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DLP 2

The document outlines an instructional plan for a personal development lesson for 11th grade students. It includes objectives, content, learning resources, procedures like group activities and a quiz, as well as reflections. The plan aims to help students understand themselves during adolescence and how spiritual beliefs influence development.

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Jullienne Grace Andrino
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22 views2 pages

DLP 2

The document outlines an instructional plan for a personal development lesson for 11th grade students. It includes objectives, content, learning resources, procedures like group activities and a quiz, as well as reflections. The plan aims to help students understand themselves during adolescence and how spiritual beliefs influence development.

Uploaded by

Jullienne Grace Andrino
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Instructional Planning

DLP NO. : 2 GRADE LEVEL: 11 DURATION: 60 MINUTES


LEARNING AREA: PERSONAL QUARTER: 1 DATE: 11/19/19
DEVELOPMENT
CONTENT The learner demonstrate an understanding of himself or herself during middle and late
STANDARD adolescence.

PERFORMANCE The learners shall be able to conduct self-exploration and simple disclosure.
STANDARD
LEARNING Introduction to Personal Development
COMPETENCY/IES

Key Concepts/ Self-actualization physiological puberty


Understandings to Esteem positive
be Developed: Love humanistic
Safety adolescence
1. OBJECTIVES At the end of this chapter, the student should be able to:
1. relate the concept of personal development in his/her own experiences as an
adolescent; and
2. express his or her spiritual and religious beliefs and how these influence his or her
personal development.

2. CONTENT Introduction to Personal Development


3. LEARNING Personal Development (Ricardo Rubio Santos); Personal Development Teacher’s Guide
RESOURCES
4. PROCEDURES:

ACTIVITY: 5 minutes
Preliminary Activity:
 Prayer
 House Rules
Motivation: Video Presentation
 The teacher presents a video related to the lesson. The teacher would then elicit responses from the
students regarding their views, opinions and ideas about the video.
 The teacher then ask the learners regarding the possible topic based on what they see on the pictures.
 The teacher then presents the lesson and the objectives.

ANALYSIS: 30 minutes
ACTIVITY 1: DEFINE ME BABY!
Each group has been given variety of word. Phrases defining each word is being pasted on the board. They will use
their prior knowledge and vocabulary to accurately identify which among the definitions their chosen word
belongs to. (2 minutes)
 The teacher gives some modification and ideas regarding the recently concluded activity.

ACTIVITY 2: GROW OLD WITH U!


In relation to their chosen word in Act. 1, each group shall relate it to their real lives by expounding the ideas, by
giving more examples and by citing at what specific age each level of Maslow’s hierarchy of needs become evident.
Sharing follows after 3 minutes.
 The teacher gives modification and clarification to each views shared by the group.
ACTIVITY 3: ROLE PLAYING
Each group have been given the same situation wherein they need to analyze, portray through a role play and give
evaluation on the given situation. The role play shall be good in 2 minutes. (Criteria is given.)
 The teacher gives some modification and additional information about the role playing.

ABSTRACTION: 5 minutes
 The teacher throw mind-tickling questions to the students about their overall lesson.
1. How would you relate Maslow’s Hierarchy of Needs in your personal life?
2. How does the age and stage of development of a person influence his or her personal development?
3. Relate your spiritual and/or religious beliefs to personal development. How does this manifest in terms
of your day-to-day behavior at home? In school?

APPLICATION: 5 minutes
What are your personal experiences as an adolescent in terms of the way you think, reason, feel and the way you
express yourself? ( 5 minutes)

EVALUATION: 5 minutes
 The teacher gives a short quiz to evaluate learners’ understanding.
For items 1-3, identify what stage of adolescence is being referred by the given ages.
1. 14 – 16 years old
2. 10 – 13 years old
3. 17 – 20 years old
4. Adolescence starts with the biological changes called _____.
5. Biological changes bring about ____ ( thinking and reasoning and ________ ( feelings and emotions).
6. Friends become the center of relationships more than family. (True or False)

ENRICHMENT: 5 minutes
1. Ask 3 persons (friends, family members, classmates or neighbors) on what they understand about personal
development. In a Venn diagram, compare and contrast their answers with your own understanding.

2. Write an Agreement with Myself document where you will write your commitment for your personal
development for the semester or for the next year or so. List down the things you want to learn, relearn, unlearn
and change about yourself. Sign this document and submit it to your teacher. At the end of the semester, this
document will be returned to you so that you can compare your accomplishments with what you wrote down at
the start of the semester. This will be pass after 3 days.
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week.
REFLECTIONS: 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.
h. No. of learners who earned 80% in the evaluation 40

i.No. of learners who require additional activities for 0


remediation.
j. Did the remedial lesson work? No. of learners who 0
have caught up with lesson.
k. No. of learners who continue to require 0
remediation
l. Which of my learning strategies worked well? Why Collaborative learning has paved its way towards the betterment of my discussion. Also, think-pair-share
did these work? strategy had been proven effective.
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

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