Understanding Holistic Development

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards
DAILY The learners
School demonstrate
NEW TAUGTOG an understanding
NATIONAL HIGH SCHOOL of himself/herself during middle andGradelate adolescence
Level 11
LESSO
B. Performance Standards Teacher GUINATheCRISTINA D. Learning Area
learners shall be able to conduct self-exploration and simple disclosure PERSONALITY DEVELOPMENT
C. Learning N Teaching Dates and Time JULY 04- JULY 8, 2016
The learner… The learner… The learner… Quarter I
The learner…
LOG
Competencies/Objectives 1. Explain that knowing oneself 1. Share his/her unique 1. maintain a journal
can make a person accept his/her characteristics, habits, and
strengths and limitations and experiences
dealing with others better
II. CONTENT Knowing Oneself
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Pages 2-4
2. Learner’s Material Pages Pages 1-7
3. Textbook Pages Pages 14-19
4. Additional Materials from Personal Development, first edition
Learning Resources By Ricardo Rubio Santos, 2016
B. Other Learning Resources http://www.ted.com/talks/ze_frank_are_you_human
http://www.ted.com/talks/hetain_patel_who_am_i_think_again
http://lighthouse8.com/wp-content/uploads/2012/12/myers-briggs-test.jpg
http://study.com/academy/lesson/social-roles-definition-and-types-of-social-roles.html
http://study.com/academy/lesson/ideal-self-vs-real-self-definition-lesson-quiz.html
IV. PROCEDURES
A. Reviewing previous lesson Recall the learner on what Distribute criteria copies to the Recall yesterday lesson and
or presenting the new lesson they’ve learned yesterday. leader of the group to rate the activity.
given performance of group.
Ask their reaction about; What
State the mechanics of the they feel when the other group
talents show. give their negative and positive
DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11
feedback in their performance?
LESSO Teacher GUINA CRISTINA D. Learning Area PERSONALITY DEVELOPMENT
Remind the class to write their
N Teaching Dates and Time JULY 11- JULY 14, 2016
comment or feedback in their
Quarter I
LOG journal to every performers.
B. Establishing a purpose for Say; The best way to develop Asks: Did you know what is
the lesson MONDAY TUESDAY WEDNESDAY
oneself is to express your talents journal? THURSDAY FRIDAY
I. OBJECTIVES and gifts in a way you enjoy. Have you experience to write a
A. Content Standards The learner demonstrates understanding of the various aspects of holistic development: physiological,
With this performance and Thejournal?
skills and tasks
What didappropriate
you write in
cognitive, psychological, spiritual, and social development
activity your confidence will for yourmiddle and late
journal? If adolescence,
you try to write
improve. And your creativity by aand preparatory
journal, do you to earlythere is a
think,
B. Performance Standards The learner is able to illustrate the connections between thoughts, feelings,generating
and behaviors
yourin a person’s
ideas in your Make a list offactor
significant ways that
to become
certainly
holistic development performance will give you responsible
affect inadolescents prepared
your life? When you
for adult life
strength to stand on your own. I write in a journal,have you
C. Learning The learner… The learner… Theknow
learner…
that your group has been Therealize
learner…that you are scriptwriter?
encountered/arise some problem
and stress in uncertainty
situation but, with your
Competencies/Objectives 1. illustrate the connections 1. illustrate the connections 1. evaluate his/her own 1. classifiy various
between thoughts, feelings, and between thoughts, feelings, and thoughts, feelings, and behaviors developmental tasks according
behaviors in a person’s holistic behaviors in a person’s holistic to developmental stage
development development
II. CONTENT Developing the Whole Person Developmental Stages in
Middle and Late Adolescence
A. References
1. Teacher’s Guide Pages Pages 9-18 Pages 9-18 Pages 9-18 Pages 19-25
2. Learner’s Material Pages Pages 8-16 Pages 8-16 Pages 8-16 Pages 17-23
3. Textbook Pages Pages 14-34 Pages 14-34 Pages 14-34 Pages 40-47
4. Additional Materials from Personal Development, first Personal Development, first Personal Development, first Personal Development, first
Learning Resources edition edition edition edition
By Ricardo Rubio Santos, 2016 By Ricardo Rubio Santos, 2016 By Ricardo Rubio Santos, 2016 By Ricardo Rubio Santos, 2016
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Recall last week lesson and Recall yesterday lesson Recall yesterday lesson. Motivation: Line up games
or presenting the new lesson activity. Form two group.
Every group form their shoes
largest to smallest.
B. Establishing a purpose for Ask student for the definition of Enlighten the lesson to be In accordance in
the lesson the following: tackled: motivation,remind student about
Dreams/Imagination 1. Explain the recipe for success things have progression or
Process/ Action 2. Reading comprehension in the certain pattern. Life also has
Inspiration/Motivation “Story of Two Wolves” developmental stage.
Trial 3. Deepening the power triad:
Overcome Thought, Feelings and Actions Cite teacher example aside the
Hard work game.
Success Asks. Have you heard the term
about recipe for success?
How does; thoughts, feelings

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

and sample in the different understanding by the student to
aspect of the self. the lesson.
F. Developing Mastery Recitation. Gather thought and feelings Sharing of thoughts, feelings Recitation.
about The Success Story and opinions base on the story of
the two wolves.
(evil and good side)

G. Finding practical Present and explain the activity Highlight the good qualities by Continuation of their activity. Present and explain the activity
applications of concepts & regarding their Portfolio letting the students identify the regarding their Portfolio Output
skills in daily living Output No. 3: “Personal characteristics, No. 5: “My Personal Timeline
Assessment of Aspects of right decisions and perspectives with Reflection”.
Development with Plan of these individuals exemplify.
Action”
H. Making generalizations & Asks. What is the purpose of Asks. What do you need to Ask. What is the purpose of Ask. What is developmental
abstractions about the lesson discussing the “Aspect of the succeed? reading a story about the two stage? In what areas does the
Self”? Why do we need to assess wolves and the significant of developmental stage
ourselves? Success is about right mindset, having personal recipes? concentrate? Why the study of
emotional developmental stage is
resilience and proper behavior. important?
I. Evaluating Learning Give the eight aspect in Essay. Essay. Enumeraton.
assessing your self in your What is your dream? What are Give your reflection in the story 1-8 Give the eight
activity. those action to succeed your of two wolves. developmental stages of human.
Give at least two basic different dreams? 9-10 give at least two
aspect of self. 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.
J. Additional activities for Search for the definition of the Search a story about success. Assignment.
application or remediation following terms: Bring bond paper and coloring
Dreams, Imagination, Process, materials.
Action
Inspiration, Motivation, Trial,
Overcome, Hard work, Success.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lesson work? No.
of learners who caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

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

I. OBJECTIVES
A. Content Standards The skills and tasks appropriate
for middle and late adolescence, The developmental changes in middle and late adolescence, and expectations of and from adolescents
and preparatory to early
adulthood
B. Performance Standards Make a list of ways to become
responsible adolescents prepared Clarify and manage the demands of the teen years (middle and late adolescence)
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 feelings on 1. Make affirmations that help
developmental tasks according challenges during adolescence the expectations of the one become more lovable and
to developmental stage may able to clarify and manage significant people around capable as an adolescent
2. The evaluate one’s the demands of teen years him/her (parents, siblings,
development in comparison with friends, teachers, community
persons of the same age group leaders)
3. List ways to become a
responsible adolescent prepared
for adult life
II. CONTENT Developmental Stages in The Challenges of Middle and Late Adolescence
Middle and Late Adolescence
A. References
2. Learner’s Material Pages Pages 17-23 Pages Pages Pages
IV. PROCEDURES
A. Reviewing previous lesson Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson
or presenting the new lesson
B. Establishing a purpose for Present the and explain activity Do the Motivation: Story of Perform “Role play Asks. Class did you heard the
the lesson task to the student in Life with the Wright Family presentation” opinions and comment your co-
WORKSHEET ON learners/ classmate? What can
DEVELOPMENTAL TASKS you say about their opinions?
OF BEING IN GRADE 11 ( Pick one representative of
every groups performed)
C. Presenting Student present the activity to Asks.(in accordance with Cite samples of quest Says,Class, always put in your
examples/instances of the new make a short oral report to the motivation) How much of the experience/encounter by the mind that we need to accept the
lesson class on the similarities and story can you middle adolescence. opinions of other people in our
differences of their own remember? surrounding, because what they
assessment in developmental. What does this activity tell us Asks. How will you manage think and how they feel about
task. about communication? these kind of challenges that you themselves is far more potent or
What does this activity tell us encountered your life as an will give you a chance to grow
Summarizes the findings of the about listening skills? adolescence? up or be mature.
triads, using the processing
questions. Says. The idea was not to get too Gather opinions, thoughts and
distracted by the “rights” and ways to solve or manage the
“lefts” and stay focused on what challenges given in the role play
was happening in the story. and perform by the groups.
Similarly, in our everyday lives,
we often have tasks that pull us
in many
directions, but we should always
remember what is important -
the health of young people.
D. Discussing new concepts Lead students to do the second Discuss “The passage to Reading comprehension about Read with the class and lead
and practicing new skill #1 activity on Mindfulness adulthood: challenges of Late the ENCOURAGEMENT 101: discussion in; “The Power of
Adolescence” The Courage to Be Imperfect, Personal Declarations.”
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 concepts Lead short discussion following Read with the class and lead
and practicing new skill #2 the processing questions and the discussion “Being Happy.”
reading on living mindfully.
F. Developing Mastery Recitation (in line with the Does the ENCOURAGEMENT Present the learners activity to
discussion on “The passage to 101: The Courage to Be make/create slogan or personal
adulthood: challenges of Late Imperfect makes you a grow? Or declaration on being happy.
Adolescence” has a big effect in your self?
Learners present their activity
G. Finding practical Explain the requirements for Present the activity about the How will you encourage a Says.Remember class,
applications of concepts & Portfolio Output No. 6: “Role Play Situations on person who don’t have any plan “developing the self may not be
skills in daily living Mindfulness with Challenges of Middle to continues their study? And an easy journey towards
Reflection. Adolescence” he/she is contented in playing happiness but it is worth
computer games. pursuing”.
H. Making generalizations & What is the essence of the story Ask. What is essence of reading Asks. What is the purpose of
abstractions about the lesson to Wright Family? the “ENCOURAGEMENT 101: reading the two topics; The
The Courage to Be Imperfect”. Power of Personal Declarations
and Being Happy? What is the
information they want you to
realize and understand?
I. Evaluating Learning Essay. Essay.
J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
the evaluation
lesson
require remediation
help me solve?


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

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


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

I. OBJECTIVES
A. Content Standards The whole brain theory, or two hemispheres of the brain: artistic The concepts about mental health and well-being in middle and
(right-brain dominant) and linear (left-brain dominant) late adolescence
B. Performance Standards Identify ways to improve learning using both the left and right Identify his/her own vulnerabilities and make a plan on how to
brain stay mentally healthy
Competencies/Objectives 1. Discuss that understanding 1.Explore mind-mapping 1. interpret the concepts of 1. make a mind map on ways of
the left and right brain functions techniques suited to right brain- mental health and psychological achieving psychological well-
may help in or left braindominant well-being in everyday being
improving one’s learning, thinking styles, and observations about mental 2. create a plan to stay mentally
2. Make a plan to improve health problems during healthy during adolescence
learning using both left and adolescence
right brain 2. identify his/her own
development. vulnerabilities
II. CONTENT The Powers of the Mind Mental Health and Well-being in Middle and Late adolescence
A. References
3. Textbook Pages Pages 85- Pages 85- Pages 85- Pages 85-
IV. PROCEDURES https://www.youtube.com/watc
h?v=w0BQKX_lszY
A. Reviewing previous lesson Recall last session lesson Recall yesterday lesson Recall yesterday lesson Recalls yesterday lesson
or presenting the new lesson
B. Establishing a purpose for Start the class with motivation. “ Start/do motivation about Brain Asks. How many of you have Says. Ok, class our topic for
the lesson lateral thinking puzzle”. Dominance. been sick today is all about Anxiety
last year?" disorders.
Instruct student on how to answer Why are you sick?
the lateral thinking puzzle. How long are you sick?
Says. Ok, class before you felt

sick, there are some symptom
derive first like headache,
fever, chills, upset stomach,
right? So, those illnesses are
part of physical nature . And if
got really sick we’re going the
hospital or clinic , sought help
from a doctor. And after that we
buy and took medicine that are
subscribed by the doctor. And
after that you will be recovered.
C. Presenting Introduce the topic on cognitive Says/Asks. Kindly raise you Asks. Class do you agree that
examples/instances of the new development by asking the hands those “Who are the right not all sickness are in physical
lesson following question; brain dominant? How about the in nature?
left brain dominant, who are
1. What is the brain and how does they? (Raise your hand please). Teacher task. 1. Present and
it work? explain about the twelve
2. What happens inside your brain statement by answering if is
when you learn something new? fiction or fact.
2. Give the result after they
Leave for a few minutes to answer answered all the 12 statement.
the question. Follow up question; 3. Read and discuss about the
3. How did you learn to talk? To “Change Your Mind about
read? To Mental Health.” to be able to
ride a bicycle? To shoot a basket? correct the student perception.
D. Discussing new concepts Read and discuss the topic about 1. Read and discuss about “The Group the class into3 groups
and practicing new skill #1 Brain power. Dominant side of the Brain”. and look for every
advertisement brought by the
member and pick/decide which
advertisement they will
critiques.
Instruct student to decode and

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

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

Can Grow Your Intelligence.”
Says. People generally have

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

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

the second one. [Show of
hands.]
If you’re not sure, you’re not
alone. This is a question
researchers have been
asking for years. And some of
the answers are surprising.
F. Developing Mastery Recitation. Read and present a brief Sharing their opinion and
What are the three major parts of explanation about mind thought about their
brain? mapping. Make an example advertisement present by the
What is the function of cerebrum group.
in our brain?
What is the function of
cerebellum?
What is the function of brain
stem?
G. Finding practical Asks. How drugs affect in our Present and explain the tasks in
applications of concepts & brains? “Portfolio Output 11: Make a
skills in daily living Mind Map”.
H. Making generalizations & Asks. What are the three major Asks. Discussing “self-esteem and
abstractions about the lesson part of the brain and how it body-esteem”
functions? And what are the effect
of using drugs and drinking
alcohol in our brain?
I. Evaluating Learning Short quiz. Assist learners to read” the The Essay. How does the
Myth of Michael Jordan”. And advertisement affect yourself?
watch video of Michael Jordan.
J. Additional activities for Search for some theories about the Bring some print ads of body explain the tasks in “Portfolio
application or remediation brain side dominance. beautifying Output no. 12 Media Influences
products, clothes, or fashion. (How Ads Affected My Self-
Esteem)”.
V. REMARKS
VI. REFLECTION
the evaluation
lesson
require remediation
help me solve?


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

I. OBJECTIVES
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Pages
2. Learner’s Material N/A N/A N/A N/A
Pages
4. Additional Materials
from Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new
concepts and practicing
new skill #1
E. Discussing new
new skill #2
F. Developing Mastery
G. Finding practical
applications of concepts
& skills in daily living
H. Making generalizations
& abstractions about the
lesson
I. Evaluating Learning
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
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?
materials did I use/discover
which I wish to share with other
teachers?

LOG

I. OBJECTIVES
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Pages
B. Other Learning
Resources
IV. PROCEDURES
new lesson
for the lesson
C. Presenting
new lesson
D. Discussing new
new skill #1
E. Discussing new
new skill #2
lesson
V. REMARKS
VI. REFLECTION
80%
these work?
teachers?

LOG

I. OBJECTIVES
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Pages
B. Other Learning
Resources
IV. PROCEDURES
new lesson
for the lesson
C. Presenting
new lesson
D. Discussing new
new skill #1
E. Discussing new
new skill #2
lesson
V. REMARKS
VI. REFLECTION
80%
these work?
teachers?

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

I. OBJECTIVES
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Pages
B. Other Learning
Resources
IV. PROCEDURES
new lesson
for the lesson
C. Presenting
new lesson
D. Discussing new
new skill #1
E. Discussing new
new skill #2
lesson
V. REMARKS
VI. REFLECTION
80%
these work?
teachers?

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

I. OBJECTIVES
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Pages
B. Other Learning
Resources
IV. PROCEDURES
new lesson
for the lesson
C. Presenting
new lesson
D. Discussing new
new skill #1
E. Discussing new
new skill #2
lesson
V. REMARKS
VI. REFLECTION
80%
these work?
teachers?

LOG

I. OBJECTIVES
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Pages
B. Other Learning
Resources
IV. PROCEDURES
new lesson
for the lesson
C. Presenting
new lesson
D. Discussing new
new skill #1
E. Discussing new
new skill #2
lesson
V. REMARKS
VI. REFLECTION
80%
these work?
teachers?

LOG

I. OBJECTIVES
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Pages
B. Other Learning
Resources
IV. PROCEDURES
new lesson
for the lesson
C. Presenting
new lesson
D. Discussing new
new skill #1
E. Discussing new
new skill #2
lesson
V. REMARKS
VI. REFLECTION
80%
these work?
teachers?

LOG

I. OBJECTIVES
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Pages
B. Other Learning
Resources
IV. PROCEDURES
new lesson
for the lesson
C. Presenting
new lesson
D. Discussing new
new skill #1
E. Discussing new
new skill #2
lesson
V. REMARKS
VI. REFLECTION
80%
these work?
teachers?

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

I. OBJECTIVES
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Pages
B. Other Learning
Resources
IV. PROCEDURES
new lesson
for the lesson
C. Presenting
new lesson
D. Discussing new
new skill #1
E. Discussing new
new skill #2
lesson
V. REMARKS
VI. REFLECTION
80%
these work?
teachers?
N Teaching Dates and Time OCTOBER 10 - OCTOBER 13, 2016 Quarter I
LOG

I. OBJECTIVES
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Pages
B. Other Learning
Resources
IV. PROCEDURES
new lesson
for the lesson
C. Presenting
new lesson
D. Discussing new
new skill #1
E. Discussing new
new skill #2
lesson
V. REMARKS
VI. REFLECTION
80%
these work?
teachers?

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

I. OBJECTIVES
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Pages
B. Other Learning
Resources
IV. PROCEDURES
new lesson
for the lesson
C. Presenting
new lesson
D. Discussing new
new skill #1
E. Discussing new
new skill #2
lesson
V. REMARKS
VI. REFLECTION
80%
these work?
teachers?

Understanding Holistic Development

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MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

How does; thoughts, feelings

2. Mention important detailed Sharing thought and

(evil and good side)

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

J. Additional activities for

G. What innovation or localized

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

G. What innovation or localized

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Says. Ok, class before you felt

Instruct student to decode and

Present the activity regards on

2. Additional lecture on;” You

Says. People generally have

Raise your hand if you believe

Raise your hand if you believe

G. What innovation or localized

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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