School ROXAS NATIONAL HIGH SCHOOL Grade: 11
GRADES 1 TO 12 Teacher Leynard Leal Gripal Learning Area: Personal Development
DAILY LESSON
LOG Date / Time: Oct 16 to 20, 2023/ 7:40 to 4:40 (Official Time) School Year/ 2023-2024/ First– Week 8 (MOD 13 14) M T W F
Quarter:
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
16 Oct 17 Oct 18 Oct 19 20 Oct
Oct
OBJECTIVES
A. Content Standards Demonstrate an Demonstrate an understanding of the Demonstrate an understanding of Demonstrate an understanding of the different types of
understanding of the whole whole brain theory, or two the different types of emotions emotions and how they are expressed
brain theory, or two hemispheres of the brain: artistic and how they are expressed
hemispheres of the brain: (right-brain dominant) and linear
artistic (right-brain dominant) (left-brain dominant)
and linear (left-brain
dominant)
B. Performance Standard Identify ways to improve Identify ways to improve learning Identify ways to communicate and Identify ways to communicate and manage emotions in
learning using both the left using both the left and right brain manage emotions in a healthy a healthy manner
and right brain manner
C. Learning Competencies Explore two types of mind- Explore two types of mind-mapping Discuss that understanding the intensity Discuss that understanding the intensity and differentiation of
(Write the LC code for mapping techniques, each techniques, each and differentiation of emotions may emotions may help in communicating emotional expressions
each) suited to right brain- or left suited to right brain- or left brain- help in communicating emotional EsP-PD11/12CS-Ii-j-8.1.
brain-dominant thinking dominant thinking expressions EsP-PD11/12CS-Ii-j-8.1.
styles EsP-PD11/12CS-Ig-h- styles EsP-PD11/12CS-Ig-h-6.2. Discuss that understanding the intensity and
6.2. Discuss that understanding the differentiation of emotions may help in communicating
Explain the different brain functions. intensity and differentiation of emotional expressions
Explain the different brain Appreciate the importance of mind emotions may help in
functions. mapping as a tool to enhance brain communicating emotional
Appreciate the importance of functions. expressions
mind mapping as a tool to Develop a personal plan to enhance
enhance brain functions. brain functions
Develop a personal plan to
enhance brain functions
D. Learning Standards K – Remember how to K – Remember how to explore two K – Remember how to discuss that K – Remember how to discuss that understanding the
(Knowledge-Attitudes- explore two types of mind- types of mind-mapping techniques, understanding the intensity and intensity and differentiation of emotions may help in
Skills) mapping techniques, each each suited to right brain- or left brain- differentiation of emotions may help in communicating emotional expressions
suited to right brain- or left dominant thinking styles communicating emotional expressions S – Explain how to discuss that understanding the intensity
brain-dominant thinking S – Explain how to explore two S – Explain how to discuss that and differentiation of emotions may help in communicating
styles types of mind-mapping techniques, understanding the intensity and emotional expressions
S – Explain how to explore each suited to right brain- or left brain- differentiation of emotions may help in A – Recognize how to discuss that understanding the
two types of mind-mapping dominant thinking styles communicating emotional expressions intensity and differentiation of emotions may help in
techniques, each suited to right A – Recognize how to explore two A – Recognize how to discuss that communicating emotional expressions
brain- or left brain-dominant types of mind-mapping techniques, understanding the intensity and
thinking styles each suited to right brain- or left brain- differentiation of emotions may help in
A – Recognize how to dominant thinking styles communicating emotional expressions
explore two types of mind-
mapping techniques, each
suited to right brain- or left
brain-dominant thinking
styles
CONTENT Develop a Personal Plan to Develop a Personal Plan to Enhance Emotional Intelligence Emotional Intelligence (cont.)
Enhance Brain Functions Brain Functions (cont.)
LEARNING RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s Learner’s Module in PerDev Learner’s Module in PerDev – Q1– Learner’s Module in PerDev – Learner’s Module in PerDev – Q1– Module 14
Material Pages – Q1– Module 13 Module 13 Q1– Module 14
3. Textbook
Pages
4. Additional Picture from the Internet Picture from the Internet Picture from the Internet Picture from the Internet
Materials from
Learning
Resources
(LR) portal
B. Other Learning Pictures, chalkboard, and other Pictures, chalkboard, and other visual aid Pictures, chalkboard, and other visual Pictures, chalkboard, and other visual aid
Resources visual aid aid
PROCEDURE
A. Introduction/ Motivation What’s In (see in page 3-5) Review the previous topic (Day1) What’s In (see page 5) What’s In (see page 2)
(Reviewing previous
lesson or presenting the
new lesson)
B. Instruction and Delivery Definition of terms Definition of terms Definition of terms
(Establishing a purpose Strengthening of knowledge Strengthening of knowledge Strengthening of knowledge
for the lesson)
C. Practice (Presenting
examples/instances of
the new lesson)
D. Discussing new concepts What’s New (see page 5-6) What is Mind Mapping? What is It (see page 5-13) What are the basic emotions?
and practicing new skills
#1 What is It (see page 6-10) What are the basic emotions, its intensity, a. Joy
and effects on our actions? b. Sadness
A personal development plan is c. Anger
a framework that is required for d. Fear
senior high school students to e. Trust
work out with to track one’s self- f. Disgust
improvement. It is something g. Surprise
that makes you do before the end h. Anticipation
of the day. Having a
developmental plan helps you
direct your path towards becoming
a holistic adolescent. A personal
development plan is your
guideline for your life and your
future success.
E. Discussing new concepts The Universal Emotions Emotional Intelligence (5 Essential Elements)
and practicing new skills Charles Darwin’s book The Expression of 1. Self awareness
#2 Emotions in Man and Animals (1872) 2. Self regulation
suggested seven universal emotions 3. Motivation
associated with facial expressions. 4. Empathy
5. Social skills
These emotions are, surprise, sadness,
disgust, happiness, fright, anger, and
contempt.
F. Developing mastery
(Leads to Formative
Assessment 2)
G. Finding practical What are some strategies and What are the different intensity of emotions?
application of concepts recommendations used in brain
and skills in daily living coping?
H.Making generalization What’s I Have Learned (see page 11) What I Have Learned (see page 15)
and abstractions about
the lesson.
I. Evaluating learning Assessment (see page 15-16) Assessment (see page 18-19)
J. Additional Activities for What’s More (see page 10-11) What’s More (see page 14)
application or
remediation
REMARKS
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
work well? Why did this 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: Checked by:
LEYNARD L. GRIPAL MARJORIE A. SUMAKEY
Subject Teacher Instructional Lead
