Personal Development DLL

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
DAILY
I. OBJECTIVES School Grade Level
NEW TAUGTOG NATIONAL HIGH 11
A. ContentLESSO
Standards The learners demonstrate
Teacher an understanding
SCHOOL GUINA CRISTINA D. of himself/herself during middle andPERSONALITY
Learning late adolescence
DEVELOPMENT
N Area
B. Performance The learners shall be able to conduct self-exploration and simple disclosure
LOG Teaching Dates and JULY 04- JULY 8, 2016 Quarter I
Standards
Time
C. Learning The learner… The learner… The learner… The learner…
Competencies/Objective
s
1. Explain that knowing 1. Share his/her 1. maintain a journal
oneself can make a unique characteristics,
person accept his/her habits, and
strengths and limitations experiences
and dealing with others
better
II. CONTENT Knowing Oneself
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 2-4
Pages
2. Learner’s Material Pages 1-7
Pages
3. Textbook Pages Pages 14-19
4. Additional Materials Personal Development, first edition
from Learning By Ricardo Rubio Santos, 2016
Resources
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
DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11
IV. PROCEDURES
LESSO Teacher GUINA CRISTINA D. Learning PERSONALITY DEVELOPMENT
A. Reviewing previous Recall the learner on Distribute criteria copies gifts in a way you enjoy. With this performance
N
lesson or presenting Area
Teaching Dates and JULY 11- what they’ve
JULY 14, 2016learned to the leader of the Quarter I
LOG
the new lesson yesterday. group to rate the given
Time
performance of group.
I. OBJECTIVES State the mechanics of
A. Content Standards The learner demonstrates understanding of the various the talents
aspectsshow.
of holistic The skills and tasks
development: physiological, cognitive, psychological, spiritual, and social appropriate for
middle Remind the class to write
development their comment or and late adolescence,
feedback in their journal and preparatory to
to every performers. early
B. Performance
B. Establishing a The learner is able to illustrate the connections betweenSay; The best
thoughts, way to and
feelings, Make a list of ways to
Standardsfor the
purpose develop oneself is to
behaviors in a person’s holistic development become responsible
lesson express your talents and adolescents prepared
R r o their performance?
e e u
c a p
a c
l t g Asks: Did you know what
l i i is journal?
o v Have you experience to
y n e write a journal? What did
e you write in your journal?
s a t
t b h
e o e
r u i
d t r
a ;
y n
W e
l h g
e a a
s t t
s i
o t v
n h e
e
a y a
n n
d f d
e
a e p
c l o
t s
i w i
v h t
i e i
t n v
y e
. t
h f
A e e
s e
k o d
t b
t h a
h e c
e r k
i
r g i
r n
C. Learning The learner… The learner… The learner… The learner…
Competencies/Objective 1. illustrate the 1. illustrate the 1. evaluate his/her own 1. classifiy various
s connections between connections between thoughts, feelings, and developmental tasks
thoughts, feelings, and thoughts, feelings, and behaviors according to
behaviors in a person’s behaviors in a person’s developmental stage
holistic development holistic development
II. CONTENT Developing the Whole Person Developmental Stages
in Middle and Late
Adolescence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 9-18 Pages 9-18 Pages 9-18 Pages 19-25
Pages
2. Learner’s Material Pages 8-16 Pages 8-16 Pages 8-16 Pages 17-23
Pages
3. Textbook Pages Pages 14-34 Pages 14-34 Pages 14-34 Pages 40-47
4. Additional Personal Development, Personal Development, Personal Development, Personal Development,
Materials from Learning first edition first edition first edition first edition
Resources By Ricardo Rubio Santos, By Ricardo Rubio Santos, By Ricardo Rubio Santos, By Ricardo Rubio Santos,
2016 2016 2016 2016
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Recall last week lesson Recall yesterday lesson Recall yesterday lesson. Motivation: Line up
lesson or presenting the and activity. games
new lesson Form two group.
Every group form their
shoes largest to smallest.
B. Establishing a Ask student for the Enlighten the lesson to In accordance in

purpose for the lesson definition of the be tackled: motivation,remind
following: 1. Explain the recipe student about things
Dreams/Imagination for success have progression or
Process/ Action 2. Reading certain pattern. Life also
Inspiration/Motivation comprehension in the has developmental stage.
Trial “Story of Two
Overcome Wolves” Cite teacher example
Hard 3. Deepening the aside the game.
work power triad: Thought,
Success Feelings 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 to Study and explain the two Teacher tell the activity in
examples/instances of blank sheet of paper and the class, about a sample of recipe for making their Personal
the new lesson divide the circle dreams, trials, support, success. Time line.
into 8 segments. overcome,hard work and
Each segment, write success.. Orienting student in their
some descriptions of activity.
the different aspects Says. The activity is not
of yourself just about placing all your
experiences, both the
Assist student and cite positive or negative but it
possible words to is about seeing their
describe the different transitions and
aspects developments as they go
through life. You need to
Example; physical aspect plan your
“4feet 10 inches by personal timeline
125pounds”. 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 Covered topic discuss Reinforcing learners in Reinforcing learners in Expound and familiarize
concepts and practicing in the 8 different aspect reading comprehension in reading comprehension in the developmental
new skill #1 of development as “Three Success “The Story of the two stages, and concentrate
follows; Stories”. Wolves” on the developmental
1. Physical self 1.Manny Pacquiao’s tasks during adolescence
2. Intellectual self Unbelievable and early adulthood.
3. Emotional self Success Story Will
4. Sensual self
5. Interaction self Inspire You Entertain questions and
6. Nutritional self 2.The Pia Wurtzbach discussions on the issues
7. Contextual self Success Story of this developmental
8. Spiritual self or A Love Affair that Got Me stage.
life force Close to a Great Doctor
E. Discussing new Topic is “Aspect of the Comprehensive reading

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

G. Finding practical Present and explain the Highlight the good Continuation of their Present and explain the
applications of concepts activity regarding their qualities by letting the activity. activity regarding their
& skills in daily living Portfolio Output No. 3: students identify the Portfolio Output No. 5:
“Personal Assessment characteristics, “My Personal Timeline
of Aspects of right decisions and with Reflection”.
Development with Plan perspectives these
of Action” individuals exemplify.
H. Making Asks. What is the Asks. What do you need Ask. What is the Ask. What is
generalizations & purpose of discussing the to succeed? purpose of reading a developmental stage? In
abstractions about the “Aspect of the Self”? Why story about the two what areas does the
lesson do we wolves and the
need to assess ourselves? Success is about right significant of having developmental stage
mindset, emotional personal recipes? concentrate? Why the
resilience and proper study of developmental
behavior. stage is important?
I. Evaluating Learning Give the eight aspect in Essay. Essay. Enumeraton.
assessing your self in What is your dream? Give your reflection in the 1-8 Give the eight
your activity. What are those action to story of two wolves. developmental stages of
Give at least two basic succeed your dreams? human.
different aspect of self. 9-10 give at least two
developmental task of
infancy and early
childhood.
11-12 give at least two
middle child.
13-15 give at least two
adolescence.
J. Additional activities for Search for the definition Search a story about Assignment.
application or of the following terms: success. Bring bond paper and
remediation Dreams, Imagination, coloring materials.
Process, Action
Inspiration, Motivation,
Trial, Overcome, Hard
work, Success.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial
lesson work? No. of
learners who
caught up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Area
N
Time

I. OBJECTIVES
A. Content Standards The skills and tasks
appropriate for middle The developmental changes in middle and late adolescence, and expectations of
and late 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/Objective 1. Classify various 1. Discuss that facing the 1. Express his/her feelings 1. Make affirmations that
s developmental challenges during on the expectations of the help one become more
tasks according to adolescence may able to significant people around lovable and capable as an
developmental clarify and manage the him/her (parents, siblings, adolescent
stage demands of teen years friends, teachers,
2. The evaluate one’s community leaders)
development in
comparison with
persons of the
same age group
3. List ways to
become a
responsible
adolescent
prepared for adult
life
II. CONTENT Developmental Stages The Challenges of Middle and Late Adolescence
in Middle and Late
Adolescence
III. LEARNING
RESOURCES
A. References
Pages
2. Learner’s Material Pages 17-23 Pages Pages Pages
Pages
2016 2016 2016 2016
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson
lesson or presenting the
new lesson
B. Establishing a Present the and explain Do the Motivation: Story Perform “Role play Asks. Class did you heard
purpose for the lesson activity task to the of Life with the Wright presentation” the opinions and
student in WORKSHEET Family comment your co-
ON DEVELOPMENTAL learners/ classmate?
TASKS OF BEING IN What can you say about
GRADE 11 their opinions?
( Pick one representative
of 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 of experience/encounter by your mind that we need
the new lesson oral report to the class the story can you the middle adolescence. to accept the opinions of
on the similarities and remember? other people in our
differences of their own What does this activity Asks. How will you surrounding, because
assessment in tell us about manage these kind of what they think and how
developmental. task. communication? challenges that you they feel about
What does this activity encountered your life as themselves is far more
Summarizes the findings tell us about listening an adolescence? potent or will give you a
of the triads, using the skills? chance to grow up or be
processing Gather opinions, thoughts mature.
questions. Says. The idea was not to and ways to solve or
get too distracted by the manage the challenges
“rights” and “lefts” and given in the role play and
stay focused on what perform by the groups.
was happening in the
story.
Similarly, in our everyday
lives, we often have tasks
that pull us in many
directions, but we should
always remember what is
important - the health of
young people.
D. Discussing new Lead students to do the Discuss “The passage to Reading comprehension Read with the class and
concepts and practicing second activity on adulthood: challenges about the lead discussion in; “The
new skill #1 Mindfulness of 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 processing lead discussion “Being
new skill #2 questions and the reading Happy.”
on living mindfully.
F. Developing Mastery Recitation (in line with the Does the Present the learners
discussion on “The ENCOURAGEMENT 101: activity to make/create
passage to adulthood: The Courage to Be slogan or personal
challenges of Late Imperfect makes you a declaration on being
Adolescence” grow? Or has a big effect happy.
in your self?
Learners present their
activity
G. Finding practical Explain the requirements Present the activity about How will you encourage a Says.Remember class,
applications of concepts for Portfolio Output No. the “Role Play Situations person who don’t have “developing the self may
& skills in daily living 6: Mindfulness with on Challenges of Middle any plan to continues not be an easy journey
Reflection. Adolescence” their study? And he/she towards happiness but it
is contented in playing is worth pursuing”.
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 101: The Power of Personal
lesson 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
80%
C. Did the remedial lesson
work? No. of learners
who caught up with the
lesson
continue to require
remediation
did these work?
solve?
Area
N
Time

I. OBJECTIVES
A. Content Standards Stress and its sources; various stress responses; and coping strategies The whole brain
for healthful living in middle and late adolescence theory, or two
hemispheres of the
brain: artistic (right-
brain dominant) and
linear (left-brain
dominant)
B. Performance Identify personal ways of coping for healthful living Identify ways to
Standards improve learning using
both the left and right
brain
Competencies/Objective 1. discuss that 1. identify sources of 1. demonstrate personal 1.Discuss that
s understanding stress and one’s stress and illustrate ways of coping with understanding the
its sources during the effect of stress on stress for healthful living left
adolescence may help in one’s system and right brain may help
identifying ways to cope in improving one’s
and have a healthful life learning
II. CONTENT Coping with Stress in Middle and Late Adolescence The Powers of the
Mind
III. LEARNING
RESOURCES
A. References
Pages
Pages
3. Textbook Pages Pages 76-83 Pages 76-83 Pages 76-83 Pages 85-
2016 2016 2016 2016
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson Greetings.
lesson or presenting the Recalls yesterday lesson
new lesson
B. Establishing a Asks. Class listen, did youSays. Explain and clearly give Initiate motivation about
purpose for the lesson know what are the two - Stress is the body’s the direction on the “Belly “Lateral Thinking Puzzle”
common sources of response to anything Breathing” as their
stress? that makes us feel motivation.
threatened or pressured.
Says. The two It is caused by any kind Directions;
common sources of of demand to which we Relax your arms and
stress are change and must adapt,adjust, or hands.
loss. respond. 3. Relax your body.
Reactions to loss are - It is the body’s 4. Close your eyes.
individually different and automatic way of 5. Focus on lower
can vary for many reacting to abdomen (belly) and
reasons changes,challenges, and imagine a small balloon
Common experiences of demands placed on us. in that space.
students are migration, - Some stress is 6. Breath in slowly and
parents’ separating, necessary, however too deeply through
breaking up with much stress may cause nostrils, imagining the
boyfriends or girlfriends, wear and tear on the balloon inflating
changes in peer group body and mind. Major life (getting
and death of a events, such as moving, bigger/larger/growing)
grandparent. separation or divorce of slowly, hold a few
. parents, death of a loved seconds
Finding ways to cope and one, changing schools or 7. Slowly exhale through
adjust to the changes and losing a friend, may the mouth, imagining the
losses are critical for cause anxiety and balloon gently deflating
students distress. (getting smaller,
experience/encounter this - Other day-to-day shrinking); blow out of
kind of stress. situations, including the mouth as if blowing
being late or leaving a out a candle
project until the last 8. Tip: Place a hand
minute, can also cause over the lower
stress. It is important abdomen to feel it go
that students learn to up and down,
recognize what might be
causing them
stress and learn and
strategies to help control make sure you’re not
and alleviate stress. breathing with the chest
9. Repeat at least 10
times.
C. Presenting Says. For you to know (Student brainstorm) Asks. How different your Read processing
examples/instances of how to cope this kind of bodies feel after doing questions; As you
the new lesson stress. These will be our Asks. How stress is part of the ‘Belly Breathing’?( Did were thinking of
topic for today everyday life, and that you solutions to the
“STRESS”. there is good stress and relaxed/calm? Do you puzzles, what was
bad stress. feel lighter? Great? going on inside you?
Asks. Did you know what Tired?) What organ was working?
is stress? Did you Teacher tasks. Review the
encounter or experience previous activity Says. Belly breathing is
stress? In what way? worksheet, “What causes one
you to lose your cool?” of the strategies that one
can do in stressful
situations, but there are
others too.
D. Discussing new Present and explain the Asks. How do you feel Discuss and explain about Give a lecture on
concepts and practicing instruction on the Activity when you “lose you cool “Keeping Stress under Cognitive Development
new skill #1 about “Stress Bingo”. temper.” Control”. with the use of the
Reader: Brainpower:
Says. How they found the Says. You need to Complex Organ Controls
activity. Was it stressful? complete Activity 1: Your Every Thought and
How did they cope with Stress Signals. Move.
the stress?
Teacher tasks. Pair
up 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: WHAT Initiate Activity 2: Explained and give proper Asks. Does cognitive
applications of concepts CAUSES YOU TO “LOSE Quiet Time for 15 instruction in Activity No. development is essential
& skills in daily living YOUR COOL”? minutes. 2; Project to-d- list in your daily live? How?
H. Making Asks. What are the Asks. How stress What are those tips that What are the organ that
generalizations & two common source response into our body? we need to know to controls your thought and
abstractions about the as 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
remediation Portfolio Output No. 9: their Portfolio Output no. Critical Thinking?
My Stress Signal 10; “Project To-D0”. 2. What are the
theories in the Brain-
Side Dominance?
V. REMARKS
VI. REFLECTION
80%
C. Did the remedial
lesson work? No. of
learners who
continue to require
remediation
did these work?
solve?

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

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

regards on the chosen
advertisement and
answered the decode
questionnaire.
E. Discussing new Watch video about the 1. Provide lecture on Read and Explain the
concepts and practicing brain function. new Research Study on Additional Information
new skill #2 “The brain’s left and about “Strategies for
right sides”. 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 explanation about mind thought about their
major parts of brain? mapping. Make an advertisement present by
What is the function example 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 the
applications of concepts our brains? tasks in “Portfolio Output
& skills in daily living 11: Make a Mind Map”.
H. Making Asks. What are the three Asks. Discussing “self-esteem
generalizations & major part of the brain and body-esteem”
abstractions about the and how it functions? And
lesson what are the effect of
using drugs and drinking
alcohol in our brain?
I. Evaluating Learning Short quiz. Assist learners to read” Essay. How does the
the The Myth of Michael advertisement affect
Jordan”. And watch yourself?
video
of Michael Jordan.
J. Additional activities for Search for some theories Bring some print ads of explain the tasks in
application or about the brain side body beautifying “Portfolio Output no. 12
remediation dominance. products, clothes, or Media Influences (How
fashion. Ads Affected My Self-
Esteem)”.
V. REMARKS
VI. REFLECTION
80%
C. Did the remedial
lesson work? No. of
learners who
continue to require
remediation
did these work?
solve?

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

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
2. Learner’s N/A N/A N/A N/A
Material Pages
4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing
previous lesson or
presenting the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instances
of the new lesson
D. Discussing new
concepts and
practicing new skill
#1
E. Discussing new
concepts and
#2
F. Developing
Mastery
G. Finding practical
applications of
concepts & skills in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
lesson
continue to require
remediation
strategies worked well?
Why did these work?
encounter which my
principal or supervisor
can help me solve?
use/discover which I wish
to share with other
teachers?

N Area
Time

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Material Pages
4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
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
#1
E. Discussing new
concepts and
#2
F. Developing
Mastery
applications of
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
C. Did the remedial
lesson work? No. of
learners who
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
to share with other
teachers?

Area
N
Time

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

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

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

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

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Material Pages
4. Additional
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
#1
E. Discussing new
concepts and
#2
F. Developing
Mastery
applications of
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
lesson
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
to share with other
teachers?

N Area
Time

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

N Area
Time

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

N Area
Time

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Material Pages
4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
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
#1
E. Discussing new
concepts and
#2
F. Developing
Mastery
applications of
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
C. Did the remedial
lesson work? No. of
learners who
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
to share with other
teachers?

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

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Material Pages
4. Additional
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
#1
E. Discussing new
concepts and
#2
F. Developing
Mastery
applications of
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
C. Did the remedial
lesson work? No. of
learners who
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
to share with other
teachers?

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

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Material Pages
4. Additional
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
#1
E. Discussing new
concepts and
#2
F. Developing
Mastery
applications of
concepts & skills
in daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
C. Did the remedial
lesson work? No. of
learners who
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
to share with other
teachers?

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

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Material Pages
4. Additional
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
#1
E. Discussing new
concepts and
#2
F. Developing
Mastery
applications of
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
C. Did the remedial
lesson work? No. of
learners who
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
to share with other
teachers?

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MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Establishing a Ask student for the Enlighten the lesson to In accordance in

How does; thoughts,

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

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DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Discuss and give some

J. Additional activities for

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Present the activity

Says. People generally

Raise your hand if you

Raise your hand if you

If you’re not sure,

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

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

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