LESSON PLAN IN PERSONAL DEVELOPMENT

Date: July 26, 2018

Objectives:
At the end of this module, learners will be able to:
1. discuss that understanding the left and right brain functions may help in
improving one’s learning,
2. explore mind-mapping techniques suited to right brain- or left brain dominant
thinking styles, and
3. make a plan to improve learning using both left and right brain development.

Topic: POWER OF THE MIND

References:
Delena, M., et. al. (2016). Personal Development: Beyond Selfies. Anvil Publishing Inc.
Fernandez, B., et. al. (2016). Personal Development: Teacher’s Guide and Reader.
Sunshine Interlinks Publishing House, Inc.

Equipment needed: Projector, laptop, board marker, Powerpoint presentation, pieces

ACTIVITIES
1. Prayer
2. Reminder for proper sitting position and arrangement of chairs
3. Motivation:
 ACTIVITY #1
- The teacher will introduce an activity called “The Lateral Thinking Puzzles”. The
teacher will divide them into two groups, and they will be instructed to form into
circles. They will choose a representative to present their answers.
- The teacher will show questions on the screen and the students will brainstorm
on how they will answer the questions. A timer will be given to them to think on
the answer and as the time stops, their answers will be heard (they will be given
1 minute to think about the answer).
- Here are the questions:
 You are driving down the road in your car on a wild, stormy night, when
you pass by a bus stop and you see three people waiting for the bus:
a. An old lady who looks as if she is about to die
b. An old friend who once saved your life
c. The perfect partner you have been dreaming about
 A father and his son are in a car crash. The father is killed and the child is
taken to hospital gravely injured. When he gets there, the surgeon says, 'I
can't operate on this boy - for he is my son!!!' How can this possibly be
 Acting on an anonymous phone call, the police raid a house to arrest a
suspected murderer. They don't know what he looks like but they know his
name is John and that he is inside the house. The police bust in on a
carpenter, a lorry driver, a mechanic and a fireman all playing poker.
Without hesitation or communication of any kind, they immediately arrest
the fireman. How do they know they've got their man?
 There are six eggs in the basket. Six people each take one of the eggs.
How can it be that one egg is left in the basket?
 How could a child fall out of a twenty-story building onto the ground and
live?
 A man lives in the penthouse of an apartment building. Every morning he
takes the elevator down to the lobby and leaves the building. Upon his
return, however, he can only travel halfway up in the lift and has to walk
the rest of the way - unless it's raining. What is the explanation for this?
.
4. Discussion
- The teacher will ask processing questions:
  As you were thinking of solutions to the puzzles, what was going on inside
of you?
 What do you feel during the activity? Are you confused, panicked, or
determined to answer?
 What are you planning to do when the questions are being presented?
- The teacher will present the Triune Brain Theory (Please see PPT File attached).

 ACTIVITY #2
- The teacher will show situations that the students will imitate and think about.
The activity is called, “How Well Do You Know Your Brain?” He will give the
students some papers to write their response on each situation.
- Here are the questions under this activity:
 Put your hands on a risk lock grip. Which thumb is on the top?
 Grab your pen and stretch out your hank while holding it. Look at the tip of
your pen as if you’re aiming at it. Keep looking at it and close your left
eye. Then, open your left eye and close your right eye. In which case
does the image shift to the side?
 Fold your arms across your chest. Which hand sits on top?
 Try to clap your hands. Which one of your hand is on the top?
 Try to cross your legs. Which leg is on top?
 Try to wink. Which eye winked?
 Stand up and try to rotate on your axis.
 Get the other piece of paper. Write as many vertical straight lines as you
want without counting (for 10 seconds). Then, do the same thing holding
your pen with another hand (for 10 seconds). Now, count how many
lines you wrote with your left hand and how any with your right hand.
 Draw a circle.
 Try to write the letter “Q” on your forehead.
 Count the number of L and R. Interpretation will be shown in the PPT.
- After that, the teacher will present the Split-Brain and Brain Dominance Theory.
(Please see PPT File)

5. SUMMARY
- He will call a student to summarize the lesson that they have talked about.
- As a final activity, the teacher will show a video about the Stroop Test. The
teacher will give insights on how the brain should really works.

6. EVALUATION
- The teacher will instruct the students to get their Reflection Journal to answer
the following questions:
1. Why is it needed to be familiarized about the left and right dominance?
2. Which guarantees better results, thinking critically or thinking creatively?
Justify your answer by giving evidences.
3. Does our country need more left-brain or right-brain thinkers? Explain your
answer.

7. ASSIGNMENT
1. What is a mind map?
2. Why is it important to create a mind map?
3. What are the steps in making a mind map?
- The students will write their answers on their reflection journal.

Prepared by:

Mr. Jonel Joshua A. Rosales