DAILY LESSON LOG in PERSONAL DEVELOPMENT

Quarter 1, First Semester, School Year 2022 - 2023

Grade Level / Date / 12-Instagram October 10-11, 2022 Mon/Tues 8:30-9:30 A.M.
Day / Time 12-Facebook/Twitter October 10-11, 2022 Mon/Tues 3:00-4:00P.M.
Coping Mechanism - Stress
Topic

Learning
Demonstrate and create ways to manage various emotions
Competency
.
The learners demonstrate an understanding of the concepts about mental health
Learning Outcome and well being particularly stress and coping strategies in middle and late
adolescence
The learners shall be able to identify his/her own vulnerabilities and plan on how to
stay mentally healthy while coping with stress.
1. Discuss the problem solving cycle, ways to cope and manage stress and
Learning Objectives
alternative though with self (cognitive)
2. Write personal ways to cope with stress and maintain mental health
(Psychomotor).
https://youtu.be/brOChFrtJTM
https://www.youtube.com/results?search_query=coping+mechanisms
PowerPoint: “Coping Mechanism of Stress”
Learning Resources

Materials Needed
Duration 40 to 60 minutes
Activity Space Classroom setting
Groupings Divide the class into groups of 5 or 6 for group activity
Motivation (PowerPoint. )

Whether you’re feeling angry, sad, frustrated, lonely, or anxious - it’s important to have
some healthy ways to cope with these painful emotions.

Learning to cope with painful emotions

Some emotions are easier to deal with than others. When things feel really difficult, it's
sometimes hard to cope.
Pre-Activity
Preparation by the
Learning to cope with these emotions in a positive way can help you live a healthier and
Teacher
happier life.

Activity :

List all available supports around you (support system).

List your personal talents / habits/ skills/ practices that help ypou manage adversities in
life.
 After the students answer the activity above, the students will focus on the
teacher’s PowerPoint directed lesson. During this lecture students will take guided
notes about “TALKING CAN HELP”

Talking can help!

Express your feelings and thoughts by talking with someone you trust:

Find creative ways to express your emotions

When you can’t find the words, try to express your feelings by:

Try some relaxation strategies

Instructions
Help your mind and body to refocus by trying some:
Deep breathing
Meditation
Mindfulness
Muscle relaxation

Comfort yourself

Try to calm or soothe your emotions by:

Distract yourself
If your emotions are too strong to express in other ways, try to distract yourself by:
Watching TV or a movie
Looking up funny videos or memes
Doing something you enjoy
Playing a game
Learning something new
Talking or hanging out with friends

Wrap-Up Guide Questions:

Discussion Guide
How to cope and manage various emotions?
 Why it is important to have defense mechanism?

This lesson plan accommodates for many different student needs as well as
learning styles. During the anticipatory activity students are given the opportunity
to collaborate with one another to come to conclusions. This allows struggling
students to work with stronger
Key Message
students and allows EL to integrate content vocabulary into their informal
academic conversations. Other accommodations include use of visuals, paired
notes and PowerPoint, visual representations, and differentiated instruction..

Let the learners share their experiences with their parents and/or guardians.
Through the sharing, the parents and/or guardians can get to know them better
For Follow-up at and support them through their problems
Home
Write personal-assess buster on understanding mental health and psychological
well being to cope with stress during adolescence.
Let the learners share their experiences with their peers. Through the sharing, the
For Follow-up at
learners can get to know each other better and support them through their
Home
problems
12-Firefox 12- Chrome
No. of Learners M
within mastery level SD
POM
No. of Learners 12-Firefox 12- Chrome
needing
remediation/
reinforcements
REMARKS
A reflection for the
teacher: On the
teaching learning
episodes

Prepared by:

ARLYN E. BALADAD
Teacher I

Checked and Approved by:

JINKEE U. ROLDAN, EdD

Principal III
 DAILY LESSON LOG in PRACTICAL RESEARCH 2
Quarter 1, First Semester, School Year 2022 – 2023

Grade Level / Date / Day / 12-Firefox August 25, 2022/Thursday 10:00-11:00

Time 12-Chrome August 26, 2022/Friday 11:00-12:00
 The Characteristics, Strengths, Weaknesses, and Kinds
of Quantitative Research
Topic
 The Importance of Quantitative Research across Fields
 The Nature of Variables
Describes characteristics, strengths, weaknesses, and kinds of
Learning Competency
quantitative research CS_RS12-Ia-c-1
The learners will be able to decide on suitable quantitative
Learning Outcome
research in different areas of interest.
At the end of the lesson, the learners are expected to:
1. Define quantitative research
2. Identify and describe the characteristics, strengths,
Learning Objectives
weaknesses, and kinds of quantitative research
3. Internalize the importance of research especially in the
fields of medicine, agriculture, law, and education
 What are the major characteristics of quantitative
research? Retrieved from https://mydissertation.coach/q-
and-a/what-are-the-major-characteristics-of-quantitative-
research
 Strengths and Weaknesses of Quantitative Research.
Retrieved from https://philonotes.com/2022/05/strengths-
and-weaknesses-of-quantitative-research
 Types of Quantitative Research. Retrieved from
https://www.educba.com/types-of-quantitative-research/
 Pneumocystis. Retrieved from
https://www.ncbi.nlm.nih.gov/books/
Learning Resources NBK549988/#:~:text=In%20addition%20
to%20killing%20crops,weapons%
20against%20humans%20and%20crops
 What is the risk of dying from a general anaesthetic?
Retrieved from
https://patient.info/treatment-medication/
anaesthesia/death-or-brain-damage-from-
anaesthesia#:~:text=these%20with%20you.-,What%20is
%20the%20risk%20of%20dying
%20from%20a%20general%20anaesthetic,
every%20100%2C000%20general%20
anaesthetics%20given.
Learning Delivery Mode
Ask the learners to enumerate products of research (food, drugs,
diseases, vaccines, others).
Activity
Let them list their answers on the board.
Afterwards, ask the following questions:
 Who conducted these researches [on food, drugs,
diseases, vaccines, others]?
Analysis  What qualities or characteristics of quantitative research
can you identify from these examples?
 Are there strengths? Or weaknesses of quantitative
research in these examples?
Abstraction Guide the learners in:
 Defining quantitative research
 Identifying and describing the characteristics, strengths,
weaknesses, and kinds of quantitative research
  Internalizing the importance of research especially in the
fields of medicine, agriculture, law, and education
Application Group the learners into five (5). Let each group read the text
below. Afterwards, ask them to identify the kind of quantitative
research being presented and describe the characteristics,
strengths, and weaknesses of the research. Let each group
share their output to the class.

Pneumocystis jirovecii is a fungus that causes serious

pneumonia in individuals with weakened immune systems (50).
It coevolved with humans and is highly adapted to living in the
lungs of healthy people
without causing
symptoms. Healthy
carriers can spread the
fungus from one human
to another through
airborne transmission.
Pneumocystis
pneumonia was rare
before the HIV/AIDS
epidemic but quickly
became an AIDS-defining illness during the 1980s, afflicting
approximately 75% of people with AIDS (51). Pneumocystis
pneumonia remains a frequent opportunistic infection in
resource-limited countries and has been increasing in
prevalence in patients not infected with HIV, including those with
lung disease, inflammatory or autoimmune disease, or cancers
of the blood or lymph systems, or those who had received
transplants.

50. Gigliotti F, Limper AH, Wright T. 2014. Pneumocystis. Cold

Spring Harb Perspect Med 4:a019828. http://dx.doi.org/10
.1101/cshperspect.a019828 [PMC free article] [PubMed]
51.
Limper AH, Adenis A, Le T, Harrison TS. 2017. Fungal infections
in HIV/AIDS. Lancet Infect Dis 17:e334–e343.
http://dx.doi.org/10.1016/S1473-3099(17)30303-1 [PubMed]

Their output will be graded using the holistic rubrics below:

Indicator 2 points 4 points 5 points
s
The learners
The learners
identified The learners
did not identify
correctly the identified
correctly the
kind of correctly the
kind of
quantitative kind of
quantitative
research being quantitative
research being
presented but research being
presented.
Content of were not able presented.
They were not
output to describe They
able to
correctly all described
describe
the correctly the
correctly the
characteristics characteristics,
characteristics,
, strengths, strengths, and
strengths, and
and weaknesses of
weaknesses of
weaknesses of the research.
the research.
the research.
Teamwork The learners The learners The learners
 did not
manifested
manifest manifested
teamwork in
teamwork in teamwork in
presenting
and presenting presenting
their output
overall their output their output
but did not
impact and did not and achieved
achieve a
achieve a a laudable
laudable
laudable impact.
impact.
impact.

1 whole sheet of paper: The learners will read the text entitled
What is the risk of dying from a general anaesthetic? Afterwards,
they will describe the characteristics, strengths, weaknesses,
and kind of quantitative research used.

The risk of dying in the operating theatre under anaesthetic is

extremely small. For a healthy person having planned surgery,
around 1 person may die for every 100,000 general anaesthetics
given. To put that into perspective, Wembley stadium is the
largest in the UK, holding 90,000 people. If we gave all the
people in Wembley stadium a general anaesthetic, 1 person
may die. However, these statistics don't reveal the true picture -
although not always the case, it is highly likely that the one
person who might die has a very complex medical history or is
undergoing very difficult surgery.

Their output will be graded using the holistic rubrics below:

Indicator 2 points 4 points 5 points
s
The learners
The learners
identified The learners
did not identify
correctly the identified
correctly the
kind of correctly the
kind of
Assessment quantitative kind of
quantitative
research being quantitative
research being
presented but research being
presented.
Content of were not able presented.
They were not
output to describe They
able to
correctly all described
describe
the correctly the
correctly the
characteristics characteristics,
characteristics,
, strengths, strengths, and
strengths, and
and weaknesses of
weaknesses of
weaknesses of the research.
the research.
the research.
The learners
The learners
did not The learners
manifested
manifest manifested
teamwork in
Teamwork teamwork in teamwork in
presenting
and presenting presenting
their output
overall their output their output
but did not
impact and did not and achieved
achieve a
achieve a a laudable
laudable
laudable impact.
impact.
impact.

Assignment/ Agreement Ask the learners to list products of research present in their
 household. Let them post their answers in the class GC together
with pictures of the products.
12-Firefox 12-Chrome
No. of Learners within M M
mastery level SD SD
POM POM
No. of Learners needing 12-Firefox 12-Chrome
remediation/
reinforcements
REMARKS
A reflection for the
teacher: On the teaching
learning episodes

Prepared by:

ANTONETTE S. ARRANZ
Master Teacher I

Checked and Approved by:

JINKEE U. ROLDAN, EdD

Principal III