School
Grades 1 to 12 Teacher
Daily Lesson Log
I. OBJECTIVES 1.5 to 2
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources Portal
IV. PROCEDURES
A. Before the Lesson
1. Setting the Stage (Drill,
Review and Motivation)
2. Explaining what to do (Tell
the objectives of the Lesson)
Solsona National High School Grade Level 11
Johnver F. Curameng Learning Area Personal Development
Teaching Dates and Time July 10-14 2017 Week 6 Quarter 1st
Monday Tuesday Wednesday Friday
The learners demonstrate understanding of the skills and tasks appropriate for middle and late adolescence, and preparatory to early adulthood
the developmental changes in middle and late adolescence, and expectations of and from adolescents
The learners shall be able to make a list of ways to become responsible adolescents prepared for adult life and clarify and manage the demands o
teen years (middle and late adolescence)
The learners…
EsP-PD11/12DS-Ic-3.1 Classify various developmental tasks according to developmental stage
EsP-PD11/12DS-Id-3.2 Evaluate one’s development in comparison with persons of the same age group
EsP-PD11/12CA-Id-4.1 Discuss that facing the challenges during adolescence may able to clarify and manage the demands of teen years
EsP-PD11/12CA-Ie-4.2 Express his/her feelings on the expectations of the significant people around him/her (parents, siblings, friends, teach
community leaders)
EsP-PD11/12CA-Ie-4.3 Make affirmations that help one become more lovable and capable as an adolescent
Understanding Development Evaluating One’s Own Development Challenges during Adolescence Affirmations
Process, Stages and Tasks
Personal Development. 2016.Teacher’s Guide. First Edition pages
Personal Development. 2016.Learners Material. First Edition pages
Motivation: LINE-UP Students’ assess his/her own Do the Motivation: Story of Life with Remind students that even th
development. the Wright Family opinions of other people are
important, what they think an
they feel about themselves is
more potent.
The learners will be able to: At the end of the lesson, the learners At the end of this module, learners At the end of the lesson, the
1. Classify various will be able to: will be able to: learners will be able to:
developmental tasks • Assess your own level of development 1. Discuss how to face the challenges • Make affirmations that help
according to developmental as a Grade 11 student. during adolescence, they may able to become more lovable and ca
stage, • Make sound decisions following the clarify and manage the demands of as an adolescent.
2. Evaluate their development mindful speech format ,& teen years, Participate actively in class ac
in comparison with persons of • Reflect before speak to have a 2. Express their feelings on the

B. Lesson Proper (All
teacher’s Activity)
Presentation through
Modeling, Illustration and
Demonstration)
1. Guided Practice (1st
Assessment)
2. More Practice (2nd
Assessment)
3. Independent Practice
C. After the lesson/Closure
(Summarizing / Generalizing)
1. Application
the same age group, and
3. List ways to become
responsible adolescents
prepared for adult life
Explain the Developmental
Stages, and concentrate on
the developmental tasks
during Adolescence and Early
Adulthood. Entertain
questions and discussions on
the issues of this
developmental stage.
Activity: MY PERSONAL
TIMELINE Using a bond paper,
write the major events in
your life and the significant
people in your life.
Is there a ‘center’ or a central
theme in your timeline and
life? If you will give a title for
your timeline what would it
be and why?
Identify the turning points in
your timeline. What were the
thoughts, feelings and actions
that you experienced?
Who are/were the most
significant people in your life?
How?
What would you change or
add, if you could? Also, how
would each of these changes
or additions affect your life,
or even change its present
course?
Continue to your future,
mindful speech.
Lead short discussion following the
processing questions and the reading
on Living Mindfully.
Form triads and discuss and write
similarities and differences of their own
assessment.
Make a short oral report to the class on
the results of their discussion.
As you are in Grade 11, you are in
transition from high school to college,
from being an adolescent to young
adult. How do you feel about this
transition? What is your turning point?
Do you think you are ready in this
transition which may mean more
responsibilities and greater
accountability? If no, what are the
expected tasks you need to work on? If
yes, what are the ways so you can
better plan for the future?
expectations of the significant people
around them, such as their parents,
siblings, friends, teachers, community
leaders.
Give a Lecturette on: The Passage to
Adulthood: Challenges of Late
Adolescence
Activity: The Good Opinion of Others
– A way to express how they feel
about the expectations of significant
people in their life.
Allow students to read and discuss
ENCOURAGEMENT 101: The Courage
to Be Imperfect.
Activity: ROLE PLAY SITUATIONS ON
CHALLENGES OF MIDDLE
ADOLESCENCE?
We discourage in five general ways:
 We set standards that are too high
for others to meet because we are
overly ambitious.
 We focus on mistakes as a way to
motivate change or improved
behavior.
 We make constant comparisons
Read with the class “The Pow
Personal Declarations and Be
Happy.”
Make their personal declarati
make a creative slogan to hig
its impact.
Find a partner or a triad to di
why you choose that particul
declaration.
Ask Volunteers to share their
with the class.
Never give up ... Never give u
the people you love. Never gi
from being happy because lif
incredible show. And you are
special human being!
 where do you want to be in a (self to others, siblings to one
year, 5 years, 10 years? What another).
do you expect your future  We automatically give a negative
timeline will be? spin to the actions of others.
 We dominate others by being
overly helpful, implying that they are
unable to do it as well.
2. Evaluation (3rd Portfolio Output No. 5: My Portfolio Output No. 6: Mindfulness Plan a role play on a specific situation Portfolio Output No. 8: Sloga
Assessment) Personal Timeline with with Reflection in which a developmental challenge Personal Declaration on Bein
Reflection For each of the following situations, of middle adolescence is seen in your Happy
decide whether the person followed everyday living. Make a slogan or personal
these guidelines for mindful speech: declaration on how you can b
Is what I want to say True? committed to your self-
Is what I want to say Helpful? development and Explain you
Am I the best one to say it? thoughts and feelings about i
Is it necessary to say it Now? Include specific ways in which
Is it Kind to this person and others? will develop yourself further
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%.
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation?
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: JOHNVER F. CURAMENG

SHS Teacher I

Checked by:
MRS. ANGELINA A. PERALTA MR. BUENO L. BRAVO
Head Teacher III School Principal IV