School FRANCISCO TOLENTINO INTEGRATED HIGH SCHOOL Grade Level 11

DAILY Learning
Teacher JAVIER SHARON MAY G. PERSONALITY DEVELOPMENT
LESSON Area
LOG Teaching Dates and
OCTOBER 28-31, 2019 Quarter 3
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner… The learner… The learner… The learner…
1. Explain that knowing
oneself can make a 1. Share his/her unique 1. maintain a journal
person accept his/her characteristics, habits,
strengths and and experiences
limitations
and dealing with
others
better
B. Performance
Standards
C. Learning
Competencies/Objectives
II. CONTENT Knowing Oneself
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages Pages 2-4
2. Learner’s Material
Pages 1-7
Pages
3. Textbook Pages Pages 14-19
4. Additional Materials Personal Development, first edition
from Learning Resources By Ricardo Rubio Santos, 2016
B. Other Learning http://www.ted.com/talks/ze_frank_are_you_human
Resources 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-definition-lesson-quiz.html
IV. PROCEDURES
A. Reviewing previous Recall the learner on Distribute criteria copies Recall yesterday lesson and
lesson or presenting the what they’ve learned to the leader of the activity.
new lesson yesterday. group to rate the given
performance of group. Ask their reaction about;
What they feel when the
State the mechanics of other group give their
the talents show. negative and positive
feedback in their
Remind the class to write performance?
their comment or
feedback in their journal
to every performers.
B. Establishing a Say; The best way to Asks: Did you know what is
purpose for the lesson develop oneself is to journal?
express your talents and Have you experience to write
gifts in a way you enjoy. a journal? What did you
With this performance write in your journal?
C. Learning The learner… The learner… The learner… The learner…
Competencies/Objectives 1. illustrate the 1. illustrate the 1. evaluate his/her own 1. classify various
connections between connections between thoughts, feelings, and developmental tasks
thoughts, feelings, and thoughts, feelings, and behaviours. according to developmental
behaviours in a behaviours in a person’s stage
person’s holistic holistic development
development
II. CONTENT Developmental Stages
Developing the Whole Person 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, Personal Development, Personal Development, Personal Development,
from Learning Resources first edition By Ricardo first edition By Ricardo first edition By Ricardo first edition By Ricardo Rubio
Rubio Santos, 2016 Rubio Santos, 2016 Rubio Santos, 2016 Santos, 2016
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Recall last week lesson Recall yesterday lesson Recall yesterday lesson. Motivation: Line up
lesson or presenting the and activity. Games.
new lesson Form two groups.
Every group form their shoes
largest to smallest.
B. Establishing a Ask student for the Enlighten the lesson to In accordance in motivation,
purpose for the lesson definition of the be tackled: remind student about things
following: 1. Explain the recipe for have progression or certain
Dreams/Imagination success pattern. Life also has
Process/ Action 2. Reading developmental stage.
Inspiration/Motivation comprehension in the
Trial “Story of Two Wolves” Cite teacher example aside
Overcome 3. Deepening the power the game.
Hard work triad: Thought, Feelings
Success 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 Intercourse experience Study and explain the Teacher tell the activity in
examples/instances of blank sheet of paper to the class, about a two sample of recipe for making their Personal Time
the new lesson and divide the circle dreams, trials, support, success. line.
into 8 segments. Each overcome, hard work
segment, write some and success.. 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
Assist student and cite positive or negative but it is
possible words to about seeing their transitions
 describe the different and developments as they go
aspects through life. You need to
plan your personal timeline
Example; physical carefully and be mindful of
aspect “4feet 10 inches the events that made you
by 125pounds”. 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 Reinforcing learners in Reinforcing learners in Expound and familiarize
concepts and practicing in reading comprehension reading comprehension the developmental
new skill #1 the 8 different aspect in in stages, and concentrate
of “Three Success “The Story of the two on the developmental
development as Stories”. Wolves” tasks during adolescence
follows; 1.Manny Pacquiao’s and early adulthood.
1. Physical self Unbelievable
2. Intellectual self Success Story Will
3. Emotional self Inspire You
4. Sensual self 2.The Pia Wurtzbach
5. Interaction self Success Story
6. Nutritional self A Love Affair that Got
7. Contextual self Me
8. Spiritual self or life Close to a Great Doctor
force
F. Developing Mastery Recitation. Gather thought and Sharing of thoughts, Recitation.
feelings about The feelings and opinions
Success Story base on the story of the
two wolves.
G. Finding practical Present and explain Highlight the good Continuation of their Present and explain the
applications of concepts the qualities by letting the activity. activity regarding their
& skills in daily living activity regarding their students identify the Portfolio Output No. 5:
Portfolio Output No. 3: characteristics, “My Personal Timeline
“Personal Assessment right decisions and with Reflection ”.
of Aspects of perspectives these
Development with Plan individuals exemplify.
of Action”
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
B. No. of learners who
require additional
activities for remediation
who scored below 80%
Asks. What is the Asks. What do you need Ask. What is the Ask. What is
purpose to succeed? purpose developmental stage? In
of discussing the of reading a story about what areas does the
“Aspect Success is about right the two wolves and the developmental stage
of the Self”? Why do mindset, emotional significant of having concentrate? Why the
we need to assess resilience and proper personal recipes? study of developmental
ourselves? behavior. stage is important?
Give the eight aspect in Essay. Essay. Enumeraton.
assessing your self in What is your dream? Give your reflection in 1-8 Give the eight
your activity. What are those action to the developmental stages of
Give at least two basic succeed your dreams? story of two wolves. human.
different aspect of self. 9-10 give at least two
developmental task of
infancy and early
childhood.
11-12 give at least two
developmental task of
middle child.
13-15 give at least two
developmental task of
adolescence.
Search for the Search a story about Assignment.
definition success. Bring bond paper and
of the following terms: coloring materials.
Dreams, Imagination,
Process, Action
Inspiration, Motivation,
Trial, Overcome, Hard
work, Success.
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?
 School FRANCISCO TOLENTINO INTEGRATED HIGH SCHOOL Grade Level 11
DAILY Learning
Teacher JAVIER SHARON MAY G. PERSONALITY DEVELOPMENT
LESSON Area
LOG Teaching Dates and
NOVEMBER 4-8, 2019 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The skills and tasks
appropriate for
middle and late The developmental changes in middle and late adolescence, and expectations of
adolescence, and and from adolescents
preparatory to early
adulthood
B. Performance Make a list of ways to
Standards 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/Objectives 1. Classify various 1. Discuss that facing the 1. Express his/her 1. Express his/her feelings
Developmental tasks challenges during feelings on the on the expectations of the
according to adolescence may able to expectations of the significant people around
developmental stage clarify and manage the significant people him/her (parents, siblings,
2. The evaluate one’s demands of teen years around him/her friends, teachers, community
development in (parents, siblings, leaders)
comparison with friends, teachers,
persons of the same community leaders)
age group
3. List ways to
become a responsible
adolescent prepared
for adult life
II. CONTENT Developmental Stages
in Middle and Late The Challenges of Middle and Late Adolescence
Adolescence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages Pages 19-25 Pages 25-32 Pages 25-32 Pages 25-32
2. Learner’s Material
Pages 17-23 Pages Pages Pages
Pages
3. Textbook Pages Pages 40-50 Pages 56-72 Pages 56-72 Pages 56-72
4. Additional Materials Personal Development, Personal Development, Personal Development, Personal Development,
from Learning Resources first edition first edition first edition first edition
By Ricardo Rubio By Ricardo Rubio Santos, By Ricardo Rubio Santos, By Ricardo Rubio Santos,
Santos, 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
lesson or presenting the
new lesson
B. Establishing a Present the and Do the Motivation: Story Perform “Role play Asks. Class did you heard the
purpose for the lesson explain activity task to of Life with the Wright presentation” opinions and comment your
the student in Family co-learners/ classmate?
WORKSHEET ON What can you say about their
DEVELOPMENTAL opinions?
TASKS OF BEING IN ( Pick one representative of
GRADE 11 every groups performed)
C. Presenting Student present the Asks.(in accordance with Cite samples of quest Says, Class, always put in
examples/instances of activity to make a short motivation) How much experience/encounter your mind that we need to
the new lesson oral report to the class of the story can you by the middle accept the opinions of other
on the similarities and remember? adolescence. people in our surrounding,
differences of their What does this activity because what they think and
own assessment in tell us about Asks. How will you how they feel about
developmental task. communication? manage these kind of themselves is far more
What does this activity challenges that you potent or will give you a
Summarizes the tell us about listening encountered your life as chance to grow up or be
findings of the triads, skills? an adolescence? mature.
using the processing
questions. Says. The idea was not Gather opinions,
to get too distracted by thoughts and ways to
the “rights” and “lefts” solve or manage the
and stay focused on challenges given in the
what was happening in role play and perform by
 the story. Similarly, in the groups.
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 Discuss “The passage to Reading comprehension Read with the class and
concepts and practicing the second activity on adulthood: challenges of about the lead discussion in; “The
new skill #1 Mindfulness Late Adolescence” ENCOURAGEMENT 101: Power of Personal
The Courage to Be 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
concepts and practicing following the lead discussion “Being
new skill #2 processing questions Happy.”
and the reading on
living mindfully.
F. Developing Mastery Recitation (in line with Does the Present the learners activity
the discussion on “The ENCOURAGEMENT 101: to make/create slogan or
passage to adulthood: The Courage to Be personal declaration on
challenges of Late Imperfect makes you a being happy.
Adolescence” grow? Or has a big
effect in your self? Learners present their
activity
G. Finding practical Explain the Present the activity How will you encourage Says. Remember class,
applications of concepts requirements about a person who don’t “developing the self may not
& skills in daily living for Portfolio Output the “Role Play Situations have any plan to be an easy journey towards
 No. 6: on Challenges of Middle continue their study? happiness but it is worth
Mindfulness with Adolescence” And he/she is contented pursuing”.
in playing computer
games.
H. Making What is the essence of Ask. What is essence of Asks. What is the purpose
generalizations & the story to Wright reading the of reading the two topics;
abstractions about the Family? “ENCOURAGEMENT The Power of Personal
lesson 101: The Courage to Be Declarations and Being
Imperfect”. 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
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?
 School FRANCISCO TOLENTINO INTEGRATED HIGH SCHOOL Grade Level 11
DAILY Learning
Teacher JAVIER SHARON MAY G. PERSONALITY DEVELOPMENT
LESSON Area
LOG Teaching Dates and
NOVEMBER 11-15, 2019 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The whole brain
theory, or two
hemispheres of the
Stress and its sources; various stress responses; and coping strategies
brain: artistic (right-
for healthful living in middle and late adolescence
brain dominant) and
linear (left-brain
dominant)
B. Performance Identify ways to
Standards improve learning using
Identify personal ways of coping for healthful living
both the left and right
brain
C. Learning The learners The learners The learners The learners
Competencies/Objectives 1. discuss that 1. identify sources of 1. demonstrate personal 1.Discuss that understanding
understanding stress one’s stress and ways of coping with the left and right brain may
and its sources during illustrate the effect of stress for healthful living help in improving one’s
adolescence may help stress on one’s system learning
in identifying ways to
cope and have a
healthful life
II. CONTENT Coping with Stress in Middle and Late Adolescence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages Pages 33-41 Pages 33-41 Pages 33-41 Pages 42-51
2. Learner’s Material
Pages 29-35 Pages 29-35 Pages 29-35 Pages 29-35
Pages
3. Textbook Pages Pages 76-83 Pages 76-83 Pages 76-83 Pages 85-
4. Additional Materials Personal Development, Personal Development, Personal Development, Personal Development,
from Learning Resources first edition first edition first edition first edition
 By Ricardo Rubio By Ricardo Rubio Santos, By Ricardo Rubio By Ricardo Rubio Santos,
Santos, 2016 2016 Santos, 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 Says. Explain and clearly give Initiate motivation about
purpose for the lesson you know what are the - Stress is the body’s the direction on the “Lateral Thinking Puzzle”
two common sources response to anything “Belly Breathing” as
of stress? that makes us feel their motivation.
threatened or Directions;
Says. The two common pressured. It is caused Relax your arms and
sources of stress are by any kind of demand hands.
change and loss. to which we must adapt, 3. Relax your body.
Reactions to loss are adjust, or respond. 4. Close your eyes.
individually different - It is the body’s 5. Focus on lower
and can vary for many automatic way of abdomen (belly) and
reasons. reacting to changes, imagine a small balloon
Common experiences challenges, and in that space.
of students are demands placed on us. 6. Breath in slowly and
migration, parents’ - Some stress is deeply through nostrils,
separating, breaking up necessary, however too imagining the balloon
with boyfriends or much stress may cause inflating
girlfriends, changes in wear and tear on the (getting
peer group and death body and mind. Major bigger/larger/growing)
of a grandparent. life events, such as slowly, hold a few
moving, separation or seconds
Finding ways to cope divorce of parents, 7. Slowly exhale through
and adjust to the death of a loved one, the mouth, imagining
changes and losses are changing schools or the balloon gently
critical for students losing a friend, may deflating (getting
experience/encounter cause anxiety and smaller, shrinking); blow
this kind of stress. distress. out of the mouth as if
- Other day-to-day blowing out a candle
situations, including 8. Tip: Place a hand over
being late or leaving a the lower abdomen to
 project until the last feel it go up and down,
minute, can also cause and make sure you’re
stress. It is important not breathing with the
that students learn to chest
recognize what might be 9. Repeat at least 10
causing the stress and times.
learn strategies to help
control and alleviate
stress.
C. Presenting Says. For you to know (Student brainstorm) Asks. How different your Read processing
examples/instances of how to cope this kind bodies feel after doing questions; As you were
the new lesson of stress. These will be Asks. How stress is part the ‘Belly Breathing’? thinking of solutions to the
our topic for today of everyday life, and (Did you relaxed/calm? puzzles, what was going on
“STRESS”. that there is good stress Do you feel lighter? inside you?
and bad stress. Great? Tired?) What organ was working?
Asks. Did you know
what is stress? Did you Teacher tasks. Review Says. Belly breathing is
encounter or the previous activity one of the strategies
experience stress? In worksheet, “What that one can do in
what way? causes you to lose your stressful situations, but
cool?” there are others too.
D. Discussing new Present and explain Asks. How do you feel Discuss and explain Give a lecture on
concepts and practicing the instruction on the when you “lose you cool about “Keeping Stress Cognitive Development
new skill #1 Activity about “Stress temper.” under Control”. with the use of the
Bingo”. Reader: Brainpower:
Says. You need to Complex Organ Controls
complete Activity 1: Your Every Thought and
Says. How they found Stress Signals. Move.
the activity. Was it
stressful? How did they Teacher tasks. Pair up
cope with the stress? student to share their
responses.
E. Discussing new Lecture and discussion Discuss the Reading: Initiate Activity No. 1; Cite or give brief
concepts and practicing about “STRESS “Stress Response” Stress Survival Kit discussion that synthesize
new skill #2 MANAGEMENT”. “Cognitive Development”.
F. Developing Mastery Recitation Recitation. Recitation. Recitation.
G. Finding practical Conduct Activity: Initiate Activity 2: Quiet Explained and give Asks. Does cognitive
applications of concepts WHAT CAUSES YOU TO Time for 15 minutes. proper instruction in development is essential in
& skills in daily living “LOSE YOUR COOL”? Activity No. your daily live? How?
2; Project to-d- list
H. Making Asks. What are the two Asks. How stress What are those tips that What are the organ that
generalizations & common source as response into our body? we need to know to controls your thought and
abstractions about the stress? How stress response to control our stress? movement?
lesson us?
I. Evaluating Learning Essay. Essay. Essay. Essay.
J. Additional activities for Search and read about Present and give Clearly delivered Search the following:
application or stress response. instruction to the instruction regarding to 1. What is Critical
remediation Portfolio Output No. 9: their Portfolio Output Thinking?
My Stress Signal no.10; “Project To-D0”. 2. What are the theories
in the Brain-Side
Dominance?
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?
 School FRANCISCO TOLENTINO INTEGRATED HIGH SCHOOL Grade Level 11
DAILY Learning
Teacher JAVIER SHARON MAY G. PERSONALITY DEVELOPMENT
LESSON Area
LOG Teaching Dates and
NOVEMBER 18-22, 2019 Quarter 3
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Stress and its sources; The whole brain
various stress theory, or two
responses; and coping hemispheres of the
strategies brain: artistic (right-
for healthful living in brain dominant) and
middle and late linear (left-brain
adolescence dominant)
B. Performance Identify ways to
Identify personal ways
Standards improve learning using
of coping for healthful
both the left and right
living
brain
C. Learning The learners The learners The learners The learners
Competencies/Objectives 1. discuss that 1. identify sources of 1. demonstrate personal 1.Discuss that understanding
understanding stress one’s stress and ways of coping with the left and right brain may
and its sources during illustrate the effect of stress for healthful living help in improving one’s
adolescence may help stress on one’s system learning
in identifying ways to
cope and have a
healthful life
II. CONTENT Coping with Stress in Middle and Late Adolescence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages Pages 33-41 Pages 33-41 Pages 33-41 Pages 42-51
2. Learner’s Material
Pages 29-35 Pages 29-35 Pages 29-35 Pages 29-35
Pages
3. Textbook Pages Pages 76-83 Pages 76-83 Pages 76-83 Pages 85-
4. Additional Materials Personal Development, Personal Development, Personal Development, Personal Development,
from Learning Resources first edition first edition first edition first edition
 By Ricardo Rubio By Ricardo Rubio Santos, By Ricardo Rubio Santos, By Ricardo Rubio Santos,
Santos, 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 Says. Explain and clearly give Initiate motivation about
purpose for the lesson you know what are the - Stress is the body’s the direction on the “Lateral Thinking Puzzle”
two common sources response to anything “Belly Breathing” as
of stress? that makes us feel their motivation.
threatened or Directions;
Says. The two common pressured. It is caused Relax your arms and
sources of stress are by any kind of demand hands.
change and loss. to which we must adapt, 3. Relax your body.
Reactions to loss are adjust, or respond. 4. Close your eyes.
individually different - It is the body’s 5. Focus on lower
and can vary for many automatic way of abdomen (belly) and
reasons. reacting to changes, imagine a small balloon
Common experiences challenges, and in that space.
of students are demands placed on us. 6. Breath in slowly and
migration, parents’ - Some stress is deeply through nostrils,
separating, breaking up necessary, however too imagining the balloon
with boyfriends or much stress may cause inflating
girlfriends, changes in wear and tear on the (getting
peer group and death body and mind. Major bigger/larger/growing)
of a grandparent. life events, such as slowly, hold a few
moving, separation or seconds
Finding ways to cope divorce of parents, 7. Slowly exhale through
and adjust to the death of a loved one, the mouth, imagining
changes and losses are changing schools or the balloon gently
critical for students losing a friend, may deflating (getting
experience/encounter cause anxiety and smaller, shrinking); blow
this kind of stress. distress. out of the mouth as if
- Other day-to-day blowing out a candle
situations, including 8. Tip: Place a hand over
being late or leaving a the lower abdomen to
 project until the last feel it go up and down,
minute, can also cause and make sure you’re
stress. It is important not breathing with the
that students learn to chest
recognize what might be 9. Repeat at least 10
causing the stress and times.
learn strategies to help
control and alleviate
stress.
C. Presenting Says. For you to know (Student brainstorm) Asks. How different your Read processing
examples/instances of how to cope this kind bodies feel after doing questions; As you were
the new lesson of stress. These will be Asks. How stress is part the ‘Belly Breathing’? thinking of solutions to the
our topic for today of everyday life, and (Did you relaxed/calm? puzzles, what was going on
“STRESS”. that there is good stress Do you feel lighter? inside you?
and bad stress. Great? Tired?) What organ was working?
Asks. Did you know
what is stress? Did you Teacher tasks. Review Says. Belly breathing is
encounter or the previous activity one of the strategies
experience stress? In worksheet, “What that one can do in
what way? causes you to lose your stressful situations, but
cool?” there are others too.
D. Discussing new Present and explain Asks. How do you feel Discuss and explain Give a lecture on
concepts and practicing the instruction on the when you “lose you cool about “Keeping Stress Cognitive Development
new skill #1 Activity about “Stress temper.” under Control”. with the use of the
Bingo”. Reader: Brainpower:
Says. You need to Complex Organ Controls
complete Activity 1: Your Every Thought and
Says. How they found Stress Signals. Move.
the activity. Was it
stressful? How did they Teacher tasks. Pair up
cope with the stress? student to share their
responses.
E. Discussing new Lecture and discussion Discuss the Reading: Initiate Activity No. 1; Cite or give brief
concepts and practicing about “STRESS “Stress Response” Stress Survival Kit discussion that synthesize
new skill #2 MANAGEMENT”. “Cognitive Development”.
F. Developing Mastery Recitation Recitation. Recitation. Recitation.
G. Finding practical Conduct Activity: Initiate Activity 2: Quiet Explained and give Asks. Does cognitive
applications of concepts WHAT CAUSES YOU TO Time for 15 minutes. proper instruction in development is essential in
& skills in daily living “LOSE YOUR COOL”? Activity No. your daily live? How?
2; Project to-d- list
H. Making Asks. What are the two Asks. How stress What are those tips that What are the organ that
generalizations & common source as response into our body? we need to know to controls your thought and
abstractions about the stress? How stress response to control our stress? movement?
lesson us?
I. Evaluating Learning Essay. Essay. Essay. Essay.
J. Additional activities for Search and read about Present and give Clearly delivered Search the following:
application or stress response. instruction to the instruction regarding to 1. What is Critical
remediation Portfolio Output No. 9: their Portfolio Output Thinking?
My Stress Signal no.10; “Project To-D0”. 2. What are the theories
in the Brain-Side
Dominance?
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?

DAILY School FRANCISCO P. TOLENTINO INTEGRATED HIGH Grade 11

SCHOOL Level

Teacher SHARON MAY G. JAVIER Learning PERSONALITY DEVELOPMENT

Area
LESSON
LOG
Teaching Dates and NOVEMBER 18-22, 2019 Quarter 3
Time

MOND TUESDAY WEDNESDAY THURSDAY FRIDA

AY Y
I. OBJECTIVES
A. Content The whole brain theory, or two The concepts about mental health and
hemispheres of
Standards well- being in middle and late
the brain: artistic (right-brain dominant) and
adolescence
linear (left-brain dominant)
B. Performance Identify ways to improve learning using Identify his/her own vulnerabilities and make
Standards both a
 the left and right brain plan on how to stay mentally healthy
C. Learning The learners The learners The learners The learners
Competencies/Obje 1. Discuss that 1.Explore mind- 1. interpret the 1. make a mind
ctive s understanding the left mapping techniques concepts of map on ways of
and right brain suited to right brain- mental health achieving
functions may help in or left brain dominant and psychological
improving one’s thinking styles, and psychological well- being
learning, 2. Make a plan to well- being in 2. create a plan
improve learning using everyday to stay
both left and right observations mentally
brain development. about mental healthy
health problems during
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
1. Teacher’s Guide Pages 42-51 Pages 42-51 Pages 51-68 Pages 51-68
Pages
2. Learner’s Pages 36-44 Pages 36-44 Pages 45-53 Pages 45-53
Material
Pages
3. Textbook Pages Pages 85- Pages 85- Pages 85- Pages 85-
4. Additional Personal Development, Personal Development, Personal Development, Personal Development,
first edition first edition first edition first edition
Materials from By Ricardo Rubio By Ricardo Rubio By Ricardo Rubio By Ricardo Rubio
Learning Resources Santos, Santos, Santos, Santos,
2016 2016 2016 2016
B. Other Learning
Resources
IV. PROCEDURES https://www.youtube.co
m/
watch?v=w0BQKX_lszY
A. Reviewing Recall last session Recall yesterday lesson Recall yesterday lesson Recalls yesterday lesson
lesson
previous
lesson or
presenting the new
lesson
B. Establishing a Start the class Start/do motivation Asks. How many of you Says. Ok, class our
purpose for the with motivation. “ about Brain Dominance. have been sick topic for today is all
lesson lateral thinking last year?" about Anxiety
puzzle”. Why are you sick? disorders.
How long are you
Instruct student on sick?
how to answer the
Says. Ok, class before
lateral thinking
puzzle.
 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 Asks. Class do you agree
examples/instanc cognitive development you hands those “Who that not all sickness are
es of the new by asking the following are the right brain in physical in nature?
lesson question; dominant? How about
the left brain Teacher task. 1.
1. What is the dominant, who are Present and explain
brain and how they? (Raise your hand about the twelve
does it work? please). statement by
2. What happens answering if is fiction
inside your or fact.
brain when 2. Give the result after
you learn they answered all the
something 12 statement.
new? 3. Read and discuss
about the “Change Your
Leave for a few Mind about Mental
minutes to answer Health.” to be able to
the question. Follow correct the student
up question; perception.
 3. How did you learn
to talk? To read? To
ride a bicycle? To shoot
a
basket?
D. Discussing new Read and discuss the 1. Read and discuss Group the class into3
concepts and topic about Brain about “The Dominant groups and look for
practicing new skill power. side of the Brain”. every advertisement
#1 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 1. Provide lecture on Read and Explain the
concepts and the brain function. new Research Study Additional
practicing new skill on “The brain’s left Information about
#2 and right sides”. “Strategies for
Becoming a Critical
Asks. What do they Viewer of the
think about this new Media”.
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 Recitation. Read and present a Sharing their opinion
Mastery What are the three brief explanation and thought about
major parts of brain? about mind mapping. their advertisement
What is the function Make an example present by the group.
of 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 Present and explain
applications of our brains? the tasks in “Portfolio
concepts & skills in Output
daily living 11: Make a Mind Map”.
H. Making Asks. What are the Asks. Discussing “self-
generalizations & three major part of the esteem and body-
abstractions brain and how it esteem”
about the lesson functions? And what
are the effect of using
drugs and drinking
alcohol in our brain?
I. Evaluating Short quiz. Assist learners to read” Essay. How does
Learning the The Myth of the advertisement
Michael Jordan”. And affect yourself?
watch video
of Michael Jordan.
J. Additional Search for some Bring some print ads explain the tasks in
activities for theories about the of body beautifying “Portfolio Output no.
application or brain side dominance. products, clothes, or 12 Media Influences
remediation fashion. (How Ads Affected
My Self- Esteem)”.
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?