Instructional Planning

DLP NO. : 7 GRADE LEVEL: 11 DURATION: 60 MINUTES

LEARNING AREA: PERSONAL QUARTER: 1 DATE: Nov. 26, 2019
DEVELOPMENT
CONTENT The learners demonstrate an understanding of the various aspects of holistic development:
STANDARD physiological, cognitive, psychological, spiritual, and social development.

PERFORMANCE The learners shall be able to illustrate the connections between thoughts, feelings, and
STANDARD behaviors in a person’s holistic development.
LEARNING 1 discuss the relationship among physiological, cognitive, psychological, spiritual and social
COMPETENCY/IES development to understand his/her thoughts, feelings and behaviors.
2. evaluate his/her thoughts, feelings and behaviors
3. show the connections between thoughts, feelings and behaviors in actual life
situations

I. OBJECTIVES At the end of this lesson, the students will be able to:
a. Evaluate his or her thoughts, feelings and behavior
b. Show the connection between thoughts, feelings and behaviors in actual
life situations

II. CONTENT DEVELOPING THE WHOLE PERSON

III. LEARNING Personal Development (Ricardo Rubio Santos); Personal Development Teacher’s Guide
RESOURCES
IV. PROCEDURES:
ENGAGE: (Math, Language)
Preliminary Activity:
 Prayer
 House Rules

MOTIVATION:
ACTIVITY 1: PICTURE ANALYSIS:
A picture will be flash on the screen, the students shall take a guess about what word the pictures are trying to
convey. Rewards will be given for every correct answer.

1.

2.
3.

ACTIVITY 2: PAINT ME A PICTURE!

The teacher divides the class into 6 groups. Each group had been given a piece of paper where a kind of emotion is
written. The task is they need to portray a scenario highlighting the emotion that they had been assigned to in a
minute. They will remain in that state for a while after the teacher had documented their performance.
The teacher allowed representative of each group to defend their work in front of the class.
1. Happiness
2. Sadness
3. Fear
4. Anger
5. Surprise
6. Disgust

PRESENTATION:
The teacher then presents the lesson and the objectives. The teacher let the students to read the objects aloud.

EXPLORE:
ACTIVITY 3: LIGHTS CAMERA ACTION!
Six groups will be regrouped into 3 groups. Each had been given same situation. They will be given 3 minutes to
brainstorm on how they are going to show the connection of thoughts, feelings and behavior in the given
situation. The target is to show such connection and to be able to solve the conflict for a happily-ever after ending.
They will be given a two-minute time to act out their script. They will be using this criteria.

Presentation: 5 points
Interpretation: 3 points
Conclusion: 2 points
Total: 10 points

EXPLAIN:
Justification of each interpretation of their works shall follow.

PROCESSED QUESTIONS:
1. How did you find the situation?
2. What is the conflict in the story?
3. How did you interpret the situation?
4. How did you come up with such ending and why?
5. How did you show the connections of our thoughts, feelings and behavior in the situation? Cite such scenario.

The teacher relates different success stories in the class that could possibly trigger the passion of the students.

Activity 4: TWO WOLVES!

• The teacher reads the story of the two wolves.
The following is an Cherokee Indian story that is enlightening and helpful.
One evening an old Cherokee told his grandson about a battle that goes on inside people. He said “My son, the
battle is between two wolves inside us all”.
It is a terrible fight and it is between two wolves. One is evil – he is anger, envy, sorrow, regret, greed, arrogance,
self-pity, guilt, resentment, inferiority, lies, false pride, superiority, and ego.
He continued, “The other is good – he is joy, peace, love hope, serenity, humility, kindness, benevolence, empathy,
generosity, truth, compassion and faith. The same fight is going on inside you – and inside every other person
too”.
The grandson thought about it for a minute and then asked his grandfather, WHICH WOLF WILL WIN?
The old Cherokee simply replied, “The one you feed”.

ELABORATE:

The teacher deepens the understanding by asking though-provoking questions.

THE STORY OF TWO WOLVES, gives rise to number of questions. Let us share our thoughts, feelings and opinions
on the following questions. By taking time to do this, you will learn to better manage your mind, feelings and
actions and consciously feeding the good wolf in you.

1. How aware are you of the two opposing wolves operating within your mind, one of which leads to pain and a
diminished sense of life and the other to a joyous, meaningful and fulfilling life.
2. When was the time you feel disappointed by the choice of behavior because you knew that there was a more
positive option but you just didn’t choose it?
3. What ways or technique or exercises do you use to strengthen yourself so as to increase its potency to choose
and hence control your life?
. In what specific ways do you feed the negative wolf?
5. In what specific ways do you use to feed the positive wolf?

APPLICATION:
The teacher clarifies the lesson through various real-life examples.
Have you ever had thoughts, feelings or acted on ways that were unacceptable to yourself but felt powerless to
control?

The purpose of this story is to help you find ways to manage your mind so that you can live your life more in
accordance with what your own judgement says is best for you.

There are many things about ourselves that we seem powerless to control. Some of these are our thoughts,
feelings and actions which unfortunately can be a source of much distress.

• “I cannot stop hating my teacher for not giving me high grades”.

• “My girlfriend left me and I cannot stop feeling sad, lonely and unloved.”

• It can also be in the form of a behavior such as the inability to control one’s craving for food such as cakes
and chocolates.

But are we indeed really powerless to control our maladaptive thoughts, feelings and actions? The grandfather’s
 answer “The One You Feed” is deceivingly simple.

The result of the Psychological research indicate that there are atleast 4 important concepts or ideas implied by
the answer.

1. The mind is not the unitary entity it seems to us but consists of different parts. For example in the story
there are two wolves and the “you” that chooses between them.

2. These parts of the midbrain can interact and be in conflict with each other (the 2 wolves fight for
dominance over our mind & behavior).

3. The “you” has the ability to decide which wolf it will feed.

4. Having made a choice “you” can decide specifically how to feed or nurture the selected wolf.

EVALUATE:
The teacher gives a short test.

ENRICHMENT:
Create your own Recipe for success. Make it creative in a short bond paper.

REFLECTIONS:
h. No. of learners who earned 80% in the evaluation
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week.
What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions. Indicate
below whichever is/are appropriate.

i.No. of learners who require additional activities for

remediation.
j. Did the remedial lesson work? No. of learners who
have caught up with lesson.
k. No. of learners who continue to require
remediation
l. Which of my learning strategies worked well? Why
did these work?
m. What difficulties did I encounter which my
principal or supervisor can help me solve?
n. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by: Checked by:

JULLIENNE GRACE S. ANDRINO RAYMOND S. MACASA, PRINCIPAL II