middle and Late Adolescence

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pp. 94 - 102
pages
2. Learner’s Materials pp. 77 – 83
pages
3. Textbook pages

4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource

IV. PROCEDURES
A. Reviewing previous lesson Ask the students who among Start by asking volunteer
or presenting the new them are members of a certain students to read aloud the
lesson group, organization or club. fables about leadership and
membership. Ask them to
identify the lesson each fable is
trying to teach.

B. Establishing a purpose for
the lesson
Ask them the following Ask the students’ insights Ask the students the following Give the students to the
questions: regarding on their knowledge questions: students to read the article
1. Why did you choose to be in on civic responsibility. 1. What is a true leader? about Servant Leadership. Ask
that particular group? 2. How do we know that a them to share the key points of
leader is a true leader? the article.

51
 2. What was the biggest factor 3. How do we know that the
that made you decided to be person we are following
in that group? is worth our trust and
3. Who decided on your role in loyalty?
that group?
4. How do you fulfill your
responsibilities in that group?
5. How do you find the leader/s
of the group?
6.
C. Presenting Explain how the society/ Explain to the students that as a Discuss what the meaning of Ask them to give their
examples/Instances of the community/culture plays a teenager they can have a big leadership and the different comments/reactions regarding
new lesson major role in the life of a role/ contribution to the traits of a leader.. on the article.
teenager. community.

D. Discussing new concepts Explain the benefits that Explain on what they can get Explain to the students that a Defend why they agree or
and practicing new skills # teenagers can get upon joining upon involving themselves in leader has his/her own style in disagree to the article.
1 a group or organization the different community terms of his/her leadership.
activities.
E. Discussing new concepts Discuss the different styles of
and practicing new skills # leadership and the bases of
2 power of a leader.
F. Developing mastery (leads
to Formative Assessment
3)
G. Finding practical Ask their opinions on how Ask them, as a teenager, on Give a certain situation and ask
application of concepts and joining a group or organization how they can contribute/help the students on what style of
skills in daily living can help them develop into a the community on their own leadership can be applied on it.
better person. way.

52
H. Making generalizations and Ask for their reflection to the Ask the students to make a
abstractions about the lesson. reflection about servant
lesson leadership.

I. Evaluating learning
Ask the students to write the
group they belong, its nature,
activities, benefits, and include
a photo of themselves with the
group.
Make a slogan on the things
about they have learned on
leadership.

J. Additional activities for Activity: My organizations (page PERSONALIZED JOURNAL

application or remediation 77) (Reflection)

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 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?
53
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: CHECKED BY:

NEIL JASPER B. DUCUT JHOANNE S. GARCIA

SHS T-III MASTER TEACHER- I

NOTED BY:

MYRNA D. SANTOS

PRINCIPAL II

Grades 1 to 12 School ASSET Center of Learning Grade Level 11/12

DAILY LESSON Teacher Neil Jasper B. Ducut Learning Area Personal Development
LOG Teaching Dates and Time Week 14 Quarter First

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES

A. Content Standards The learners demonstrate the concepts about social influence, group leadership and followership
The learners demonstrate the impact of one’s family in his/her personal development during middle and late adolescence

54
B. Performance Standard The leaners shall be able to identify the different roles of leaders and followers in society
The learners shall identify the firm and gentle sides of family care that affect a person’s development during the middle and late
adolescence

C. Learning Competencies / The learners distinguish the
Objectives various roles of different
Write the LC code for individuals in society and how
each. they can influence people
through their leadership or
followership
EsP-PD12SR-IIb-10.1
The learners appraise one’s
family structure and the type of
care he/she gives and receives,
which may help in
understanding himself/herself
better
EsP-PD12FSL-IId-11.1
The learners make a genogram
and trace certain physical,
personality or behavioral
attributes through generations
EsP-PD12FSL-IId-e-11.2

II. CONTENT Social Relationships in Middle and Late Adolescence

Family Structures and Legacies

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pp. 98 - 102
pages
2. Learner’s Materials pp. 81 – 84
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource

IV. PROCEDURES
A. Reviewing previous lesson Start by asking volunteer Start the lesson with a quote,
or presenting the new students to read aloud the

55
 lesson fables about leadership and “Call it a clan, call it a network,
membership. Ask them to call it a tribe, and call it a family.
identify the lesson each fable is Whatever you call it, whoever
trying to teach` you are, you need one.” – Jane
Howard
B. Establishing a purpose for Ask the students the following Let the students read the article Ask the students whether they Ask the students if they have
the lesson questions: about Servant Leadership. Ask agree with Jane Howard and ask any idea about family tree and
1. What is a true leader? them to share the key points of them how they need their how it is made.
2. How do we know that a the article. respective families in their life.
leader is a true leader?
3. How do we know that the
person we are following
is worth our trust and
loyalty?

C. Presenting Discuss what the meaning of Ask them to give their Ask volunteers to describe their Show a sample of a family tree.
examples/Instances of the leadership and the different comments/reactions regarding respective families in terms of
new lesson traits of a leader. on the article. people in their family, physical
set up/agreement, place of
residence, who leads/makes
decision in the family.

D. Discussing new concepts Explain to the students that a Defend why they agree or Discuss the different kinds of Explain what is genogram or
and practicing new skills # leader has his/her own style in disagree to the article. family structures family tree making. Ask them
1 terms of his/her leadership. regarding on the information
that they can gather from a
genogram.

E. Discussing new concepts Discuss the different styles of

and practicing new skills # leadership and the bases of
2 power of a leader.

56
F. Developing mastery (leads Instruct the students to make
to Formative Assessment their own genogram.
3)

G. Finding practical Give a certain situation and ask

application of concepts and the students on what style of
skills in daily living leadership can be applied on it.
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning Make a slogan on the things Have the students write a poem Based on their genogram,
about what they have learned about their respective families identify which among the family
on leadership. using the guidelines for the structures their family belongs
activity “POEM WRITING”. and explain why.

J. Additional activities for Bring art materials tomorrow. PERSONALIZED JOURNAL

application or remediation (Reflection)

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 lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
57
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: CHECKED BY:

NEIL JASPER B. DUCUT JHOANNE S. GARCIA

SHS T-III MASTER TEACHER- I

NOTED BY:

MYRNA D. SANTOS

PRINCIPAL II

Grades 1 to 12 School ASSET Center of Learning Grade Level 11/12

DAILY LESSON Teacher Neil Jasper B. Ducut Learning Area Personal Development
LOG Teaching Dates and Time Week 15 Quarter First

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES

58
A. Content Standards The learners demonstrate the impact of one’s family on his/her personal development during middle and late adolescence

B. Performance Standard The learners shall identify the firm and gentle sides of family care that affect a person’s development during the middle and late
adolescence
C. Learning Competencies / The learners appraise one’s The learners make a genogram The learners prepare a plan on
Objectives family structure and the type of and trace certain physical, how to make the family
Write the LC code for care he/she gives and receives, personality or behavioral members firmer and gentler with
each. which may help in attributes through generations each other
understanding himself/herself EsP-PD12FSL-IId-e-11.2 EsP-PD12FSL-IIe-11.3
better
EsP-PD12FSL-IId-11.1

II. CONTENT Family Structures and Legacies

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pp. 102 – 114
pages
2. Learner’s Materials pp. 85 – 98
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource

IV. PROCEDURES
A. Reviewing previous lesson Start the lesson with a quote, Start the lesson by letting the
or presenting the new “Call it a clan, call it a network, students to answer the Activity:
lesson call it a tribe, and call it a family. EMOTIONAL, SOCIAL AND

59

B. Establishing a purpose for
the lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills #
1 regarding on the information
E. Discussing new concepts
and practicing new skills #
2
F. Developing mastery (leads
to Formative Assessment
3)
Whatever you call it, whoever SPIRITUAL LEGACY on page
you are, you need one.” – Jane 91.
Howard
Ask the students whether they Ask the students if they have Ask the students regarding on Explain to the class the results of
agree with Jane Howard and ask any idea about family tree and their ideas about the importance their activity. Emphasize to them
them how they need their how it is made. of our families. that as a family, there is a
respective families in their life. particular legacy that has been
passed from one generation to
another.
Ask volunteers to describe their Show a sample of a family tree. Introduce the reading on Ask the students to share the
respective families in terms of Inspiring Stories of Families. attitudes, beliefs or values,
people in their family, physical which they have learned from
set up/agreement, place of their family.
residence, who leads/makes
decision in the family.
Discuss the different kinds of Explain what is genogram or Based on the reading, remind Discuss the lesson on Family
family structures family tree making. Ask them them on the sacrifices our Legacies.
individual family does for us.
that they can gather from a
genogram.
Instruct the students to make
their own genogram.
60
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations and Have the students share their
abstractions about the ideas on the concept of legacy,
lesson in particular, family legacies.

I. Evaluating learning
Have the students write a poem
about their respective families
using the guidelines for the
activity “POEM WRITING”.
Based on their genogram,
identify which among the family
structures their family belongs
and explain why.
Have the students to write an Write a reflection on the poem
essay about: “HOW DO I “A TRIBUTE TO FAMILIES.”
SHOW MY LOVE AND
APPRECIATION FOR MY
FAMILY?”

J. Additional activities for Bring art materials tomorrow. PERSONALIZED JOURNAL

application or remediation (Reflection)

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 lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
61
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: CHECKED BY:

NEIL JASPER B. DUCUT JHOANNE S. GARCIA

SHS T-III MASTER TEACHER- I

NOTED BY:

MYRNA D. SANTOS

PRINCIPAL II

Grades 1 to 12 School ASSET Center of Learning Grade Level 11/12

DAILY LESSON Teacher Neil Jasper B. Ducut Learning Area Personal Development
LOG Teaching Dates and Time Week 16 Quarter First

DAY 1 DAY 2 DAY 3 DAY 4

62
I. OBJECTIVES

A. Content Standards The learners demonstrate concepts of career development, life goals, and personal factors influencing career choice

B. Performance Standard The learners shall identify the external factors influencing career choices

C. Learning Competencies / The learners explain that
Objectives through understanding of the
Write the LC code for concepts of career and life
each. goals can help in planning
his/her career
EsP-PD12PC-IIf-12.1
The learners identify the
personal factors influencing
career choices.
to his/her goals
EsP-PD12PC-IIf-12.2
The learners take self-
assessment tool to know his/her
personality traits and other
personal factors in relation
EsP-PD12PC-IIg-12.3

II. CONTENT Persons and Careers

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pp. 115 - 124
2. Learner’s Materials pp. 99 - 118
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson Ask the class “Para kanino ka Before the class begins, have
or presenting the new bumabangon sa umaga?” an illustration of a career wheel.
lesson Connect this tagline to the
purpose of life.
63
B. Establishing a purpose for
the lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills #
1 situations, needs and facts that
E. Discussing new concepts
and practicing new skills #
2 choice.
F. Developing mastery (leads
to Formative Assessment
3)
G. Finding practical
application of concepts and
skills in daily living
Do the Motivation: Agree or
Disagree. Explain to the class
that the objective of this game is
about the common
misconception and facts about
career planning.
Emphasize to the students that
some of the most important
decisions we make in our
lifetime concern our career.
Explain the ten myths about
career planning.
Introduce the activity by saying
“One’s career is the roadmap
that you follow through your
lifetime.” Ask for the insights of
the students on this statement.
Tell the students to copy the
career wheel on a sheet of
blank paper.
In the labelled circles, ask them
to identify the place events,
can affect their decisions when
it comes to choosing their
career in the future.
Ask them to firm a dyad or triad
so that they can share what
they have written on their
career wheels.
Ask the students:
“Looking at these many facets
in your life, which among do
you think are major
considerations when deciding
on future career options?”
Ask the students to Explain on how self-concept
differentiate/define the following changes over time and its
terms importance when planning your
1. Career career.
2. Job
3. Occupation
Elaborate the meaning of the Introduce Super’s Career
term “career”. Development Theory.
Differentiate Job from
Occupation.
Ask the students regarding on Explain the Five Life and career
the different factors that can Development Stages according
influence career choice. to Super.
Explain the different theories on Explain the different
what influence your career developmental task at the
different stages
Ask the students on how they
can apply Super’s Career
Development Theory in
choosing their career.
64
H. Making generalizations and Ask their opinions on what have Ask them regarding on their Ask the students to summarize
abstractions about the been discussed. realizations. the discussion
lesson

I. Evaluating learning Ask them to answer this

question:
“What or who influenced you in
making decision when it comes
to choosing your course in
college? Explain your answer”

J. Additional activities for PERSONALIZED JOURNAL

application or remediation (Reflection)

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 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?
65
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: CHECKED BY:

NEIL JASPER B. DUCUT JHOANNE S. GARCIA

SHS T-III MASTER TEACHER- I

NOTED BY:

MYRNA D. SANTOS

PRINCIPAL II

Grades 1 to 12 School ASSET Center of Learning Grade Level 11/12

DAILY LESSON Teacher Neil Jasper B. Ducut Learning Area Personal Development
LOG Teaching Dates and Time Week 17 & 18 Quarter First

66
 DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of the external factors influencing career choices

B. Performance Standard The learners shall be able to make a career plan based on his/her personal goal, and external factors influencing career choices

C. Learning Competencies / The learners discuss the
Objectives external factors influencing
Write the LC code for career choices that may help in
each. career decision making
EsP-PD11/12CP-IIg-13.1
The learners identify pros and
cons of various career options
with the guidance of parent,
teacher, or counselor
EsP-PD11/12CP-IIh-13.2
The learners prepare a career
plan based on his/her personal
goal and external factors
influencing career choices
EsP-PD11/12CP-IIh-i-13.3

II. CONTENT Career Pathways

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pp.99 - 113
2. Learner’s Materials pp.138 - 150
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES

67
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
application 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
How do personal /internal
factors influence your career
choices?
Career concepts
Let the students make their own
career wheel.
Portfolio output
Making a Career Bucket List
Students identify the personal
factors influencing career
choices and self-assessment
Group activity (career interest)
Individual projects
Discuss ten myths about career
planning busted
What influences your career
choice?
Skills assessment worksheet
Panel Discussion Career Concept
Students know their personality
traits and other personal factors
in relation to their goals
Ask them to make their
generalization or reflection
regarding on what have been
discussed.
Individual activity (personality The quick job-hunting map
test)
PERSONALIZED JOURNAL
(Reflection)
68
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 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?

69
 PREPARED BY: CHECKED BY:

NEIL JASPER B. DUCUT JHOANNE S. GARCIA

SHS T-III MASTER TEACHER- I

NOTED BY:

MYRNA D. SANTOS

PRINCIPAL II

School ASSET Center of Learning Grade Level 11/12

Teacher Neil Jasper B. Ducut Learning Area Personal Development
70
 Grades 1 to 12 Teaching Dates and Time Week 19 & 20 Quarter First
DAILY LESSON
LOG

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of his/her personal development as an important component of setting career and life
goals

B. Performance Standard The learners shall be able to analyze and synthesize his/her personal development as an important component of setting career and
life goals

C. Learning Competencies / The learners explain the factors
Objectives in personal development that
Write the LC code for may guide him/her in making
each. important career decisions as
adolescents
EsP-PD11/12IOPD-IIi-14.1
The learners share insights that
make him/her realize the
importance of personal
development in making a career
decision as adolescent
EsP-PD11/12IOPD-IIi-h-14.2
The learners construct a
creative visualization of his/her
personal development through
of the various stages he/she
went through, stressors,
influences, and decision-making
points, and a personal profile
analysis
EsP-PD11/12IOPD-IIj-14.3

II. CONTENT Insights into One’s Personal Development

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pp. 151 - 156
pages
71
 2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
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 Foresight.
pp. 130 - 131
Why is personal development What is a personal mission
an important component of statement?
setting career in life goals?
Share insights that make
students realize the importance
of personal development in
making a career decision as
adolescence.
Introduce the last module by
stating: Brazilian author Paolo
Coelho, in his book “The
Alchemist”, introduced the idea
of one’s Personal Legend as
“what you have always wanted
to accomplished.”
Create Personal Mission Portfolio output – Personal
Statement development: Hindsight and
72
E. Discussing new concepts
and practicing new skills #
2
F. Developing mastery (leads
to Formative Assessment
3)
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations and
abstractions about the
lesson
Career map
Futuristic Writing (How do you
see Myself 5 years from now?)
Students can clarify their own
life goals and aspirations
Making a Career Bucket List 5-year Career Planning (6
months’ goal plan)
Write an essay on your journey
through this course on Personal
Development.
How have you change since the
beginning of this semester?
What have you learned about
yourself?

I. Evaluating learning
J. Additional activities for PERSONALIZED JOURNAL
application or remediation (Reflection)

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%

73
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?

PREPARED BY: CHECKED BY:

NEIL JASPER B. DUCUT JHOANNE S. GARCIA

SHS T-III MASTER TEACHER- I

NOTED BY:

MYRNA D. SANTOS

PRINCIPAL II

74
75