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Module 6

The lesson plan discusses improving learning through understanding left and right brain functions. It aims to have students discuss how left and right brain dominance affects learning styles, explore mind mapping techniques for different styles, and make a plan to develop both sides of the brain. The procedure involves a presentation on brain powers and functions, an activity where students create a mind map on a topic they excel at and explain their process, and lateral thinking puzzles to evaluate critical thinking. The lesson teaches that while brain dominance influences traits and careers, the brain is like a muscle that can be strengthened through use and learning.

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Alvin Fruelda Faa
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2K views2 pages

Module 6

The lesson plan discusses improving learning through understanding left and right brain functions. It aims to have students discuss how left and right brain dominance affects learning styles, explore mind mapping techniques for different styles, and make a plan to develop both sides of the brain. The procedure involves a presentation on brain powers and functions, an activity where students create a mind map on a topic they excel at and explain their process, and lateral thinking puzzles to evaluate critical thinking. The lesson teaches that while brain dominance influences traits and careers, the brain is like a muscle that can be strengthened through use and learning.

Uploaded by

Alvin Fruelda Faa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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SEMI- DETAILED LESSON PLAN PERSONAL DEVELOPMENT

The Powers of the Mind

I. Objectives

At the end of this lesson, the student should be able to:

A. discuss that understanding the left and right brain functions may help in improving
one’s learning,
B. explore mind-mapping techniques suited to right brain- or left brain-dominant thinking
styles, and
C. make a plan to improve learning using both left and right brain development.

II. Subject Matter


The Powers of the Mind
III. Materials
A. Hands out
B. Power point Presentation
C. Book –Personal Development: Reader
IV. Procedure
A. Preparation
Greet everyone. Start with the prayer. Checking of Attendance.
B. Motivation
Tell the students, Many people think of the brain as a mystery. They don’t know
much about intelligence and how it works. When they do think about what
intelligence is, many people believe that a person is born either smart, average, or
dumb—and stays that way for life. But new research shows that the brain is more like
a muscle—it changes and gets stronger when you use it. And scientists have been
able to show just how the brain grows and gets stronger when you learn. Everyone
knows that when you lift weights, your muscles get bigger and you get stronger. A
person who can’t lift 20 pounds when they start exercising can get strong enough to
lift 100 pounds after working out for a long time. That’s because the muscles
become larger and stronger with exercise. And when you stop exercising, the
muscles shrink and you get weaker. That’s why people say “Use it or lose it!” But most
people don’t know that when they practice and learn new things, parts of their
brain change and get larger a lot like muscles do when they exercise.
C. Lesson Proper
Power Point Presentation : Powers of the Mind
LECTURE DISCUSSION Critical Thinking & Some Theories on Brain-Side Dominance
LECTURE DISCUSSION Mental Health
D. Activity
Tell The student to make a Mind Map on their Journal. Following the directions:
1. Choose a subject or activity that you do well (for example, math, basketball,
playing the guitar, painting, cooking, or computer games).
2. Make a mind map of the chosen topic, following the procedure described earlier.
3. Explain your mind map and how you worked on it.

E. Generalization
Researchers believed that brain dominance determines a person’s preferences,
problem-solving style, personality characteristics, and even career choices. For
example, a right-brain individual will quickly get a feeling for a situation, while a left-
brain person will usually ask a lot of questions first.

F. Evaluation
Have the students answer in their Journal.
LATERAL THINKING PUZZLES
1. 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
Knowing that there can only be one passenger in your car, whom would you choose?
2. 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?
3. 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. A man 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?
V. ASSIGNMENT
Have the students Research on the study “the brain’s left and right sides seem to work
together better in mathematically gifted middle-school youth”

PREPARED BY:

JANNET B. LOPEZ
INSTRUCTOR PERDEV
GRADE 11 – 2017-2018
July 31-Aug 4, 2017 4HRS PER WEEK

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