DAILY LESSON School CENTRAL TAYTAY SENIOR Grade Level 11

PLAN HIGH SCHOOL-STAND

ALONE
Teacher CRYSTAL JOY H. Learning Area PERSONAL
DECOLONGON DEVELOPMENT
WEEK 1 SESSIONS 1-4 Quarter 1st

September 04,2023 4 September 05,2023 September 07,2023 September 08,2023

4September 4Session 3 4Session 4
I. OBJECTIVES At the end of the session, students are expected to:
Get to know each other; explain that knowing share his/her unique characteristics, habits, and
Get oriented with the oneself can make a experiences
subject, its contents, person accept his/her
standards and strengths and limitations
requirements and dealing with others
better
A. Content Standards The learner demonstrates an understanding of…himself/herself during middle and late adolescence
B. Performance The learners shall be able to…conduct self-exploration and simple disclosure
Standards
C. Learning 1.1 explain that knowing 1.2 share his/her unique characteristics, habits,
Competencies / oneself can make a and experiences(EsP-PD11/12KO-Ia-1.2)
Objectives Write the LC person accept his/her
code for each strengths and limitations
and dealing with others
better (EsP-PD11/12KO-
Ia-1.1)
II. CONTENT Knowing Oneself (Understanding oneself during middle and late adolescence)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Personal Development TG
p.1
2. Learner’s Materials Personal Development LM
pages pp. v-vi
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Play a game-PASS A Randomly select five Call five students to
lesson or presenting the BALL. Whoever holds the students to share their define the following:
new lesson ball upon the stop of learnt knowledge from (1) Idea self, (2)
music shall give a recap yesterday’s topic actual self, (3) self-
of the last day’s topic. concept, (4) self-
knowledge (5) self-
image
B. Establishing a purpose State the objective of the
for the lesson day’s discussion
Introduce yourself to the
class.
Talk about the course
Personal Development, its
content and objectives
(first 3 paragraphs of
Reader)
C. Presenting examples/ Conduct Motivation: Explain instructions of the Based on yesterday’s The teacher will
instances of the new Nametag Match Makers Self-Concept Inventory activity: Self-Concept share his own self-
lesson NAMETAG MATCH and allow students a few Inventory, ask the perception using the
MAKERS minutes to answer it. students to do this: same Self-Concept
If nametags are already Activity: SELF-CONCEPT How do you perceive Inventory the
provided, use them, or INVENTORY yourself? students have used.
you can use 5" x 7" cards Take a look at your own Look at the results of your Allow students to
for nametags. Give the self-concept and answer self-concept inventory and ponder on the
following directions: the following self-concept answer the following teacher’s sharing
a. Put your name in the inventory in your journal. questions.
center of your card. Give yourself a rating 1. In what areas do you
b. In the upper left using the scale: 0 = very consider yourself strong
corner, write your four weak; (with score 14-16 or
things that you like to do. 1 = weak; 2 = somewhat somewhat weak (score of
c. In the upper right weak/somewhat strong; 3 10-13) and very weak
corner, write your four = strong; 4 = very strong (below 10)?
favorite singers or singing 1. I have strong sex 2. Are there qualities you
groups. appeal. consider as your
d. In the lower left corner, 2. I am proud of my weakness but other
write your four favorite physical figure. people consider as your
movies. 3. I am physically strength? What are these?
e. In the lower right attractive and Check with a partner.
corner, write four beautiful/handsome. Example: A lady can say
adjectives that describe 4. I exude with charm and “I`m ugly” yet others
you. poise. consider her very
When everyone finishes, 5. I can easily get along charming. Or conversely,
have them mingle as a with. one can have the illusion
group for a few minutes. 6. I can adjust to different of saying “I am very
Without talking, they are people and different intelligent or competent”
to read the upper left situations. when most of his
corner of the other group 7. I am approachable; ideas sound unreasonable
members' cards. other people are at ease or illogical to most of the
When time is up, they are and comfortable with me. people. There is indeed a
to find one or two people 8. I am lovable and easy big difference between
who look most like them to love. what you see in yourself
and talk with them for a 9. I am a fast learner, can (real self-image) and what
few minutes. When time is understand instruction is projected in the eyes of
up, they are to mingle easily. the others (your social
again reading the upper 10. I am intelligent. image). How realistic is
right corner of the other 11. I have special talents your self- image? To what
group members' cards. and abilities. extent does it reflect your
Then, they have to find 12. I can easily analyze real self?
the one or two people situations and make right
most like them and talk judgments.
with them. Repeat with 13. I can be trusted in any
the lower left corner and transaction.
lower right corner 14. I have a clean
information. To make sure conscience and carry no
everyone mingles with guilty feeling.
several people, you could 15. I have integrity and
implement a rule that no good reputation.
two people can be in the 16. My friends and
same group more than classmates can look up to
once. me as a model worth
emulating.
17. I can express my ideas
without difficulty.
18. I talk in a persuasive
manner that I can easily
get people to accept what
I say.
 19. I can express my ideas
in writing without
difficulty.
20. I am a good listener.
21. I am emotionally
stable and not easily
rattled when faced with
trouble.
22. I am logical and
rational in my outlook and
decisions.
23. I feel and act with
confidence.
24. I am a mature person.

D. Discussing new Explain Course Content, Topic 1: Self-Concept Give lecture on self- Each students will
concepts and practicing Course Method, Inventory: Exploring concept to help you share their unique
new skills #1 Materials, and One’s Strengths and deepen the topic. characteristics,
Requirements for Limitations habits, and
PERDEV (found in Introduction / Procedure / experiences on-by-
Reader). Reminders: one.
1. Self-disclosure for
adolescents may not be
easy because of their
tendency to be self-
conscious and fear of
being judged or rejected.
Teachers are strongly
encouraged to set the
mood of acceptance and
nonjudgmental
atmosphere.
2. When the students are
comfortable with one
another and the mood is
already set, they may
proceed to the first
activity. Remind students
to be honest about
themselves. Adolescents
 are sometimes confused
on the difference between
how they see themselves
with how others see them.
Tell them to answer the
inventory based on how
they see themselves and
not of what others
perceive
them to be. Self-talk is
more powerful.
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical Group the class to form 3 Ask students to write
applications of concepts or 4 groups and tell them their insights and
and skills in daily living to plan for a variety or realizations in their
talent show which they journal. Insights must be
will do during the third balanced with both
class session, where they positive and negative
can showcase their observations about self.
talents and abilities. Give But most importantly,
them ample time to students must have at
prepare and rehearse. least 3 things that they
They can do the can do in order to
rehearsals during their improve themselves.
free time.
H. generalizations and Ask the students for a A generalization will
abstractions about the summary of their be drawn from the
lesson learnings. students’ sharing and
answers.
I. Evaluating learning
J. Additional activities for Assignment: Each student 6. Remind students to
application or remediation should have the following prepare for the
materials for Personal talent/variety show for
Development: next session. Group
 (a) a Journal notebook leaders must prepare a
where they shall write rating sheet for each of
their reflections, the performing groups
assignments, answers to with the following
exercises, etc., criteria: Originality-25%;
(b) a large brown or Creativity/Resourcefulnes
colored envelope or clear s-25%; Teamwork /
book where they shall Coordination-25%;
store all the portfolio Audience Impact-25%.
outputs, to be submitted
to
their teacher at the end of
each unit or as directed;
and
(c) several sheets of white
paper for drawings or
other work assigned.
Personalize their Journal
notebooks and portfolio in
the manner they like.
V. REMARKS
VI. REFLECTION
A. No. of learners who _____ learners earned at _____ learners earned at _____ learners earned at _____ learners earned
earned 80% on the least 80% on formative least 80% on formative least 80% on formative at least 80% on
formative assessment assessment assessment assessment formative assessment
B. No. of learners who _____ learners require _____ learners require _____ learners require _____ learners require
require additional additional activities for additional activities for additional activities for additional activities
activities for remediation. remediation remediation remediation for remediation
C. Did the remedial _____ the remedial lessons _____ the remedial lessons _____ the remedial lessons _____ the remedial
lessons work? No. of worked. worked. worked. lessons worked.
learners who have caught _____ learner have caught _____ learner have caught _____ learner have caught _____ learner have
up with the lesson. up with the lesson up with the lesson up with the lesson caught up with the
lesson
D. No. of learners who _____ learners requires _____ learners requires _____ learners requires _____ learners
continue to require continued remediation continued remediation continued remediation requires continued
remediation remediation
E. Which of my teaching
strategies worked well?
Why did these 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:
CRYSTAL JOY H. LEVI M. DALUMPINES
DECOLONGON Principal III
Para-Teacher

DAILY LESSON School CENTRAL TAYTAY SENIOR Grade Level 11

PLAN HIGH SCHOOL-STAND
ALONE
Teacher CRYSTAL JOY H. Learning Area PERSONAL
DECOLONGON DEVELOPMENT
WEEK 2 SESSIONS 1-4 Quarter 1st

S September 11,2023 September 12,2023 September 14,2023 September 15,2023

 4ession 1 4Session 2 4Session 3 11Session 4
I. OBJECTIVES At the end of the session, students are expected to:
maintain a journal discuss the relationship among physiological, evaluate his/her own
cognitive, psychological, spiritual, and social thoughts, feelings, and
development to understand his/her thoughts, feelings, behaviors
and behaviors
A. Content Standards The learner demonstrates The learner demonstrates an understanding of…
an understanding of… the various aspects of holistic development: physiological, cognitive,
himself/herself during psychological, spiritual, and social development
middle and late
adolescence
B. Performance The learners shall be able The learners shall be able to…
Standards to… conduct self- illustrate the connections between thoughts, feelings, and behaviors in a
exploration and simple person’s holistic development
disclosure
C. Learning maintain a journal (EsP- discuss the relationship among physiological, evaluate his/her own
Competencies / PD11/12KO-Ib-1.3) cognitive, psychological, spiritual, and social thoughts, feelings, and
Objectives Write the LC development to understand his/her thoughts, feelings, behaviors (EsP-
code for each and behaviors (EsP-PD11/12DWP-Ib-2.1) PD11/12DWP-Ib-2.2)
Knowing Oneself Developing the Whole Person
Understanding oneself
II. CONTENT
during middle and late
adolescence
III. LEARNING
RESOURCES
C. References
1. Teacher’s Guide pages Personal Development TG
p.
2. Learner’s Materials Personal Development LM
pages pp.
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
D. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Check the attendance. Randomly select five
lesson or presenting the The last three students to students to share their
new lesson come in will be asked to learnt knowledge from
share what they’ve yesterday’s topic
learned from the last
topic
B. Establishing a purpose State the objective of the State the lesson objectives
for the lesson day’s discussion 1. Discuss the relationship among the physiological, cognitive, psychological,
spiritual and social aspects of development, to understand their thoughts,
feelings, and behaviors;
2. Evaluate their own thoughts, feelings and actions, and
3. Show the connection of their thoughts, feelings and actions to actual life
situations.
C. Presenting examples/ Activity: MY BANNER – Pose this question: What Activity: Analyze this…
instances of the new THE TREASURE WITHIN is the relationship of the THREE SUCCESS
lesson ME different aspects of STORIES
development with the 1. Manny Pacquiao’s
students’ thoughts, Unbelievable Success
feelings and actions in Story Will Inspire You
dealing with life 2. The PiaWurtzbach
situations? Success Story
3. A Love Affair that Got Me
Close to a Great Doctor
In the spaces indicated by
numbers, write down the Processing Questions:
following 1. Can you identify with
1 and 2 two things I do any of the characters
very well mentioned – Manny
3 and 4 my two greatest Pacquio, Pia
achievements in life Alonzo Wurtzbach and
5 what in myself am I Dra. Rose Zeta Capeding?
proudest of In what ways?
6 my happiest moment 2. What lessons can you
7 positive words that my learn from the character
friends use to describe me you have chosen?
8 a personal goal that I 3. How would you like
have already achieved your life story to be told?
9 three blessings for
which I am most thankful
to God
10 three of my positive
qualities
 11 difficulties, challenges
and problems that I was
able to solve
and overcome
The teacher will process
students’ outputs
D. Discussing new Unfolding One’s Personal Topic: Personal Topic 5: The Power Triad:
concepts and practicing Journey through Journal Effectiveness through Thoughts, Feelings and
new skills #1 Writing: Holistic Development Actions
Introduction / Procedure / Introduction / Procedure / Introduction / Procedure /
Reminders: Reminders: Reminders:
1. Ask the students to 1. Assess your own beliefs 1. Real life success stories
read the story and the about holistic are very powerful tool in
reading found in their development. Do you inspiring students to win
Reader. think that you can in life. Read with the
2. Ask students to write develop all aspects of students the three success
answers to the processing yourself or you believe stories below. Use the
questions in their journal. that “one cannot have stories to help students
3. Encourage students to everything”? You need to identify the factors that
write in their journal. The honestly answer this may lead a person to
pen is such a powerful question as this may succeed. (If videos area
tool in taking charge of interfere with how you available, you may use
one’s life as well as in discuss this topic to these.)
fulfilling one’s dreams. students. You may find 2. Ask the processing
Researchers say that one aspect important and questions and obtain
handwriting can make our the other one least varied answers from the
brain be more flexible, important and this must class.
open and expressive. John be dealt with an open 3. Be aware of your own
Adams said that: “A pen is mind. For instance, you judgments and remember
certainly an excellent may feel that the spiritual that these successful
instrument to fix a man’s self is more important people are not perfect but
attention and inflame his than the physical self so a they have strived to be the
ambition.” person must devote best version of
4. Comment more on the his/her time in the church themselves.
content of their writing rather than developing 4. Highlight the good
than their penmanship or his/her physique. qualities by letting the
even grammar to prevent 2. Remind students that students identify the
them from being self- holistic development is characteristics, right
critical that will impede not an overnight project decisions and perspectives
their personal growth. but instead it must be these individuals
 seen as a lifelong project exemplify.
a person has to 5. Focus on the process
undertake. Be open to rather than the rewards.
student’s own Remember that these
perceptions and lead individuals have devoted
them to understanding much hard work, focus
their current and time in order for them
assessment of the to be the
different aspects of their persons they are now.
development. Be more 6. Lastly, students must
affirming of their realize that even though
strengths and encourage there is no single key to
them to find specific ways success, it is achievable
to develop aspect/s they and it is not magical.
think can help them Success is about right
attain their goals in life. mindset, emotional
3. Lead the class in the resilience and proper
activity of assessing the behavior.
different aspects of their
development by writing
descriptors for the 8
segments of themselves.
As they complete this
inventory, assist them by
giving them possible
words to describe
the different aspects.
4. Explain the expected
Portfolio Output No. 3:
Aspects of Development,
which will be an
assessment of their own
aspects of development
and the ways in which
they could improve the
different areas.
5. Give a lectures on
Aspects of the Self.
E. Discussing new Discuss the following Activity: ASSESS Ponder on this:
concepts and practicing questions that the ASPECTS OF YOUR A REAL WINNER is one
new skills #2 students may use DEVELOPMENT who is able to:
In writing their journals: Ask students to draw a  win over his/her battles
1. How do you find this circle on a blank sheet of and difficulties in life and
day? What are the paper and divide the turns them into a learning
positive things that circle into 8 segments. In and
happened? What each segment they will glorifying experience;
are those things that write some descriptions  find meaning in pleasant
made you irritated or of the different aspects of and unpleasant events in
upset? themselves as follows: his life;
2. As you reflect on the 1. Physical Self: Describe  live in peace with
ups and downs of your yourself. Try not to difficult people and
day, what may be the censor any thoughts difficult situations;
greatest lesson you can which come to your mind.  win the goodwill of
learn from them? What Include descriptions of others, their respect and
actions have you done your height, weight, facial admiration;
well and what actions you appearance, and quality  get what he wants using
can do better? of skin, hair and win-win strategies; never
3. What do you really descriptions of body at the expense of others;
want in life? What do you areas such as your neck,  discover and use
want to achieve for chest, waist, legs. opportunities to his best
yourself, your family, your 2. Intellectual Self: advantage
community, your country? Include here an  develop and use his
4. As you close the day, assessment of how well talents and abilities to the
what are the small and you reason and solve best advantage and in so
big things you are problems, your capacity doing, make
thankful of? Who are the to learn and create, your meaningful contribution in
people that made your general amount of making this world a better
day extra special? knowledge, your specific place to live in.
areas of knowledge,
wisdom you have
acquired, and insights
you have.
3. Emotional Self: Write
as many words or phrase
about typical feelings you
have, feelings you seldom
have, feelings you try to
avoid, feelings you
especially enjoy, feelings
from your past and
present, and feelings
which are associated with
each other.
4. Sensual Self: Write
how you feel as a sensual
person. What sense do
you use most – sight,
hearing, speaking,
smelling, touching? How
do you feel about the
different ways you take in
information - through the
eyes, ears, mouth, nose,
and skin? In what ways
do you let information in
and out of your
body?
5. Interactional Self:
Include descriptions of
your strengths and
weaknesses in intimate
relationships and
relationships to friends,
family, classmates and
strangers in social
settings. Describe the
strengths and
weaknesses which your
friends and family have
noticed. Describe what
kind of son or daughter,
brother or sister you are.
6. Nutritional Self: How
do you nourish yourself?
What foods do you like
and dislike? What do you
like and dislike about
these?
7. Contextual Self:
Descriptors could be in
 the areas of maintenance
of your living
environment: reaction to
light, temperature, space,
weather, colors, sound
and seasons and your
impact on the
environment.
8. Spiritual Self or Life
Force: Write words or
phrases which tell about
how you feel in this area.
This could include your
feelings about yourself
and organized religion,
reactions about your
spiritual connections to
others, feelings about
your spiritual
development and history,
and thought about your
metaphysical self. Think
about your inner peace
and joy. Think about your
spiritual regimen or
routine.
F. Developing mastery Let the students answer
(Leads to Formative the ff questions in their
Assessment 3) journal:
1. What have you
discovered in yourself?
2. What are your core
strengths?
3. What are the qualities
you want to hone and
improve on?
G. Finding practical Portfolio Output No. 2: Portfolio Output No. 3:
applications of concepts Journal Reflection from Personal Assessment of
and skills in daily living My Banner Aspects of Development
Write about your banner. with Plan of Action
 1. What do you consider Write about the eight
as your weaknesses, segments of your
abilities and talents? development. What are
2. What are the remedies the words or phrases
you will take to improve which represent aspects
or compensate for your about yourself which you
weakness? like? What are the items
3. How can you further which you consider to be
enrich your assets and weaknesses or areas for
strengths? improvement? What
4. Where and how do you words which are neutral
use it to your best or factual, such as “5 feet
advantage? 4 inches tall, 120
pounds”? Do some
categories have more
minus than plus areas?
The larger proportion of
minus to plus areas you
have, the more effort will
be needed to achieve
positive self-esteem. If
the vast majority of your
minus responses are in
one or two areas, your
self-esteem is likely to be
good but has a few self-
estimates which need to
be improved. Name some
ways in which you can
improve the minus areas
and further enhance the
positive aspects.
H. generalizations and Ask the students for a A generalization will be
abstractions about the summary of their drawn from the students’
lesson learnings. sharing and answers.
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who _____ learners earned at _____ learners earned at _____ learners earned at _____ learners earned at
earned 80% on the least 80% on formative least 80% on formative least 80% on formative least 80% on formative
formative assessment assessment assessment assessment assessment
B. No. of learners who _____ learners require _____ learners require _____ learners require _____ learners require
require additional additional activities for additional activities for additional activities for additional activities for
activities for remediation. remediation remediation remediation remediation
C. Did the remedial _____ the remedial lessons _____ the remedial lessons _____ the remedial lessons _____ the remedial lessons
lessons work? No. of worked. worked. worked. worked.
learners who have caught _____ learner have caught _____ learner have caught _____ learner have caught _____ learner have caught
up with the lesson. up with the lesson up with the lesson up with the lesson up with the lesson
D. No. of learners who _____ learners requires _____ learners requires _____ learners requires _____ learners requires
continue to require continued remediation continued remediation continued remediation continued remediation
remediation
E. Which of my teaching
strategies worked well?
Why did these 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:
CRYSTAL JOY H. DECOLONGON LEVI M. DALUMPINES
Para-Teacher Principal III

School CENTRAL TAYTAY SENIOR Grade Level 11

DAILY LESSON PLAN HIGH SCHOOL-STAND
ALONE
Teacher CRYSTAL JOY H. Learning Area PERSONAL
DECOLONGON DEVELOPMENT
WEEK 3 SESSIONS 1-4 Quarter 1st

September 18,2023 4Session 1 September 19,2023 September 21,2023 September 22,2023

4Session 2 4Session 3 4Session 4
 I. OBJECTIVES At the end of the session, students are expected to:
show the connections between thoughts, feelings, and classify various developmental tasks according to
behaviors in actual life situations developmental stage
A. Content Standards The learner demonstrates an understanding of… The learner demonstrates an understanding of…
the various aspects of holistic development: the skills and tasks appropriate for middle
physiological, cognitive, psychological, spiritual, and social and late adolescence, and preparatory to early
development adulthood
B. Performance The learners shall be able to… The learners shall be able to…
Standards conduct self- illustrate the connections between make a list of ways to become responsible
thoughts, feelings, and behaviors in a person’s holistic adolescents prepared for adult life
development
C. Learning show the connections between thoughts, feelings, and classify various developmental tasks according to
Competencies / behaviors in actual life situations(EsP-PD11/12DWP-Ic-2.3) developmental stage (EsP-PD11/12DS-Ic-3.1)
Objectives Write the LC
code for each
Developing the Whole Person Developmental Stages in Middle and Late
II. CONTENT
Adolescence
III. LEARNING
RESOURCES
E. References
1. Teacher’s Guide Personal Development TG p.
pages
2. Learner’s Materials Personal Development LM pp.
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
F. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Check the attendance. The last Randomly select five Randomly select five
lesson or presenting the three students to come in will be students to share their students to share their
new lesson asked to share what they’ve learnt knowledge from learnt knowledge from
learned from the last topic yesterday’s topic yesterday’s topic
B. Establishing a State the day’s topic: State the day’s topic: State the day’s topic:
purpose for the lesson Personal Effectiveness through The Power Triad: Understanding
Holistic Development Thoughts, Feelings and Development Process,
Actions Stages and Tasks
C. Presenting examples/ 1. Let the students Assess their Real life success stories Motivation: LINE-UP
instances of the new own beliefs about holistic are very powerful tool in Tell the students that
lesson development. Ask them “Do you inspiring students to you want them to line up
think that you can develop all win in life. By group, let in the order of their
aspects of yourself or you the students read and birthdays, so that the
believe that “one cannot have analyze the three order goes from oldest to
everything”?” You need to success stories below. youngest. However, they
honestly answer this question as Use the stories to help cannot speak to one
this may interfere with how you students identify the another to figure out
discuss this topic to students. factors that may lead a when their birthdays are.
You may find one aspect person to succeed. (If The students will try
important and the other one videos are available, you different things like
least important and this must be may use these.) charades and writing to
dealt with an open mind. For 2. Ask the processing figure out the order. This
instance, you may feel that the questions and obtain teaches them to
spiritual self is more important varied answers from the cooperate with one
than the physical self so a class. another and also gives
person must devote his/her time 3. Be aware of your own them a chance to learn
in the church rather than judgments and something about the
developing his/her physique. remember that these other people in the
2. Remind students that holistic successful people are group. In very large
development is not an overnight not perfect but they groups, you can choose
project but instead it must be have strived to be the to have them go from
seen as a lifelong project a best version of tallest to shortest or by
person has to undertake. Be themselves. largest to smallest shoe
open to student’s own 4. Highlight the good size to save time.
perceptions and lead them to qualities by letting the Be creative with your
understanding their current students identify the categories and you may
assessment of the different characteristics, right include category with a
aspects of their development. Be decisions and twist where you will just
more affirming of their perspectives these disclose the qualifier
strengths and encourage them individuals exemplify. after they formed their
to find specific ways to develop 5. Focus on the process line. After the
aspect/s they think can help rather than the rewards. icebreaker, ask how they
them attain their goals in life. Remember that these feel and the process they
3. Lead the class in the activity individuals have underwent.
of assessing the different devoted much hard
aspects of their development by work, focus and time in
writing descriptors for the 8 order for them to be the
segments of themselves. As they persons they are now.
 complete this inventory, assist 6. Lastly, students must
them by giving them possible realize that even though
words to describe the different there is no single key to
aspects. success, it is achievable
4. Explain the expected Portfolio and it is not magical.
Output No. 3: Aspects of Success is about right
Development, which will be an mindset, emotional
assessment of their own aspects resilience and proper
of development and the ways in behavior.
which they could improve the Processing Questions:
different areas. 1. Can you identify with
any of the characters
mentioned – Manny
Pacquio, Pia Alonzo
Wurtzbach and Dra.
Rose Zeta Capeding? In
what ways?
2. What lessons can you
learn from the character
you have chosen?
3. How would you like
your life story to be
told?
D. Discussing new Give a lecturette on Aspects of 1. The Activity on Activity on Personal Explain the
concepts and practicing the Self. Personal Recipe for Timeline can be a Developmental Stages,
new skills #1 Lecturette: ASPECTS OF THE Success can serve as sensitive activity and concentrate on the
SELF integration for Activities especially for students developmental tasks
The self-concept is represented on Assessment of own who are quite emotional. during Adolescence and
by several aspects of the self. It Development and So before you start the Early Adulthood.
is conceived as collection of Analysis of Success activity, give a very Entertain questions and
multiple, context-dependent Stories. Remind positive introduction by discussions on the
selves. This construct believes students that assessing orienting them about the issues of this
that context activates particular one’s own development purpose of the activity. developmental stage.
regions of self-knowledge and is incomplete without Remind students that
self-relevant feedback affects identifying one’s own this activity is not just
self-evaluations. A deeper look goals in life. about placing all their
on the different aspects of self Development can be experiences, both the
can identify specific areas for more purposeful if they positive or negative but
self-regulation, stability and are directed to the it is about seeing their
improvement. achievement of goals. transitions and
In a nutshell, an individual is This is also true in developments as they go
composed of three basic, but analyzing success through life. They need
very different aspects of the stories because being to plan their personal
self. They are the physical or inspired by these stories timeline carefully and be
tangible aspects as they relate will not be useful if one mindful of the events
to the body, the intellectual and does not see its that made them grow,
conscious aspects as they relate relationship with his/her that they have learned
to the mind, and the emotional own journey. A student important wisdom in life
and intuitive aspects as they will just see these and where they rise from
relate to the spirit. All three stories out of context the challenges (besides
aspects of the self-work and not relatable. the topic is on
together in perfect harmony 2. Personal recipe for developmental stages).
when attention is paid to all success is about Focus on the resiliency
three simultaneously. Many assisting students to rather than the downfall.
individuals put a strong identify what they need In this way, they can see
emphasis on the physical aspect in order for them to win the future progressively
of the self. The body is tangible, in life. They need to see and full of hope. If there
obvious, and we respond to it them in their own are students whom you
easily. More time and money is context. Encourage observe highly sensitive
spent on enhancing the physical them to feel every or apathetic, refer them
component than either of the phrase or ingredient to the guidance
other two aspects. This does not they will include in their counselor.
mean, however, that the body is recipe. They must feel
healthy or strong. The body goose bumps or Activity: MY PERSONAL
provides a place to house the excitement in their TIMELINE
spirit (often experienced as stomach as they read A personal timeline
feelings) and the mind (often each ingredient. If they portrays the influential
experienced as thought). don’t feel that, they events and happenings
It may be important to some were not able to take of a person’s life so that
that their mind can be the activity seriously or he can understand
prominent and well educated. personally. The where he has gone
The mind is important, as it is subconscious mind may wrong and right in the
the part of the self that directs not be working yet. Be past. It helps to plan the
the other two aspects. The mind patient with these future in a better
learns what to do and students. constructive way. Using
communicates the information 3. Explain the two a bond paper, write the
to the body and the feelings. samples of recipes for major events in your life
What the mind believes, the success. and the significant
body manifests or acts on, and 4. Students will have to people in your life. You
the emotions feel, or respond make their own recipe may add your age,
with. People store both healthy for success as their specific dates and
and destructive thoughts and Portfolio Output No. 4: places. You may draw
beliefs and responds to life's Personal Recipe for the timeline horizontally,
circumstances in the most Success with Reflection. vertically, diagonally or
prominent manner. The mind 5. Give time for even using ups and down
provides access creativity and students to read The depending on your
serenity which are necessary for Story of the Two Wolves imagination. Be creative
such processes as prayer, and lead the discussion in your representations.
forgiveness, acceptance, and on the meaning of the You may also use
passion. story and the processing symbols, figures and
The human emotions are the questions. drawings. Think of a title
most feared aspect of the self, 6. Assignment: ask to for your personal
as individuals are reluctant and students to bring bond timeline. You may use
unprepared to manage them. paper and coloring crayons or art materials
Managing feelings is like trying materials for next depending on the
to hold water in the palm of meeting. available resources or
your hand. They are illusive and just a simple paper and
deceptive. A decision made Activity: PERSONAL pen may be fine. You can
under emotional stress and RECIPE FOR SUCCESS also go for the personal
strain usually impacts emotions This activity involves timeline website
negatively. Negative emotions making a personal template samples
that are not managed are stored recipe for achieving available online.
and repressed. Repression is personal goals. Identify
destructive to a content self your goal (you may refer
since all feelings, not only to the previous activity
negative ones are stored away. of aspects of self-
Accessing feelings when they inspired by the success
are needed now becomes stories) and break it
difficult, leaving the individual down into a recipe.
numb and hopeless.
For instance, a girl realizes that
she is giving much attention on
the physical aspects and less
attention on her intellectual self.
In this way, she can discover
how much money and time
spent maintaining her physique
and its consequences in her
grades. By this honest
evaluation of herself, she can
 plan effective actions to improve
her study habits. She can start
seeking for help and for related
books to read or browse articles
to help her improve her study
habits.
Source:
http://www.innerwisdom.com/as
pect-of-the-self.htm
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery A REAL WINNER is one
(Leads to Formative who is able to:
Assessment 3) • win over his/her
battles and difficulties
in life and turns them
into a learning and
glorifying experience;
• find meaning in
pleasant and unpleasant
events in his life;
• live in peace with
difficult people and
difficult situations;
• win the goodwill of
others, their respect
and admiration;
• get what he wants
using win-win
strategies; never at the
expense of others;
• discover and use
opportunities to his best
advantage
• develop and use his
talents and abilities to
the best advantage and
in so doing, make
meaningful contribution
 in making this world a
better place to live in.
G. Finding practical Activity: ASSESS ASPECTS OF Deepening / Processing:
applications of concepts YOUR DEVELOPMENT THE POWER TRIAD:
and skills in daily living Ask students to draw a circle on THOUGHTS, FEELINGS
a blank sheet of paper and AND
divide the circle into 8 ACTIONS
segments. In each segment they The STORY OF THE
will write some descriptions of TWO WOLVES gives
the different aspects of rise to a number of
themselves as follows: questions.
1. Physical Self: Describe Let us share our
yourself. Try not to censor any thoughts, feelings and
thoughts which come to your opinions on the
mind. Include descriptions of following questions. By
your height, weight, facial taking time to do this,
appearance, and quality of skin, you will learn to better
hair and descriptions of body manage your mind,
areas such as your neck, chest, feelings, and actions
waist, legs. and consciously feeding
2. Intellectual Self: Include here the good wolf in you.
an assessment of how well you  How aware are you of
reason and solve problems, your the two different
capacity to learn and create, opposing “wolves”
your general amount of operating within your
knowledge, your specific areas mind, one of which
of knowledge, wisdom you have leads to pain and a
acquired, and insights you have. diminished sense of life
3. Emotional Self: Write as and the other to a
many words or phrase about joyous, meaningful, and
typical feelings you have, fulfilling life?
feelings you seldom have,  When was the time
feelings you try to avoid, you feel disappointed by
feelings you especially enjoy, the choice of behavior
feelings from your past and because you knew that
present, and feelings which are there was a more
associated with each other. positive option but you
4. Sensual Self: Write how you just didn’t choose it?
feel as a sensual person. What  What ways or
sense do you use most – sight, techniques or exercises
hearing, speaking, smelling, do you use to
touching? How do you feel strengthen yourself so
about the different ways you as to increase its
take in information - through potency to choose and
the eyes, ears, mouth, nose, and hence control your life?
skin? In what ways do you let  In what specific ways
information in and out of your do you feed the negative
body? wolf?
5. Interactional Self: Include  What specific ways do
descriptions of your strengths you use to feed the
and weaknesses in intimate positive wolf?
relationships and relationships
to friends, family, classmates
and strangers in social settings.
Describe the strengths and
weaknesses which your friends
and family have noticed.
Describe what kind of son or
daughter, brother or sister you
are.
6. Nutritional Self: How do you
nourish yourself? What foods do
you like and dislike? What do
you like and dislike about these?
7. Contextual Self: Descriptors
could be in the areas of
maintenance of your living
environment: reaction to light,
temperature, space, weather,
colors, sound and seasons and
your impact on the environment.
8. Spiritual Self or Life Force:
Write words or phrases which
tell about how you feel in this
area. This could include your
feelings about yourself and
organized religion, reactions
about your spiritual connections
to others, feelings about your
spiritual development and
 history, and thought about your
metaphysical self. Think about
your inner peace and joy. Think
about your spiritual regimen or
routine.
H. generalizations and Ask the students for a summary A generalization will be A generalization will be
abstractions about the of their learnings. drawn from the drawn from the students’
lesson students’ sharing and sharing and answers.
answers.
I. Evaluating learning Portfolio Output No. 3: Personal Portfolio Output No. 4: Portfolio Output No. 5:
Assessment of Aspects of Personal Recipe for My Personal Timeline
Development with Plan of Action Success with Reflection with Reflection
Write about the eight segments Review the success Write about your
of your development. What are stories of Manny Personal Timeline which
the words or phrases which Pacquiao, Pia Alonzo you made in class.
represent aspects about yourself and Dr. Rose Zeta- Answer the following
which you like? What are the Capeding. What do you questions:
items which you consider to be think was the recipe for 1. Is there a ‘center’ or
weaknesses or areas for the success of these a central theme in your
improvement? What words well featured timeline and life? If you
which are neutral or factual, individuals? will give a title for your
such as “5 feet 4 inches tall, 120 Now make your timeline what would it
pounds”? Do some categories personal recipe for be and why?
have more minus than plus achieving personal 2. Identify the turning
areas? The larger proportion of goals. identify your goal points in your timeline.
minus to plus areas you have, (you may refer to the What were the
the more effort will be needed previous activity of thoughts, feelings and
to achieve positive self-esteem. aspects of self-inspired actions that you
If the vast majority of your by the success stories) experienced?
minus responses are in one or and break it down into a 3. Who are/were the
two areas, your self-esteem is recipe. most significant people
likely to be good but has a few in your life? How?
self-estimates which need to be 4. What would you
improved. Name some ways in change or add, if you
which you can improve the could? Also, how would
minus areas and further each of these changes
enhance the positive aspects. or additions affect your
life, or even change its
present course?
5. Continue to your
 future, where do you
want to be in a year, 5
years, 10 years? What
do you expect your
future timeline will be?
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who _____ learners earned at least _____ learners earned at _____ learners earned at _____ learners earned at
earned 80% on the 80% on formative assessment least 80% on formative least 80% on formative least 80% on formative
formative assessment assessment assessment assessment
B. No. of learners who _____ learners require additional _____ learners require _____ learners require _____ learners require
require additional activities for remediation additional activities for additional activities for additional activities for
activities for remediation remediation remediation
remediation.
C. Did the remedial _____ the remedial lessons _____ the remedial _____ the remedial _____ the remedial
lessons work? No. of worked. lessons worked. lessons worked. lessons worked.
learners who have _____ learner have caught up _____ learner have _____ learner have _____ learner have
caught up with the with the lesson caught up with the caught up with the caught up with the
lesson. lesson lesson lesson
D. No. of learners who _____ learners requires _____ learners requires _____ learners requires _____ learners requires
continue to require continued remediation continued remediation continued remediation continued remediation
remediation
E. Which of my teaching
strategies worked well?
Why did these 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:
 CRYSTAL JOY H. LEVI M. DALUMPINES
DECOLONGON Principal III
Para-Teacher

School CENTRAL TAYTAY SENIOR Grade Level 11

DAILY LESSON HIGH SCHOOL-STAND ALONE
PLAN Teacher CRYSTAL JOY H. Learning Area PERSONAL
DECOLONGON DEVELOPMENT
WEEK 4 SESSIONS 1-4 Quarter 1st

Session 1 Session 2 Session 3 Session 4

 I. OBJECTIVES At the end of the session, students are expected to:
evaluate one’s list ways to become a discuss that facing the
development in responsible adolescent challenges during
comparison with persons prepared for adult life adolescence may able to
of the same age group clarify and manage the
demands of teen years
A. Content Standards The learner demonstrates an understanding of… The learner demonstrates
the skills and tasks appropriate for middle and late adolescence, and an understanding of…
preparatory to early adulthood the developmental
changes in middle and
late adolescence, and
expectations of and from
adolescents
B. Performance The learners shall be able to… The learners shall be able
Standards make a list of ways to become responsible adolescents prepared for adult to…
life clarify and manage
the demands of the teen
years (middle and late
adolescence)
C. Learning evaluate one’s list ways to become a discuss that facing the
Competencies / development in responsible adolescent challenges during
Objectives Write the LC comparison with persons prepared for adult adolescence may able to
code for each of the same age life(EsP-PD11/12DS-Id- clarify and manage the
group(EsP-PD11/12DS-Id- 3.3) demands of teen years
3.2) (EsP-PD11/12CA-Id-4.1)
Developmental Stages in Middle and Late Adolescence The Challenges of Middle
II. CONTENT
and Late Adolescence
III. LEARNING
RESOURCES
G. References
1. Teacher’s Guide pages Personal Development TG
p.
2. Learner’s Materials Personal Development LM
pages pp.
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
H. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Check the attendance. Randomly select five Call students to tell their
lesson or presenting the The last three students to students to share their learning on the last
new lesson come in will be asked to learnt knowledge from discussions. Validate
share what they’ve yesterday’s topic their answers/shared
learned from the last knowledge.
topic
B. Establishing a purpose State the day’s topic: State the day’s topic:
for the lesson Evaluating One’s Own Challenges during
Development Adolescence
C. Presenting examples/ Initiate the first activity Do the Motivation: Story
instances of the new on Developmental Tasks of Life with the Wright
lesson of Being in Grade 11. Family
Activity: WORKSHEET a. Have the entire group
ON DEVELOPMENTAL stand in a circle, shoulder
TASKS OF BEING IN to shoulder.
GRADE 11 b. Tell the students to get
Using the Developmental a small item from their
Tasks Summary Table own bag, for example, a
above, assess your own key,an ID, or a small
level of development as a wrapped candy.
Grade 11 student. Use c. Tell the group that you
the worksheet below: are going to read them a
story and every time they
hear any word that
a. Each student uses the sounds like “right”, they
worksheet in assessing are to pass the item in
his/her own development. their hand to the person
b. The students form on their right, and every
triads. Each triad time they hear the word
discusses and writes “left”, they should pass
similarities and the item to the left.
differences of their own d. Start reading the story
assessment. slowly. After a few
c. Volunteer triads make passes, stop reading the
a short oral report to the story and ask them how
class on the results of they are doing. Check to
their discussion. see that everyone has one
 d. Teacher summarizes item in his/her hand.
the findings of the triads, e. Now continue to read
using the following the story, getting faster
processing questions: as you go. Stop the story
1. Being in Grade 11, a couple of more times to
what are the check on how they are
developmental tasks doing.
expected of you? Rate f. After reading the story,
yourself from 1-10 (10 as tell the students to return
the highest) whether you the item in their hand to
have accomplished those the owner. Ask the
expected tasks? following questions: How
2. As you are in Grade 11, much of the story can you
you are in transition from remember? a. What does
high school to college, this activity tell us about
from being an adolescent communication? b. What
to young adult. How do does this activity tell us
you feel about this about listening skills?
transition? g. Tell them that during
What is your turning this activity, the idea was
point? not to get too distracted
3. Do you think you are by the “rights” and “lefts”
ready in this transition and stay focused on what
which may mean more was happening in the
responsibilities and story. Similarly, in our
greater accountability? If everyday lives, we often
no, what are the expected have tasks that pull us in
tasks you need to work many directions, but we
on? If yes, what are the should always remember
ways so you can better what is important - the
plan for the future? health of
young people.
D. Discussing new Reading: LIVING Lead students to do the Lead the Activity: Role
concepts and practicing MINDFULLY second activity on Play Situations on
new skills #1 Living mindfully is like Mindfulness. Challenges of Middle
being an artist: you need Adolescence
the right tools to practice Activity: HOW MINDFUL a. Divide the class into
your craft, and you need AM I? four groups.
to constantly refine your For each of the following b. Each group will think
technique to achieve your situations, decide whether of one developmental
creative potential. the person followed these challenge and discuss
In the same way, using guidelines for mindful specific situations where
the present moment tools speech: this particular challenge
below will help you to Is what I want to say is seen in their everyday
hone a consistent True? living.
mindfulness practice that Is what I want to say c. Presentation must be a
will in time lead to a more Helpful? maximum of 10 minutes
aware, compassionate Am I the best one to say per group.
and fulfilling way of life. it? d. The group will be given
Tool 1: Breathe Mindfully. Is it necessary to say it 10 minutes to plan and
Use your breath as an Now? write a script.
anchor to still your mind Is it Kind to this person e. Then, they will be
and bring your focus back and others? given another 10 minutes
to the present moment. [THINK definition from to rehearse for the role
Tool 2: Listen Deeply. Mindfulness for Teen play.
Listen with intention; let Anxiety by Dr. Christopher f. The group will present
others fully express Willard] a 10-minute role play and
themselves and focus on Mark √ for yes, X for no, at the end of each
understanding how they or ? if you are not sure. presentation, the rest of
think and feel. Lead short There could be more than their classmates will
discussion following the one 'correct' answer. The suggest ways on how to
processing questions and purpose of this activity is effectively manage these
the reading on Living to reflect on the situations challenges.
Mindfully. and
Tool 3: Cultivate Insight. whether you've witnessed Give a Lecturette on: The
See life as it is, allowing or experienced something Passage to Adulthood:
each experience to be an similar in your own life. Challenges of Late
opportunity for learning. 1. I did really well on an Adolescence
Tool 4: Practice exam. I said to my friends,
Compassion. Consider the “I got the top score. What Lead the Activity: The
thoughts and feelings of did you get?” Good Opinion of Others
others and let tenderness, Did I T.H.I.N.K. before I a. The objective of this
kindness and empathy be spoke? session is for students to
your guides. ____T____H____I____N____K express how they feel
Tool 5: Limit Reactivity. 2. One of my friends was about the expectations of
Observe rather than be bragging about getting a the significant people
controlled by your good score on a test, and I (parents, siblings, friends,
emotions. Pause, breathe, didn't want to tell him I teachers, community
and choose a skillful failed. I said, leaders) in their lives.
response based on "Congratulations!" then b. The activity aims to
thoughtful speech and started talking assist students to realize
nonviolence under every about something else. that the opinions of other
condition. Did I T.H.I.N.K. before I people are important but
Tool 6: Express Gratitude. spoke? they need to classify the
Practice gratitude daily ____T____H____I____N____K effects of those opinions
and expand it outward, 3. People kept telling me to their over-all well-
appreciating everyone about this strange color being. They have the
and everything you Mrs. Jenkins dyed her power to accept or
encounter. hair. When I saw her, I negate it.
Tool 7: Nurture Mutual didn't think it looked that c. Being an adolescent,
Respect. Appreciate our bad, so I told her, “Your opinions of their peers
common humanity and hair’s not as weird as are often considered as
value different everyone says it is.” their highest priority but
perspectives as well as Did I T.H.I.N.K. before I they often realized how
your own. spoke? powerful the expectations
Tool 8: Build Integrity. ____T____H____I____N____K of other significant
Cultivate constructive 4. A woman with a big people in their lives
values and consistently belly was about to enter especially their parents
act from respect, honesty the building. I told my or even grandparents.
and kindness. friend, “We need to go If you notice that a
Tool 9: Foster open the door for that student has difficulty
Leadership. Engage fully lady. She’s pregnant.” giving and receiving
in life and in community. Did I T.H.I.N.K. before I affirmations, you may
Share your unique talents spoke? refer him or her to the
and generosity so that ____T____H____I____N____K guidance counselor.
others can also be A boy told his friend to
inspired. hold the door open for me
Tool 10: Be Peace. because I’m pregnant. I Allow students to read
Cultivate your own inner said , “Hey, I’m not and discuss
peace, becoming an agent pregnant! You saying’ I’m ENCOURAGEMENT 101:
for compassionate action fat?” The Courage to Be
and social good. Did I T.H.I.N.K. before I Imperfect.
spoke?
____T____H____I____N____K
5. A boy told his friend to
hold the door open for me
because I’m pregnant. I
said, “Thank you for
holding the door, but I’m
actually not pregnant.”
 Did I T.H.I.N.K. before I
spoke?
____T____H____I____N____K
6. I saw a couple of kids
cheating on a test. I went
up to the teacher after
class and told him what I’d
seen.
Did I T.H.I.N.K. before I
spoke?
____T____H____I____N____K
9. I saw a girl looking at
her phone during a test. I
went up to the teacher
after class and told him
she was cheating.
Did I T.H.I.N.K. before I
spoke?
____T____H____I____N____K
10. I saw Maria’s
boyfriend leaving the
movie theater with
another girl. I called
Maria and said her
boyfriend was cheating on
her.
Did I T.H.I.N.K. before I
spoke?
____T____H____I____N____K
11. I saw Maria’s
boyfriend leaving the
movie theater with
another girl. I went up to
them and said hi, and
asked “Where’s Maria
tonight?”
Did I T.H.I.N.K. before I
spoke?
____T____H____I____N____K
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical Explain the requirements
applications of concepts for Portfolio Output No. 6:
and skills in daily living Mindfulness with
Reflection.
H. generalizations and
abstractions about the
lesson
I. Evaluating learning Portfolio Output No. 6: Explain required Portfolio
Mindfulness with Output 7: Role Play on
Reflection Challenges of Middle
Analyze each case on How Adolescence (Group
Mindful Am I? Answer the work)
following questions:
1. Has someone ever Portfolio Output No. 7:
asked you a question that Role Play on Challenges
you really didn't want to of Middle Adolescence
answer? 1. Plan a role play on a
How did you respond? specific situation in which
2. Have you ever gotten a developmental
(or give) a “compliment” challenge of middle
that really wasn’t a adolescence is seen in
compliment? your everyday living.
How did you feel 2. Practice your role play
afterwards? with your group mates.
3. Did you ever do 3. Perform your role play
something to be helpful in class.
that turned out badly? 4. Make a report on your
What happened? group’s brainstorming
What do you wish had and performance. Include
happened? this report and the script.
4. Have you ever caught
someone cheating (either
on a test or on a
boyfriend/girlfriend)? Did
 you say anything? Why or
why not?
5. Have you ever gotten in
trouble because someone
caught you cheating (or
thought you were
cheating)? What
happened? What do you
wish had?
happened?
6. In what other situations
have you seen someone
T.H.I.N.K. (or not) before
speaking? What
happened?
J. Additional activities for Give assignment: Bring
application or remediation bond paper and coloring
materials for the slogan
making next session.
V. REMARKS
VI. REFLECTION
A. No. of learners who _____ learners earned at _____ learners earned at _____ learners earned at
earned 80% on the least 80% on formative least 80% on formative least 80% on formative
formative assessment assessment assessment assessment
B. No. of learners who _____ learners require _____ learners require _____ learners require
require additional additional activities for additional activities for additional activities for
activities for remediation. remediation remediation remediation
C. Did the remedial _____ the remedial lessons _____ the remedial lessons _____ the remedial lessons
lessons work? No. of worked. worked. worked.
learners who have caught _____ learner have caught _____ learner have caught _____ learner have caught
up with the lesson. up with the lesson up with the lesson up with the lesson
D. No. of learners who _____ learners requires _____ learners requires _____ learners requires
continue to require continued remediation continued remediation continued remediation
remediation
E. Which of my teaching
strategies worked well?
Why did these 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:

CRYSTAL JOY H. DECOLONGON LEVI M. DALUMPINES

Para-Teacher Principal III
 School CENTRAL TAYTAY SENIOR Grade Level 11
DAILY LESSON HIGH SCHOOL-STAND
PLAN ALONE
Teacher CRYSTAL JOY H. Learning Area PERSONAL DEVELOPMENT
DECOLONGON
WEEK 5 SESSIONS 1-4 Quarter 1st
sss
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES At the end of the session, students are expected to:
express his/her feelings on the expectations of the make affirmations that help one become more lovable
significant people around him/her (parents, siblings, and capable as an adolescent
friends, teachers, community leaders)
A. Content Standards The learner demonstrates an understanding of…
the developmental changes in middle and late adolescence, and expectations of and from adolescents
B. Performance The learners shall be able to…
Standards clarify and manage the demands of the teen years (middle and late adolescence)
C. Learning 4.2 express his/her feelings on the expectations of the 4.3 make affirmations that help one become more
Competencies / significant people around him/her (parents, siblings, lovable and capable as an adolescent(EsP-PD11/12CA-
Objectives Write the LC friends, teachers, community leaders)(EsP- Ie-4.3)
code for each PD11/12CA-Ie-4.2
II. CONTENT The Challenges of Middle and Late Adolescence
III. LEARNING
RESOURCES
I. References
1. Teacher’s Guide pages Personal Development
TG
2. Learner’s Materials Personal Development
pages LM
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
J. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Check the attendance. Call students to tell their Randomly select five Call students to tell their
lesson or presenting the The last three students to learning on the last students to share their learning on the last
new lesson come in will be asked to discussions. Validate their learnt knowledge from discussions. Validate
 share what they’ve answers/shared yesterday’s topic their answers/shared
learned from the last knowledge. knowledge.
topic
B. Establishing a purpose Do the Motivation: Story The last session on self-
for the lesson of Life with the Wright development emphasizes
Family self-affirmation. Remind
a. Have the entire group students that even though
stand in a circle, opinions of other people
shoulder to shoulder are important, what they
b. Tell the students to get a think and how they feel
small item from their about themselves is far
own bag, for example, a more potent.
key, an ID, or a small
wrapped candy.
c. Tell the group that you
are going to read them a
story and every time they
hear any word that
sounds like “right”, they
are to pass the item in
their hand to the person
on their right, and every
time they hear the word
“left”, they should pass
the item to the left.
d. Start reading the story
slowly. After a few
passes, stop reading the
story and ask them how
they are doing. Check to
see that everyone has
one item in his/her hand.
e. Now continue to read the
story, getting faster as
you go. Stop the story a
couple of more times to
check on how they are
doing.
f. After reading the story,
tell the students to return
 the item in their hand to
the owner. Ask the
following questions: How
much of the story can you
remember? a. What does
this activity tell us about
communication? b. What
does this activity tell us
about listening skills?
g. g. Tell them that during
this activity, the idea was
not to get too distracted
by the “rights” and
“lefts” and stay focused
on what was happening
in the story. Similarly, in
our everyday lives, we
often have tasks that pull
us in many directions,
but we should always
remember what is
important - the health of
young people.
C. Presenting examples/ Lead the Activity: Role Read with the class “The
instances of the new Play Situations on Power of Personal
lesson Challenges of Middle Declarations and Being
Adolescence Happy.”
a. Divide the class into
four groups.
b. Each group will think
of one developmental
challenge and discuss
specific
situations where this
particular challenge is
seen in their everyday
living.
c. Presentation must be a
maximum of 10 minutes
per group.
 d. The group will be
given 10 minutes to plan
and write a script.
e. Then, they will be
given another 10 minutes
to rehearse for the role
play.
f. The group will present
a 10-minute role play and
at the end of each
presentation, the rest of
their classmates will
suggest ways on how to
effectively manage these
challenges.
D. Discussing new Give a Lecturette on: The Discuss the moral of the As integration activity,
concepts and practicing Passage to Adulthood: readings: “The Power of tell students that
new skills #1 Challenges of Late Personal Declarations and developing the self may
Adolescence Being Happy.” not be an easy journey
towards happiness but it
Note: discussions may be is worth pursuing.
done by asking questions
to students and letting
them discover the
relevance and true
meaning of the readings.
E. Discussing new 5. Lead the Activity: The Encourage students to
concepts and practicing Good Opinion of Others make their personal
new skills #2 a. The objective of this declaration and make a
session is for students to creative slogan to
express how they feel highlight its impact.
about the expectations of o Use any available
the significant people resources like bond
(parents, siblings, friends, paper, ¼ illustration
teachers, board, Manila paper or
community leaders) in cartolina and coloring
their lives. materials. Be resourceful.
b. The activity aims to o Create a slogan of your
assist students to realize personal declaration.
that the opinions of other
 people are important but o Find a partner or a triad
they need to classify the to discuss why you
effects of those opinions to choose that particular
their over-all well-being. declaration.
They have the power to You may ask for
accept or negate it. volunteers to share their
c. Being an adolescent, work with the class.
opinions of their peers are
often considered as their
highest priority but they
often realized how
powerful the expectations
of other
significant people in their
lives especially their
parents or even
grandparents.
If you notice that a
student has difficulty
giving and receiving
affirmations, you
may refer him or her to
the guidance counselor.
F. Developing mastery Allow students to read and Explain Portfolio Output
(Leads to Formative discuss 8: Slogan or Personal
Assessment 3) ENCOURAGEMENT 101: Declaration on Being
The Courage to Be Happy (Individual work).
Imperfect.
G. Finding practical
applications of concepts
and skills in daily living
H. generalizations and Call students to give their
abstractions about the gained concepts from the
lesson activity
I. Evaluating learning Explain required Portfolio Slogan or Personal
Output 7: Role Play on Declaration on Being
Challenges of Middle Happy
Adolescence (Group work) 1. Read the essay on
“Being Happy”.
 2. Choose a phrase,
sentence, or paragraph
that strikes you.
3. Make a slogan or
personal declaration on
how you can be
committed to your self-
development.
4. Explain your thoughts
and feelings about it.
Include specific ways in
which you will develop
yourself further.
J. Additional activities for Give assignment: Bring
application or remediation bond paper and coloring
materials for the slogan
making
next session.
V. REMARKS
VI. REFLECTION
A. No. of learners who _____ learners earned at _____ learners earned at _____ learners earned at _____ learners earned at
earned 80% on the least 80% on formative least 80% on formative least 80% on formative least 80% on formative
formative assessment assessment assessment assessment assessment
B. No. of learners who _____ learners require _____ learners require _____ learners require _____ learners require
require additional additional activities for additional activities for additional activities for additional activities for
activities for remediation. remediation remediation remediation remediation
C. Did the remedial _____ the remedial _____ the remedial lessons _____ the remedial lessons _____ the remedial lessons
lessons work? No. of lessons worked. worked. worked. worked.
learners who have caught _____ learner have caught _____ learner have caught _____ learner have caught _____ learner have caught
up with the lesson. up with the lesson up with the lesson up with the lesson up with the lesson
D. No. of learners who _____ learners requires _____ learners requires _____ learners requires _____ learners requires
continue to require continued remediation continued remediation continued remediation continued remediation
remediation
E. Which of my teaching
strategies worked well?
Why did these 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:

CRYSTAL JOY H. DECOLONGON LEVI M. DALUMPINES

Para-Teacher Principal III

School CENTRAL TAYTAY SENIOR Grade Level 11

DAILY LESSON HIGH SCHOOL-STAND
PLAN ALONE
Teacher CRYSTAL JOY H. Learning Area PERSONAL DEVELOPMENT
DECOLONGON
WEEK 6 SESSIONS 1-4 Quarter 1st

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES At the end of the session, students are expected to:
discuss that identify sources of one’s demonstrate personal ways of coping with stress for
understanding stress and stress and illustrate the healthful living
its sources during effect of stress on one’s
adolescence may help in system
identifying ways to cope
and have a healthful life
A. Content Standards The learner demonstrates an understanding of…
stress and its sources; various stress responses; and coping strategies for healthful living in middle and
late adolescence
 B. Performance The learners shall be able to…
Standards identify personal ways of coping for healthful living
C. Learning 5.1 discuss that 5.2 identify sources of 5.3 demonstrate personal ways of coping with stress
Competencies / understanding stress and one’s stress and illustrate for healthful living(EsP-PD11/12CS-Ig-5.3)
Objectives Write the LC its sources during the effect of stress on
code for each adolescence may help in one’s system(EsP-
identifying ways to cope PD11/12CS-If-5.2)
and have a healthful
life(EsP-PD11/12CS-If-
5.1)
II. CONTENT Coping with Stress in Middle and Late Adolescence
III. LEARNING
RESOURCES
K. References
1. Teacher’s Guide pages Personal Development
TG p.
2. Learner’s Materials Personal Development
pages LM pp.
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
L. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Check the attendance. Call students to tell their Randomly select five Call students to tell their
lesson or presenting the The last three students to learning on the last students to share their learning on the last
new lesson come in will be asked to discussions. Validate their learnt knowledge from discussions. Validate
share what they’ve answers/shared yesterday’s topic their answers/shared
learned from the last knowledge. knowledge.
topic
B. Establishing a purpose Conduct the Motivation: Discuss with students how
for the lesson Stress Bingo. Have stress is part of everyday
students walk around life, and that there is good
and find someone who stress and bad stress. As a
participates in one of the class, have students
activities listed on the brainstorm types of
Bingo sheet. good stress and bad
The student will then ask stress. Write their
 the person to sign his/her responses on the board.
name in the appropriate You may review the
box. Try to find a previous activity
different person for each worksheet, “What causes
activity. You may call out you to lose your cool?”
different
types of Bingo: straight
line, diagonal line, all
spaces filled out, etc.
After a few minutes, end
the activity and ask the
students how they found
the
activity. Was it stressful?
How did they cope with
the stress? Debrief:
Students may realize that
most people cope with
stress similarly.
C. Presenting examples/ Ask students what they Ask students how they
instances of the new understand by “stress” commonly feel when they
lesson and whether they have “lose their cool.” Ask
experienced stress. students to complete
Stress is the body’s Activity 1: Stress Signals.
response to anything that After they are done, they
makes us feel threatened may
or pressured. It is caused pair up with a partner to
by any kind of demand, to share their responses.
which we must adapt,
adjust, or respond. It is
the body’s automatic way
of reacting to changes,
challenges, and demands
placed on us.
Two common sources of
stress are change and
loss. Common
experiences of students
include migration,
parents’ separating,
 breaking up with
boyfriends or girlfriends,
changes in peer group
and death of a
grandparent. Reactions
to loss are individually
different and can vary for
many reasons. Finding
ways to cope and adjust
to the changes and losses
are critical for students.
Teachers can help
normalize these feelings
and behaviors through
discussion, everyday
interaction and finding
ways to help develop an
understanding of the
student’s experience.
D. Discussing new Give a lecturette on Tell: Stress is the body’s
concepts and practicing Stress Management. response to anything that
new skills #1 Encourage discussion. makes us feel threatened
or pressured. It is caused
by any kind of demand to
which we must adapt,
adjust, or respond. It is
the body’s automatic way
of reacting to changes,
challenges, and demands
placed on us. Some stress
is necessary, however too
much stress may cause
wear and tear on the body
and mind. Major life
events, such as moving,
separation or divorce of
parents, death of a loved
one, changing schools or
losing a friend, may cause
anxiety and distress.
 Other day-to-day
situations, including being
late or leaving a project
until the last minute, can
also cause stress. It is
important that students
learn to recognize what
might be causing them
stress and learn strategies
to help control and
alleviate stress.
E. Discussing new Conduct the Activity: Discuss the Reading:
concepts and practicing WHAT CAUSES YOU TO Stress Response with the
new skills #2 “LOSE YOUR COOL”? students.
Students may choose the
top 5 stressors from those
listed and compare with 3
other classmates. If there
is time, the class can vote
on the top 5 stressors for
the class.
F. Developing mastery Clarify things about the Initiate Activity 2: Quiet
(Leads to Formative causes of losing Time for 15 minutes.
Assessment 3) control/coolness of an
individual.
Let the students share
inputs on this.
G. Finding practical give instructions for
applications of concepts Portfolio Output No. 9:
and skills in daily living My
Stress Signals.
H. generalizations and
abstractions about the
lesson
I. Evaluating learning Conduct a short test on My Stress Signals
stress and its causes Write about your stress
signals. Answer the
following questions:
1. How do you know that
 you are stressed?
2. What stress signals do
you have that your
partner does not have?
3. How much stress do
you think you are
currently under?
4. How are your stress
signals different for
different types of
stressors?
5. What are some ways
that you usually remove
or reduce the stress that
cause you physical,
emotional or behavioral
difficulties?
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who _____ learners earned at _____ learners earned at _____ learners earned at _____ learners earned at
earned 80% on the least 80% on formative least 80% on formative least 80% on formative least 80% on formative
formative assessment assessment assessment assessment assessment
B. No. of learners who _____ learners require _____ learners require _____ learners require _____ learners require
require additional additional activities for additional activities for additional activities for additional activities for
activities for remediation. remediation remediation remediation remediation
C. Did the remedial _____ the remedial _____ the remedial lessons _____ the remedial lessons _____ the remedial lessons
lessons work? No. of lessons worked. worked. worked. worked.
learners who have caught _____ learner have caught _____ learner have caught _____ learner have caught _____ learner have caught
up with the lesson. up with the lesson up with the lesson up with the lesson up with the lesson
D. No. of learners who _____ learners requires _____ learners requires _____ learners requires _____ learners requires
continue to require continued remediation continued remediation continued remediation continued remediation
remediation
E. Which of my teaching
strategies worked well?
Why did these 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:

CRYSTAL JOY H. DECOLONGON LEVI M. DALUMPINES

Para-Teacher Principal III
 School CENTRAL TAYTAY SENIOR Grade Level 11
DAILY LESSON HIGH SCHOOL-STAND
PLAN ALONE
Teacher CRYSTAL JOY H. Learning Area PERSONAL DEVELOPMENT
DECOLONGON
WEEK 7 SESSIONS 1-4 Quarter 1st

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES At the end of the session, students are expected to:
demonstrate personal ways of coping with stress for discuss that understanding the left and right brain
healthful living may help in improving one’s learning
A. Content Standards The learner demonstrates an understanding of… The learner demonstrates an understanding of…
stress and its sources; various stress responses; the whole brain theory, or two hemispheres of
and coping strategies for healthful living in middle the brain: artistic (right-brain dominant) and linear
and late adolescence (left-brain dominant)
B. Performance The learners shall be able to… The learners shall be able to…
Standards identify personal ways of coping for healthful identify ways to improve learning using both the
living left and right brain
C. Learning 5.3 demonstrate personal ways of coping with stress 6.1 discuss that understanding the left and right brain
Competencies / for healthful living(EsP-PD11/12CS-Ig-5.3) may help in improving one’s learning(EsP-
Objectives Write the LC PD11/12PM-Ig-6.1)
code for each
II. CONTENT Coping with Stress in Middle and Late Adolescence The Powers of the Mind
III. LEARNING
RESOURCES
M.References
1. Teacher’s Guide pages Personal Development
TG p.
2. Learner’s Materials Personal Development
pages LM pp.
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
N. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Check the attendance. Call students to tell their Randomly select five Call students to tell their
lesson or presenting the The last three students to learning on the last students to share their learning on the last
new lesson come in will be asked to discussions. Validate their learnt knowledge from discussions. Validate
share what they’ve answers/shared yesterday’s topic their answers/shared
learned from the last knowledge. knowledge.
topic
B. Establishing a purpose Start the class by doing Start the class with the
for the lesson the Belly Breathing Motivation: Lateral
Exercise as an Thinking Puzzles.
Motivation. Introduce thepuzzles, one
at a time. Tell students
that you can answer only
yes or noquestions. You
can do as many as time
permits. Only the first four
are in thestudent reader.
After a few attempts at
answers from the class,
you may give the correct
answer.
C. Presenting examples/ Say: Stress and change
instances of the new are part of our lives. We
lesson all talk about stress, but
we are not always clear
about what it is. This is
because stress comes
from both the good and
bad things that happen to
us. If we did not feel any
stress, we would not be
motivated to do anything.
Too much stress,
however, can
negatively impact our
mental wellness. It also
may put students at
greater risk of becoming
involved in risk-taking
 behaviors. In senior high,
students are
becoming increasingly
more responsible for
their own use of time.
Often, they are beginning
to learn how to manage
multiple tasks and
expectations e.g.,
academic work, extra-
curricular activities,
family, friends and work.
D. Discussing new Say: Learning how to Introduce the topic on
concepts and practicing prioritize tasks and break cognitive development.
new skills #1 them down into You may tell the class that
manageable step is an in the next lesson, we’ll
important skill to learn talk about new scientific
for managing stress. discoveries about the
Discuss with the class the brain, and how these
Reading: Keep Stress affect learning. But first
Under Control. let’s talk about what you
already know. Let’s
consider two different
questions. (Write on the
board, or on prepared
manila paper
 What is the brain and
how does it work?
 What happens inside
your brain when you learn
something new?
Record students’ answers,
beginning with the first
question. For items in
dispute, add all opinions.
Information that students
(or you) don’t agree on
should be followed by a
question mark. Students
may need prompts to
 answer the second
question, such as: How did
you learn to talk? To read?
To ride a bicycle? To shoot
a basket?
E. Discussing new Do the Activity 1: Stress Give a Lecturette on
concepts and practicing Survival Kit with the class. Cognitive Development
new skills #2 Explain the Activity 2: with the use of the
Project To-Do-List. Do Reader: Brainpower:
Activity 2A in class, and Complex Organ Controls
assign Activity 2B as a Your Every Thought and
group assignment as Move.
Portfolio Output No. 10
Project To-Do.
F. Developing mastery Conduct an Oral exam.
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. generalizations and
abstractions about the
lesson
I. Evaluating learning Project To-Do Conduct a Long Test
With your group mates,
plan your Grade 11 year-
end fun day following the
Project-To-Do Template.
Write this plan down.
Then write a reflection on
how your
experience of planning
changed with the use of
the planning tool. What
did you notice about your
group’s work? Was there a
lot of stress in planning?
How did your group
reduce their stress level?
 How can you apply this
planning method to other
real-life projects?
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who _____ learners earned at _____ learners earned at _____ learners earned at _____ learners earned at
earned 80% on the least 80% on formative least 80% on formative least 80% on formative least 80% on formative
formative assessment assessment assessment assessment assessment
B. No. of learners who _____ learners require _____ learners require _____ learners require _____ learners require
require additional additional activities for additional activities for additional activities for additional activities for
activities for remediation. remediation remediation remediation remediation
C. Did the remedial _____ the remedial _____ the remedial lessons _____ the remedial lessons _____ the remedial lessons
lessons work? No. of lessons worked. worked. worked. worked.
learners who have caught _____ learner have caught _____ learner have caught _____ learner have caught _____ learner have caught
up with the lesson. up with the lesson up with the lesson up with the lesson up with the lesson
D. No. of learners who _____ learners requires _____ learners requires _____ learners requires _____ learners requires
continue to require continued remediation continued remediation continued remediation continued remediation
remediation
E. Which of my teaching
strategies worked well?
Why did these 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:

CRYSTAL JOY H. DECOLONGON LEVI M. DALUMPINES

Para-Teacher Principal III
 DAILY LESSON School CENTRAL TAYTAY Grade Level 11
PLAN SENIOR HIGH SCHOOL-
STAND ALONE
Teacher CRYSTAL JOY H. Learning Area PERSONAL DEVELOPMENT
DECOLONGON
WEEK 8 SESSIONS 1-4 Quarter 1st

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES At the end of the session, students are expected to:
explore two types of mind-mapping make a plan to improve learning using left and right brain
techniques, each suited to right brain- or left through mind-mapping activities
brain-dominant thinking styles
A. Content The learner demonstrates an understanding of…
Standards the whole brain theory, or two hemispheres of the brain: artistic (right-brain dominant) and linear (left-brain
dominant)
B. Performance The learners shall be able to…
 Standards identify ways to improve learning using both the left and right brain
C. Learning 6.2 explore two types of mind-mapping 6.3 make a plan to improve learning using left and right brain
Competencies / techniques, each suited to right brain- or left through mind-mapping activities(EsP-PD11/12PM-Ih-6.3)
Objectives Write the brain-dominant thinking styles(EsP-
LC code for each PD11/12PM-Ig-h-6.2)
II. CONTENT The Powers of the Mind
III. LEARNING
RESOURCES
O. References
1. Teacher’s Guide Personal
pages Development TG p.
2. Learner’s Materials Personal
pages Development LM pp.
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
P. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Check the Call students to tell Randomly select five Call students to tell their learning on the
lesson or presenting attendance. The last their learning on the students to share last discussions. Validate their
the new lesson three students to last discussions. their learnt answers/shared knowledge.
come in will be asked Validate their knowledge from
to share what they’ve answers/shared yesterday’s topic
learned from the last knowledge.
topic
B. Establishing a
purpose for the lesson
C. Presenting Do the Motivation:
examples/ instances of Brain Dominance.
the new lesson Ask the students to
raise their hands if
they are right-brain
dominant or left-
brain dominant.
Process the activity:
Brain Dominance
D. Discussing new Read together with To practice the give the additional
concepts and the class and discuss concept, do a sample lecturette on “You
practicing new skills the reading: The Mind Map with the Can Grow Your
#1 Dominant Side of the students. Intelligence.”
Brain. Introduce this by
saying: People
Conduct discussions generally have one of
two different ideas
about intelligence:
• You’re smart or
you’re not smart, and
that never changes.
OR
• It’s possible to grow
your intelligence.
Raise your hand if you
believe the first one.
[Show of hands.]
Raise your hand if you
believe the second
one. [Show of hands.]
If you’re not sure,
you’re not alone. This
is a question
researchers have
been asking for years.
And some of the
answers are
surprising
E. Discussing new Give Lecturette on To assist them, read to them the
concepts and new Research Study Additional Reading: The Myth of Michael
practicing new skills on The Brain’s Left Jordan. You may also refer them to the
#2 and Right Side. video of Michael Jordan at
Generate some ttps://www.youtube.com/watch?
questions from v=w0BQKX_lszY
students. What do
they think about this
new research?
Encourage critical
thinking.
F. Developing mastery How to draw a mind
(Leads to Formative map:
Assessment 3) 1. Turn the page on its
side (landscape). Use
plain paper.
2. Draw the central
image using different
colors. The central
image should
encapsulate the
subject of the map.
3. Add the branches
representing the
subject’s main topics
or themes using key
words or images.
4. Add detail with
more key words and
images. Use color.
5. Print the words
clearly.
6. Use arrows to
connect linked ideas.
G. Finding practical
applications of
concepts and skills in
daily living
H. generalizations and
abstractions about the
lesson
I. Evaluating learning Make a Mind Map
- Choose a subject or
activity that you do
well (for example,
math, basketball,
playing the guitar,
painting, cooking, or
computer games).
- Make a mind map of
the chosen topic,
 following the
procedure described
earlier.
- Explain your mind
map and how you
worked on it.
J. Additional activities Give assignment for
for application or next session. Bring
remediation some print ads of body
beautifying products,
clothes, or fashion.
V. REMARKS
VI. REFLECTION
A. No. of learners who _____ learners earned _____ learners earned _____ learners earned _____ learners earned at least 80% on
earned 80% on the at least 80% on at least 80% on at least 80% on formative assessment
formative assessment formative assessment formative assessment formative assessment
B. No. of learners who _____ learners _____ learners require _____ learners require _____ learners require additional activities
require additional require additional additional activities additional activities for remediation
activities for activities for for remediation for remediation
remediation. remediation
C. Did the remedial _____ the remedial _____ the remedial _____ the remedial _____ the remedial lessons worked.
lessons work? No. of lessons worked. lessons worked. lessons worked. _____ learner have caught up with the
learners who have _____ learner have _____ learner have _____ learner have lesson
caught up with the caught up with the caught up with the caught up with the
lesson. lesson lesson lesson
D. No. of learners who _____ learners _____ learners requires _____ learners _____ learners requires continued
continue to require requires continued continued remediation requires continued remediation
remediation remediation remediation
E. Which of my
teaching strategies
worked well? Why did
these 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:
CRYSTAL JOY H.
DECOLONGON LEVI M. DALUMPINES
Para- Principal III
Teacher
 School CENTRAL TAYTAY SENIOR Grade Level 11
DAILY LESSON HIGH SCHOOL-STAND
PLAN ALONE
Teacher CHRISTINE O. BANAS Learning Area PERSONAL DEVELOPMENT
WEEK 9 SESSIONS 1-4 Quarter 1st

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES At the end of the session, students are expected to:
interpret the concepts of identify his/her own make a mind map on ways create a plan to stay
mental health and vulnerabilities of achieving psychological mentally healthy during
psychological well-being well-being adolescence
in everyday observations
about mental health
problems during
adolescence
A. Content Standards The learner demonstrates an understanding of…
the concepts about mental health and well-being in middle and late adolescence
B. Performance The learners shall be able to…
Standards identify his/her own vulnerabilities and make a plan on how to stay mentally healthy
C. Learning interpret the concepts of identify his/her own make a mind map on ways create a plan to stay
Competencies / mental health and vulnerabilities(EsP- of achieving psychological mentally healthy during
Objectives Write the LC psychological well-being PD11/12MHWB-Ii-7.2) well-being(EsP- adolescence(EsP-
code for each in everyday observations PD11/12MHWB-Ii-7.3) PD11/12MHWB-Ii-7.4)
about mental health
problems during
adolescence(EsP-
PD11/12MHWB-Ih-7.1)
II. CONTENT Mental Health and Well-being in Middle and Late adolescence
III. LEARNING
RESOURCES
Q. References
1. Teacher’s Guide pages Personal Development
TG p.
2. Learner’s Materials Personal Development
pages LM pp.
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
R. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Check the attendance. Call students to tell their Review Homework. Ask Call students to tell their
lesson or presenting the The last three students to learning on the last students to discuss some learning on the last
new lesson come in will be asked to discussions. Validate their of their research findings discussions. Validate
share what they’ve answers/shared on anxiety disorders and their answers/shared
learned from the last knowledge. depression knowledge.
topic
B. Establishing a purpose Introduce the topic by Introduce the topic on Give Introduction to the
for the lesson asking the students: How Mental Health Issues with Topic
many of you have been lecturette. a. In recent years, there
sick last year?" Why were has been an increase in
you sick? How long were understanding about the
you sick? Take 3- relationship between
5responses. Reinforce good mental health,
that students (1) are healthy eating and
describing physical physical activity. Mental
symptoms(headache, health is a key element of
fever, chills, upset a person’s overall health.
stomach, etc.); (2) sought The relationship between
help from a doctor; physical and mental
(3) took medicine; and (4) health (and the social,
recovered. biological, environmental
and psychological
determinants of health) is
complex and not
completely understood.
b. Physical illnesses and
mental illnesses often
occur together, e.g.,
depression and heart
disease.
c. The state of a person’s
mental health can
influence the onset or
course of a physical or
mental illness. Similarly,
the state of a person’s
 physical health can
influence their mental
health (WHO, 2005).
d. One way to promote
mental health is to take
care of your physical
health.
Eating healthy foods,
being physically active
and getting a good
night’s sleep help us deal
with the effects of stress.
Stress seems to play a
key role in many mental
disorders (CAMH –
Mental Health and
Addiction 101Series).
C. Presenting examples/ Start the Motivation: Conduct the Activity on
instances of the new Fact or Fiction? by Snack Food.
lesson stating that not all
sickness is physical in
nature. There may also
be mental illnesses. It is
important to find out
what they know about
mental illness. Read out
each statement and ask
students whether this is
fact or fiction. You may
give answers later, after
all12 statements are
answered by the
students.
Get students’ reactions to
the Fact or Fiction
activity. To be able to
correct students’
perceptions better, read
and discuss the Reading:
Change Your Mind about
 Mental Health.
D. Discussing new Introduce the lesson on Lead the class in Activity: Give instructions for Discuss the Reading:
concepts and practicing Media Motives. Mental Health Challenge students to fill out Activity Healthy Eating and
new skills #1 a. Body image continues a. Preparation: Before the 1 survey: Signs of Trouble: Mental Health with the
to be a topic of interest in class starts, photocopy the Depression. students.
high school, as students content on specific Mental Important Note: Teachers
attempt to define and Health Challenges and cut must be aware of the Do Activity 2: Dear Abby
discover who they are. out the description of each limits of confidentiality. a. Divide the class into
On a daily basis, students of the mental health • Any disclosure, incident small groups.
are bombarded with challenges (ADHD, or thoughts of self-harm b. The groups brainstorm
messages in the media Anxiety, Autism, Bi-Polar require serious attention some of the problems
which affect this process. Disorder, Depression, and should be passed on teens experience if they
Helping them to navigate Eating Disorders, Post to appropriate referral. are not fully rested.
through it all is an Traumatic Stress Talk to your school’s c. Have students read the
important task. Disorder, Schizophrenia) guidance counselor about “Dear Abby” letter.
b. The activity in this and place each description referral-making strategies. d. Let each student
lesson is intended to in a separate envelope. • Confidentiality must be respond with advice to
make students look at b. Divide the class by broken when a student “Tired at School”.
mediaadvertisements so giving numbers to each reports neglect orphysical,
they are more critical of student from 1 to 8. sexual, or psychological
what they are seeing and Haveeach student go to abuse. All teachers are
lessapt to internalize the the workstation that has mandated toreport
messages. You may set his or her number. suspected child abuse.
the pace, meaning that Allstudents with number • Privacy should be
ifthere is a particular “one” go to one, etc. respected, even though
concept that requires c. Hand out one envelope confidentiality cannot
reinforcement, there is containing one of the 8 bepromised. When
opportunity to use this mental health information is passed on,
lesson as a springboard challengesto each group. tell the student, and
for further discussion. d. Instruct the groups to informand involve them in
c. Advertisers have read the paragraph and passing on the information
developed a multi-billion- put the name of their to the appropriate people.
dollar industry to mental health challenge at Do the Activity on Suicide
convince consumers that the top of their chart Prevention
we need to buy their paper. Using the content a. Preparation: Talk to
products. In this lesson, in their paragraph, each your school’s guidance
we are going to examine group should create 4 - 5 counselor about support
the advertising methods bullets or short sentences agencies where students
that are used. Body that describe the mental can get help for
image can be a sensitive health challenge assigned themselves or a friend
topic to many individuals, to their group. Let the when
so it is important that groups know that their list any signs of depression or
others be should also include some suicide become apparent.
respectful to emotions positive aspect related to Present these at the
and feelings that may the challenge. end of the lesson.
arise. e. Give each group 2-3 b. Discuss the background
d. Break students into minutes to present to the information on Suicide.
small groups. other groups what they c. Write the following
e. Have each group look have learned about their scenario on the board:
at the advertisements group's mental health “Your friend isn’t acting
brought by their challenge. like his old self. He seems
members and decide f. As groups present, circle really down, and has been
which advertisement they the bulleted content that doing strange things like
will critique. has the positive statement giving his favorite things
f. Instruct them to so that it is more visible away. He recently told you
“decode” the ad as they and later when that he thought the people
proceed through the summarizing students can he knew would be better
work sheet questions. visually see what may be a off without him around
g. Have each group positive commonality and that he’s thought of
present their ad back to across all challenges -- killing himself. After he
the large group. e.g. people can be tells you, he asks you not
h. As groups present helped... people still want to tell anyone else about
their ads, students will friends, etc. what he has said.”
fill in a “definition” sheet g. Tell the students that d. As a class, brainstorm
that serves to identify the they might know someone answers to the following
advertising methods. who has experience done questions:
i. There is no formal of these challenges, but i. Do you think he has a
answer key to accompany remind them that this is mental health problem?
the definitions sheet – the not about telling someone ii. Is he in trouble?
intent is to have students else's story, but more iii. What should you do?
arrive at their own about just understanding e. Present things to do
understanding of the what each terms about. when someone you know
techniques. They will be h. After the student’s may harm himself /herself.
better equipped to report on the mental Put these on manila paper
neutralize the impact of health challenges, ask or poster.
media messages. them:
j. Explain Additional i. one thing they learned
Information: Strategies today about mental health
for Becoming a Critical challenges that they did
Viewer of the Media not know before this class
 began
ii. the similarities across
the positive
characteristics that are
circled
i. Reinforce the students’
minds that people facing
mental health challenges
are just like everybody
else in that they want to
be a friend and have
friends with help people
with mental health
challenges can get better
andlive normal lives.
E. Discussing new Give lecturette: Support Introduce students to
concepts and practicing Strategies/Community Activity 3: Sleep and
new skills #2 Mental Health Resources Bedtime Activities Diary.
At the end of the a. Students will record
lecturette, present the how many hours of sleep
school and community they get every night for
resources that students one week.
may access when they b. Follow up with
need them. Consult your classroom discussion
counselor for information about the importance of
on these resources. It is getting adequate sleep.
important that you
yourself have confidence
in the resources. Also, if
there is any student that
approaches you for help,
refer to the counselor.
Consult the school
counselor for the best
ways to make a referral.
You may also refer to the
Additional Reading: Help
How-To ’s.
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. generalizations and Processing: Conclude the session
abstractions about the 1. What did you learn with: Being mentally well
lesson today about mental health includes looking after
challenges that you did your physical health.
not know before this class Therefore it is important
began? to eat healthy, be
2. Look at the positive physically active, and get
characteristics that are enough sleep.
circled. Are there any
similarities across the
different challenges?
3. People facing mental
health challenges are just
like everybody who wants
tobe a friend and have
friends with; helping
people with mental
healthchallenges can get
better and live normal
lives.
I. Evaluating learning Research on Anxiety
Disorders / Depression
Among the mental health
challenges discussed in
class, two of the
mostcommon among
middle adolescents are
anxiety disorders and
depression. Go to
theLibrary or browse the
internet and do a research
on either one of these.
Look for the
answers to the following
questions and put them in
your portfolio:
 1. What are anxiety
disorders/depression?
2. Who gets anxiety
disorders/depression and
how common are they?
3. Describe some of the
symptoms of anxiety
disorders/depression.
4. List and briefly explain
some of the main types of
anxiety
disorders/depression.
5. What type of treatment
is available for people
experiencing anxiety
disorders/depression?
6. What other kinds of
support can help a person
with anxiety
disorders/depression
recover?
J. Additional activities for Give assignment for next Give the assignment for
application or remediation session. Ask students to Portfolio Output No. 14.
bring pictures, print ads, The students put their
wrappers or labels of food group answers together
that they usually eat for and come up with a reply
snacks or merienda. to “Tired at School” with
at least 3 good
suggestions.
V. REMARKS
VI. REFLECTION
A. No. of learners who _____ learners earned at _____ learners earned at _____ learners earned at _____ learners earned at
earned 80% on the least 80% on formative least 80% on formative least 80% on formative least 80% on formative
formative assessment assessment assessment assessment assessment
B. No. of learners who _____ learners require _____ learners require _____ learners require _____ learners require
require additional additional activities for additional activities for additional activities for additional activities for
activities for remediation. remediation remediation remediation remediation
C. Did the remedial _____ the remedial _____ the remedial lessons _____ the remedial lessons _____ the remedial lessons
lessons work? No. of lessons worked. worked. worked. worked.
learners who have caught _____ learner have caught _____ learner have caught _____ learner have caught _____ learner have caught
up with the lesson. up with the lesson up with the lesson up with the lesson up with the lesson
D. No. of learners who _____ learners requires _____ learners requires _____ learners requires _____ learners requires
continue to require continued remediation continued remediation continued remediation continued remediation
remediation
E. Which of my teaching
strategies worked well?
Why did these 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:
CRYSTAL JOY H. LEVI M. DALUMPINES
DECOLONGON Principal III
Para-
Teacher

School CENTRAL TAYTAY SENIOR Grade Level 11

DAILY LESSON HIGH SCHOOL-STAND
PLAN ALONE
Teacher CRYSTAL JOY H. Learning Area PERSONAL DEVELOPMENT
 DECOLONGON
WEEK 10 SESSIONS 1-4 Quarter 1st

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES At the end of the session, students are expected to:
discuss that explore one’s positive and negative emotions and demonstrate and create ways to manage
understanding the how one expresses or hides them various
intensity and Emotions
differentiation of
emotions may help
in communicating
emotional
expressions
A. Content The learner demonstrates an understanding of…
Standards the different types of emotions and how they are expressed
B. Performance The learners shall be able to…
Standards identify ways to communicate and manage emotions in a healthy manner
C. Learning 8.1 discuss that 8.2 explore one’s positive and negative emotions 8.3 demonstrate and create ways to
Competencies / understanding the and manage various
Objectives Write the intensity and how one expresses or hides them(EsP-PD11/12EI- Emotions(EsP-PD11/12EI-Ij-8.3)
LC code for each differentiation of Ij-8.2)
emotions may help
in communicating
emotional
expressions(EsP-
PD11/12EI-Ii-j-8.1)
II. CONTENT Emotional Intelligence
III. LEARNING
RESOURCES
S. References
1. Teacher’s Guide Personal
pages Development TG p.
2. Learner’s Personal
Materials pages Development LM
pp.
3. Textbook pages
4. Additional
Materials from
Learning Resource
 (LR) portal
T. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Check the Call students to tell their learning on the last Review last topic Call students to tell
previous lesson or attendance. The last discussions. Validate their answers/shared their learning on
presenting the new three students to knowledge. the last discussions.
lesson come in will be Validate their
asked to share what answers/shared
they’ve learned knowledge.
from the last topic
B. Establishing a Conduct Motivation Conduct the Motivation: Geneva’s story.
purpose for the on “Today I Feel”. a. Read the scenario aloud.
lesson b. Ask processing questions.
c. Explain “assertive," “aggressive" and “passive”
responses
d. Illustrate why assertiveness is usually the best
choice in a situation like this.
C. Presenting Introduce the topic. Conduct Activity 1: Am I Assertive? Introduce Activity
examples/ instances For the following a. Students answer the form. 1: Thumbs
of the new lesson lessons, you will be b. Ask processing questions. Up/Thumbs Down.
talking about c. Have students pair up and share their responses This activity shows
emotions, how they with their partner. students that they
affect our lives, and have the power to
how we can manage choose their
them. responses to a
feeling. It also
gives them the
opportunity to
calibrate, within
this safe social
setting, if their
behavior is
acceptable or not.
D. Discussing new Discuss the Reading Introduce the Topic Discuss the
concepts and on Emotional a. When we teach teens to be assertive, we need to Integration
practicing new skills Intelligence. also teach them to assess situations and to lecturette as
#1 consider their personal safety. In some situations, closing to this
Introduce Activity 1: speaking up and communicating assertively can be module.
 Introduction to dangerous (if someone has a weapon, has been
Emotions drinking or taking drugs, is extremely angry and
a. This activity has so on).
two parts. The first b. When you introduce the topic of assertiveness,
part defines keep in mind that communicating assertively,
different emotions. especially for women, is not considered the norm
b. The second in some cultures. Individual cultural teachings
requires you to list regarding assertiveness will vary among your
times you felt participants. Some will come from families in
certain emotions. which speaking up for oneself or refusing a
c. Once you have request, especially from an adult or a male, is
completed them, considered inappropriate.
you will be able to c. You do not want to encourage teens to behave
identify emotions, in a way that could have unpleasant consequences
and identify when for them in their cultural or family circles. It is
you have felt these important, however, that all participants
emotions. understand there are certain situations in which
assertive behavior will often yield positive results.
Read out the (Examples include resisting pressure from
definitions of romantic partners or peers to have sex, use
different emotions. alcohol or other drugs, join a gang, or fail in
Ask students the school.)
translation of these d. Be aware that assertive, aggressive and passive
emotions in Filipino forms of communication are defined culturally and
or the local dialect. regionally.
Source:
http://www.advocatesforyouth.org/publications/11
90-lessons
E. Discussing new Conduct Activity 2: Introduce the next topic. Another feeling that can Introduce the
concepts and Exploring Emotions be difficult to manage is anger. Activity 2:
practicing new skills a. Write about a a. Ask the class to reflect on the last time that they Responsible Action
#2 time when you felt were angry. Sheet. Complete
these emotions in b. Ask them to focus on where that anger came the sentences on
space provided. from. how you can be the
b. Use definitions c. Do the angry feelings have synonyms, such as Boss of your
found on the first frustration, rage, disappointment, etc.? feelings.
page of this activity d. Ask them to share, as best they can, what
for help. happened to them when they got angry. Examples:
went to sleep, yelled at their dog, confronted
someone, cried, punched a wall, irritated, flight or
 fight, etc.
F. Developing Conduct Activity 3: I
mastery (Leads to Am…
Formative a. Emotional self-
Assessment 3) awareness is the
ability to recognize
one’s own feelings.
b. In the spaces
provided, students
complete each
statement based on
how they feel.
G. Finding practical Explain the Conduct Activity 2: Get a Grip on Anger.
applications of requirement for Sometimes people use anger to get their way.
concepts and skills Portfolio Output No. Being assertive doesn’t mean getting your way; it
in daily living 15: Reflection on means that you can express your wishes and
Exploring Emotions beliefs in a nondestructive way. Some examples of
and I Am. how people deal with anger are listed below.
Brainstorm some ways that are used to deal with
anger. Include both good and bad methods. When
you have finished with a list, go back and place an
asterisk (*) in the boxes of the methods that are
healthy ways to deal with anger.
Throw things _________
Scream_______________
Count to 10 __________
____________________
Source:
http://www.pbs.org/inthemix/educators/lessons/sc
hoolviol3/
H. generalizations Wrap up the day’s Wrap up the day’s discussion by asking students to Wrap up the day’s
and abstractions discussion by asking share whatever they’ve learned. discussion by
about the lesson students to share asking students to
whatever they’ve share whatever
learned. they’ve learned.
I. Evaluating Portfolio Output No. Portfolio Output Completion of
learning 15: Reflection on No. 16: portfolio
Exploring Emotions Responsible requirements.
and I Am. Action.
 Write on:
1. The emotions you
have felt recently
and the
circumstances in
which you felt them;
2. Your emotional
self-awareness; and
3. What you learned
through these
exercises and how
you can use these
learnings to improve
your emotional
development.
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who _____ learners earned _____ learners earned at least 80% on formative _____ learners _____ learners earned
earned 80% on the at least 80% on assessment earned at least 80% at least 80% on
formative assessment formative assessment on formative formative assessment
assessment
B. No. of learners who _____ learners require _____ learners require additional activities for _____ learners _____ learners require
require additional additional activities remediation require additional additional activities
activities for for remediation activities for for remediation
remediation. remediation
C. Did the remedial _____ the remedial _____ the remedial lessons worked. _____ the remedial _____ the remedial
lessons work? No. of lessons worked. _____ learner have caught up with the lesson lessons worked. lessons worked.
learners who have _____ learner have _____ learner have _____ learner have
caught up with the caught up with the caught up with the caught up with the
lesson. lesson lesson lesson
D. No. of learners _____ learners _____ learners requires continued remediation _____ learners _____ learners
who continue to requires continued requires continued requires continued
require remediation remediation remediation remediation
E. Which of my
teaching strategies
worked well? Why did
these 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:

CRYSTAL JOY H. DECOLONGON LEVI M. DALUMPINES

Para-Teacher Principal III

School CENTRAL TAYTAY SENIOR Grade Level 11

DAILY LESSON HIGH SCHOOL-STAND
PLAN ALONE
Teacher CRYSTAL JOY H. Learning Area PERSONAL DEVELOPMENT
DECOLONGON
WEEK 11 SESSIONS 1-4 Quarter 1st

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES At the end of the session, students are expected to:
Get the students ready Get the students ready for
for the 1st quarterly exam the 1st quarterly exam
A. Content Standards The learner demonstrates an understanding of…

B. Performance Standards The learners shall be able to…

C. Learning Competencies / Get the students ready Get the students ready for
Objectives Write the LC code for for the 1st quarterly exam the 1st quarterly exam
each
II. CONTENT Emotional Intelligence
III. LEARNING RESOURCES
U. V. References
1. Teacher’s Guide pages Personal Development
TG p.
2. Learner’s Materials pages Personal Development
 LM pp.
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
W. X. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Check the attendance.
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and Review of the previous Review of the previous
practicing new skills #2 topics and least mastered topics and least mastered
competencies competencies
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS Review for the 1st Review for the 1st 1st QUARTERLY 1st QUARTERLY
Quarterly Examination Quarterly Examination EXAMINATION EXAMINATION
VI. REFLECTION
A. No. of learners who earned _____ learners earned at _____ learners earned at _____ learners earned at _____ learners earned
80% on the formative least 80% on formative least 80% on formative least 80% on formative at least 80% on
assessment assessment assessment assessment formative assessment
B. No. of learners who require _____ learners require _____ learners require _____ learners require _____ learners require
additional activities for additional activities for additional activities for additional activities for additional activities
remediation. remediation remediation remediation for remediation
C. Did the remedial lessons _____ the remedial _____ the remedial lessons _____ the remedial lessons _____ the remedial
work? No. of learners who have lessons worked. worked. worked. lessons worked.
caught up with the lesson. _____ learner have caught _____ learner have caught _____ learner have caught _____ learner have
 up with the lesson up with the lesson up with the lesson caught up with the
lesson
D. No. of learners who continue _____ learners requires _____ learners requires _____ learners requires _____ learners
to require remediation continued remediation continued remediation continued remediation requires continued
remediation
E. Which of my teaching
strategies worked well? Why did
these 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:

LEVI M. DALUMPINES
CRYSTAL JOY H. DECOLONGON Principal III

Para-Teacher

School Central Taytay Senior Grade Level 11

High School
DAILY LESSON PLAN Teacher CHRISTINE O. BANAS Learning Area Personal
Development
Week 12 Sessions 1-4 Quarter 1st

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES At the end of the session, students are expected to:
discuss an understanding of teen-age express his/her ways of showing attraction, love,
relationships,including the acceptable and unacceptable andcommitment
expressions of
 attractions
A. Content Standards The learner demonstrates an understanding of…
the dynamics ofattraction, love, andcommitment
B. Performance The learners shall be able to…
Standards appraise one’s presentrelationships and make plansfor building responsible futurerelationships
C. Learning discuss an understanding of teen-age express his/her ways of showing attraction, love,
Competencies / Objectives relationships,including the acceptable and unacceptable andcommitment(EsP-PD11/12PR-IIa-9.2)
Write the LC code for each expressions of
attractions(EsP-PD11/12PR-IIa-9.1)
II. CONTENT PersonalRelationships
III. LEARNING
RESOURCES
Y. References
1. Teacher’s Guide pages Personal Development TG
p.
2. Learner’s Materials pages Personal Development LM
pp.
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
Z. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous Check the attendance. Review last day’s topic by Conduct a shirt review of the
lesson or presenting the new asking few questions. previous topic
lesson
B. Establishing a purpose Say: In the first two units, Introduce the activity: Introduce the ‘Letter from
for the lesson we discussed the individual. Statements on Relationships Mom’ activity. You may say
We talked about thelearner, by asking: “What are something like “Class,now
and his / her strengths and thebasics of a relationship? we will read a letter written
limitations, stages of What do we really know by someone who has been
development about relationships? Are with us since dayone of our
andchallenges, stress ourideas about relationships lives.”
management, mental and true or false? The letter may be read
emotional development. In a. Refer to the Reader for silently or orally aloud.
this the 15 statements about Draw out answers from the
unit, we shall talk about the relationships. class to the following:
learner’s relationships with Studentsdecide whether a. What kind of relationship
significant persons each statement is true or does the letter describe?
inhis/her life. false, and write T or F on b. Who are involved in the
apiece of paper. relationship? Describe each
b. Call students to share character.
their answers with the class. c. What role does each
 c. The answer can be found character play in the
at the end of each statement relationship?
in this Teacher’sGuide. d. Are you satisfied with this
d. Have a bit of discussion type of relationship? Explain
when needed. your answer.
e. Do you agree that this
type of relationship can be
improved? Explain
youranswer.
f. In what ways can the
characters show they are
responsible to maintain
agood relationship?
C. Presenting examples/ To introduce the topic and Facilitate more group
instances of the new lesson to check on the prior discussions on specific parts
knowledge of the of the letter using the
students,ask the students 16questions found after the
what they understand by letter.
the following Note to the Teacher: Be
words/terms:relationship, sensitive and discrete.
personal relationships, love, Maintain confidentiality of
commitment, and personal issues. When
attraction. applicable, refer students
with issues to the Guidance
Counselor.
D. Discussing new concepts Give the lecturette on Basic Introduce the readings on To introduce the next Discussion:
and practicing new skills #1 Definitions to clarify the relationships (What do we readings (Nurture your write each of these
meanings of thesewords. mean by relationships, and Ten rules questions on small pieces of
personalrelationships? A forfinding love and creating paper and have a student
research study on long-lasting, authentic pick a paper to be answered
relationships, Why personal relationships), by anyone from the class:
relationshipsare important, Give time for students to Sample questions:
and 25 Most common read the articles and discuss a. What three words
relationship problems). these with them. describe your relationship
a. The following questions with your family? Parents?
may be asked: Siblings?
i. Why do we say ‘No man is b. What three words
an island’? describe your relationship
ii. How are we different from with your friends? Peers?
animals? Boyfriend/Girl friend?
iii. What is the difference b. Which relationships are
between family, important to you? Why?
friends/friendship, and c. In what ways do you
 partnership/romantic express your feelings
relationships? toward your loved ones?
iv. Why are relationships d. Is there really such a
important to us humans? thing as forever? Explain
v. What are the most your answer.
common problems in a e. Do we really need to find
relationship? a lifetime partner? (our
b. Have some students share ‘forever’) Explain your
their answer with the class, answer.
orally. f. What five qualities are
c. Give some time for the you looking for in a lifetime
class to read the articles on partner? Why?
their own quietly. Inthe g. What five qualities do you
interest of time, the class possess that would make
may be divided into 4 you the ‘right person’?
groups, with eachgroup Why?
reading one or two of the h. Why do some
articles. relationships fail?
i. How does one prepare for
a relationship?
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical Check on their Explain the Portfolio Output
applications of concepts and comprehension and analysis No. 17: Response to Mom’s
skills in daily living by doing any or Letter. Put yourself in the
combinationsof the shoes of Shane and write a
following: letter in response to Mom.
i. Share with the class key Explain your thoughts,
points each article has. feelings, and actions as a
ii. Share their child who is now almost an
comments/reactions about adult.
the article/s.
iii. Explain why they agree or
disagree with the article/s.
iv. Expound on the part/s of
the article that has/have an
impact onthem.
v. Share story/stories that
would support or negate the
point/s of thearticle. (Take
 note to remind the students
that too personalinformation
or confidential matters need
not be mentioned/sharedwith
the class.)
vi. Write a paragraph or two
as a reaction to the article/s.
vii. Make a poster or slogan
on the things they learned
from thearticle/s.
H. generalizations and
abstractions about the
lesson
I. Evaluating learning Portfolio Output No. 17: Portfolio Output No. 17:
Reflections on Personal Response to Mom’s Letter.
Relationships. Ask the students to bring
their response letter during
the next class session.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who _____ learners earned at _____ learners earned at least _____ learners earned at least _____ learners earned at
earned 80% on the least 80% on formative 80% on formative 80% on formative least 80% on formative
formative assessment assessment assessment assessment assessment
B. No. of learners who _____ learners require _____ learners require _____ learners require _____ learners require
require additional activities additional activities for additional activities for additional activities for additional activities for
for remediation. remediation remediation remediation remediation
C. Did the remedial lessons _____ the remedial lessons _____ the remedial lessons _____ the remedial lessons _____ the remedial lessons
work? No. of learners who worked. worked. worked. worked.
have caught up with the _____ learner have caught _____ learner have caught up _____ learner have caught up _____ learner have caught
lesson. up with the lesson with the lesson with the lesson up with the lesson
D. No. of learners who _____ learners requires _____ learners requires _____ learners requires _____ learners requires
continue to require continued remediation continued remediation continued remediation continued remediation
remediation
E. Which of my teaching
strategies worked well? Why
did these 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:

CHRISTINE O. BANAS LEVI M. DALUMPINES

Teacher I Principal III

School Central Taytay Senior High Grade Level 11

DAILY LESSON PLAN School
Teacher CHRISTINE O. BANAS Learning Area Personal Development
Week 13 Sessions 1-4 Quarter 1st

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES At the end of the session, students are expected to:
identify ways to become responsible in a relationship distinguish the various roles of different individuals in
society and how they can influence people through their
leadership or followership
A. Content Standards The learner demonstrates an understanding of… The learner demonstrates an understanding of…
the dynamics ofattraction, love, andcommitment the concepts about social influence, group leadership
and followership
B. Performance The learners shall be able to… The learners shall be able to…
Standards appraise one’s presentrelationships and make identify the different roles of leaders and followers in
 plansfor building responsible futurerelationships society
C. Learning identify ways to become responsible in a relationship(EsP- distinguish the various roles of different individuals in
Competencies / Objectives PD11/12PR-IIb-9.3) society and how they can influence people through their
Write the LC code for each leadership or followership (EsP-PD11/12SR-IIb-10.12)
II. CONTENT PersonalRelationships Social Relationships in Middle and Late Adolescence
III. LEARNING
RESOURCES
AA. References
1. Teacher’s Guide pages Personal Development TG
p.
2. Learner’s Materials pages Personal Development LM
pp.
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
BB. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Check the attendance. Review last day’s topic by Conduct a shirt review of the
lesson or presenting the new asking few questions. previous topic
lesson
B. Establishing a purpose Start by discussing the To introduce the topic, ask
for the lesson response letter done by the for a show of hands on who
students as a belong to thefollowing
homework.Have some groups / clubs /
students share their organizations:
response with the class. • choir
Have students swap their • dance group
letter with a partner. • play/theater arts
Instruct the students • school cheer leading team
toimagine themselves being • school paper
the mom/dad of their • others (identify existing
partner and then respond organizations in your school
tohis/her letter. Ask and/or area)
volunteers to share with the
class.
Ask the following
processing questions to the
class:
a. How did you feel being
the mom/dad explaining
yourself to your child?
 b. How did you feel as the
child being explained to by
your mom/dad?
c. How would you describe
the communication that
happened to you as a
parent and to your
classmate as your child or
vice versa?
d. Do you think you are
successful with the way you
communicated with each
other? Explain your answer.
C. Presenting examples/ Have the students answer Ask the following questions Explain Activity: ‘My
instances of the new lesson the activity ‘Healthy and have the students share organizations’ Have the
Relationships Items Set’. their answerwith the class: students write down
Seethe activity for the a. Why did you choose to be thename of organizations
instructions. Facilitate the in that particular they belong to, the type of
six processing group/organization? organization and
questionsafterwards. b. What was the biggest thestudent’s position/role in
factor that made you decide the organization.
to be in that
group/organization?
c. Who decided on your role
in that organization?
d. How do you fulfill your
responsibilities in that
organization?
e. How do you find the
leader/s of the organization?
D. Discussing new concepts Introduce the next activity Do any or combinations of To introduce the readings Discuss the readings and
and practicing new skills #1 ‘I know the signs of a thefollowing to check on the (How culture shapes many the insights gained from
healthy relationship’ and students’ understanding aspects ofadolescent them.
givethe instructions. After after they read the articles: development, Teenagers’
calling out the answers a. write a letter to a friend who join youth groups and
(indicated at the end of who needs help with his/her otherclubs are happier and
eachstatement in this relationship. less likely to drink, and
Teacher’s Guide), you may b. write a letter to his/her Community activity:
conclude that the first 9 sweetheart on things he/she getinvolved), explain how the
statements are signs of a learned from themodule. society/community/culture
healthy relationship and the c. write a letter to their plays a major role inthe life
last 9 statements aresigns parents on things relating to of a teenager. Teens have to
of an unhealthy relationship they(students) be mindful of who they
 relationship. cannot say face-to-face. follow, go
d. share with the class the with/join, and imitate.
Introduce the last two key points that each article
readings (Keeping healthy has. Explain to the class that
relationships, and e. share their being with the majority is
Basicrights in a comments/reactions about not always correct.
relationship) as a review on the article/s. Point out the many benefits
how to maintain healthy f. defend whether they agree of being able to help others;
relationshipsand our basic or disagree with the teens are in thebest position
rights in a relationship. article/s. to serve older people or be of
g. expound on the part/s of service to the community.
the article which has/have an Mention also how studies
impact to them. and research have shown
h. share a story/stories that that being in
would support or negate the aclub/organization and
point/s of thearticle. serving the community
8. Take note to remind the benefit teens.
students that too personal
information or
confidentialmatters need not
be mentioned/shared with
the class.
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical Explain the requirement for Explain the requirements
applications of concepts and Portfolio Output No. 18: for Portfolio Output No. 20:
skills in daily living Poster on Basic Rightsin Description of MySocial
Relationships. Group.
H. generalizations and
abstractions about the
lesson
I. Evaluating learning Portfolio Output No. 18: Portfolio Output No. 20:
Poster on Basic Rightsin Description of My Social
Relationships. Group.
J. Additional activities for As homework, ask students
application or remediation to bring several sheets of
blank paper for
thegenogram to be done
during the next session.
V. REMARKS
VI. REFLECTION
A. No. of learners who _____ learners earned at _____ learners earned at least _____ learners earned at least _____ learners earned at
earned 80% on the least 80% on formative 80% on formative 80% on formative least 80% on formative
formative assessment assessment assessment assessment assessment
B. No. of learners who _____ learners require _____ learners require _____ learners require _____ learners require
require additional activities additional activities for additional activities for additional activities for additional activities for
for remediation. remediation remediation remediation remediation
C. Did the remedial lessons _____ the remedial lessons _____ the remedial lessons _____ the remedial lessons _____ the remedial lessons
work? No. of learners who worked. worked. worked. worked.
have caught up with the _____ learner have caught _____ learner have caught up _____ learner have caught up _____ learner have caught
lesson. up with the lesson with the lesson with the lesson up with the lesson
D. No. of learners who _____ learners requires _____ learners requires _____ learners requires _____ learners requires
continue to require continued remediation continued remediation continued remediation continued remediation
remediation
E. Which of my teaching
strategies worked well? Why
did these 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:

CHRISTINE O. BANAS LEVI M. DALUMPINES

Teacher I Principal III

School Central Taytay Senior High Grade Level 11

DAILY LESSON PLAN School
Teacher CHRISTINE O. BANAS Learning Area Personal Development
Week 14 Sessions 1-4 Quarter 1st

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES At the end of the session, students are expected to:
compare one’s perception of himself/herself and how conduct a mini-survey on Filipino relationships (family,
others see him/her school, and community)
A. Content Standards The learner demonstrates an understanding of…
the concepts about social influence, group
 leadership and followership
B. Performance The learners shall be able to…
Standards identify the different roles of leaders and followers
in society
C. Learning compare one’s perception of himself/herself and how conduct a mini-survey on Filipino relationships (family,
Competencies / Objectives others see him/her (EsP-PD11/12SR-IIc-10.2) school, and community) (EsP-PD11/12SR-IIc-10.3)
Write the LC code for each
II. CONTENT Social Relationships in Middle and Late Adolescence
III. LEARNING
RESOURCES
CC. References
1. Teacher’s Guide pages Personal Development TG
p.
2. Learner’s Materials pages Personal Development LM
pp.
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
DD. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Check the attendance. Review last day’s topic by Conduct a shirt review of the
lesson or presenting the new asking few questions. previous topic
lesson
B. Establishing a purpose
for the lesson
C. Presenting examples/ introduce the activity
instances of the new lesson “Questionnaire on Ethical
and Servant Leadership”,
byasking:
a. What is a true leader?
b. How do we know that a
leader is a true leader?
c. How do we know that the
person we are following is
worth our trustand loyalty?
D. Discussing new concepts Start by asking volunteer Ask students to answer the Give time for students to
and practicing new skills #1 students to read aloud the activity sheet on their read the article “Servant
fables in the Reader. Other journal. (Answers are Leadership”. After which,you
students will have to read indicated at the end of each may do any or combinations
same fable on their own. statement in this Teacher’s of the following:
Explain that fables have Guide.) a. Think of a leader that fits
 been written for people to Discuss why the statements in the description “servant
learn lessons from. are True or False. leader.” Share withthe class.
Askstudents to identify the b. Think of an organization
lesson each fable is trying that has a ‘servant leader.’
to teach. Share with the class.
c. Share the key points of the
article.
d. Share their
comments/reactions about
the article.
e. Defend why they agree or
disagree with the article.
f. Expound on the part/s of
the article that has/have an
impact to them.
g. Share a story/stories that
would support or negate the
point/s of thearticle. (Take
note to remind the students
that too personal information
orconfidential matters need
not be mentioned/shared
with the class.)
h. Write a paragraph or two
as a reaction to the article.
i. Make a poster or slogan on
the things they learned from
the article.
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical Explain the requirement for
applications of concepts and Portfolio Output No. 21:
skills in daily living Reflections onLeadership
and Membership.
Write on any one or a
combination of the
following:
1. A leader that fits in the
description “servant
leader.”
 2. An organization that has
a ‘servant leader.’
3. The key points of the
article.
4. Your comments/reactions
about the article.
5. The part of the article
that has an impact to you.
6. A story that would
support or negate the points
of the article.
7. A poster or slogan on the
things you learned from the
article.
H. generalizations and
abstractions about the
lesson
I. Evaluating learning Portfolio Output No. 21:
Reflections on Leadership
and Membership.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who _____ learners earned at _____ learners earned at least _____ learners earned at least _____ learners earned at
earned 80% on the least 80% on formative 80% on formative 80% on formative least 80% on formative
formative assessment assessment assessment assessment assessment
B. No. of learners who _____ learners require _____ learners require _____ learners require _____ learners require
require additional activities additional activities for additional activities for additional activities for additional activities for
for remediation. remediation remediation remediation remediation
C. Did the remedial lessons _____ the remedial lessons _____ the remedial lessons _____ the remedial lessons _____ the remedial lessons
work? No. of learners who worked. worked. worked. worked.
have caught up with the _____ learner have caught _____ learner have caught up _____ learner have caught up _____ learner have caught
lesson. up with the lesson with the lesson with the lesson up with the lesson
D. No. of learners who _____ learners requires _____ learners requires _____ learners requires _____ learners requires
continue to require continued remediation continued remediation continued remediation continued remediation
remediation
E. Which of my teaching
strategies worked well? Why
did these 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:

CHRISTINE O. BANAS LEVI M. DALUMPINES

Teacher I Principal III

School Central Taytay Senior High Grade Level 11

DAILY LESSON PLAN School
Teacher CHRISTINE O. BANAS Learning Area Personal Development
Week 15 Sessions 1-4 Quarter 1st

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES At the end of the session, students are expected to:
appraise one’s family structure and the type of care he/she gives and receives, which may help in understanding
himself/herself better
A. Content Standards The learner demonstrates an understanding of…
the impact of one’s family on his/her personal development during middle and late adolescence
B. Performance The learners shall be able to…
Standards identify the firm and gentle sides of family care that affect a person’s development during middle and late
 adolescence
C. Learning appraise one’s family structure and the type of care he/she gives and receives, which may help in understanding
Competencies / Objectives himself/herself better (EsP-PD11/12FSL-IId-11.1)
Write the LC code for each
II. CONTENT Family Structures and Legacies
III. LEARNING
RESOURCES
EE. References
1. Teacher’s Guide pages Personal Development TG
p.
2. Learner’s Materials pages Personal Development LM
pp.
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
FF. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Check the attendance. Review last day’s topic by Conduct a shirt review of the
lesson or presenting the new asking few questions. previous topic
lesson
B. Establishing a purpose To introduce the topic, read
for the lesson the quote by Jane Howard
on families: “Call it aclan,
call it a network, call it a
tribe, and call it a family.
Whatever you call
it,whoever you are, you
need one.” Then ask the
students whether they
agreewith Ms. Howard. Ask
how they need their
respective families in their
life.
C. Presenting examples/ To introduce the reading on
instances of the new lesson Family structure, ask for
volunteers to describetheir
respective families in terms
of people in their family,
physical setup/agreement,
place of residence, who
leads/makes decision in the
 family.
D. Discussing new concepts Discussions: Introduce the reading on
and practicing new skills #1 Let the students read the Inspiring Stories of Families
Reading: Family Structure. by saying: “The readingon
Give them at least thirty Inspiring Stories of Families
minutes for reading. aims to remind us of the
importance of ourrespective
Let the students share their families. These readings
ideas/understanding of the came from different parts of
family structures. Let them the world
make use of their own family which prove how universal
structure as an example to the importance of and our
facilitate better need for family is.
understanding and more Readthrough and be
engaged discussions. reminded of the sacrifices
our individual family does
for us.Then ask yourself,
“how do I show my love and
appreciation for my family?”
E. Discussing new concepts To introduce the topic on
and practicing new skills #2 family legacies, have the
students write a poemabout
their respective families
using the guideline for the
activity ‘PoemWriting’. The
guideline may be written on
the board. Give time for
students towrite their family
poem, afterwards, call on
volunteers to share their
poems tothe class. Ask the
class, “what unique qualities
does your family have?”
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
H. generalizations and
abstractions about the
lesson
I. Evaluating learning Activity: POEM WRITING
 Make two five-line poems
about your family. Follow
this pattern:
First line is _____ family
Second line is two adjectives
(joined by and) which
describe the noun
Third line is a verb and an
adverb to describe the noun
in action
Fourth line begins with like
and presents a comparison
Fifth line starts with if only
and expresses a wish.
Ex: (___ family) Mine family
(adjective + adjective)
Unique and chaotic
(verb + adverb) Changing
constantly
(like) Like flaming hot Thai
dishes, which are quite
exotic
(if only) If only we could
relive our family life, of jolly
years gone
by
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who _____ learners earned at _____ learners earned at least _____ learners earned at least _____ learners earned at
earned 80% on the least 80% on formative 80% on formative 80% on formative least 80% on formative
formative assessment assessment assessment assessment assessment
B. No. of learners who _____ learners require _____ learners require _____ learners require _____ learners require
require additional activities additional activities for additional activities for additional activities for additional activities for
for remediation. remediation remediation remediation remediation
C. Did the remedial lessons _____ the remedial lessons _____ the remedial lessons _____ the remedial lessons _____ the remedial lessons
work? No. of learners who worked. worked. worked. worked.
have caught up with the _____ learner have caught _____ learner have caught up _____ learner have caught up _____ learner have caught
lesson. up with the lesson with the lesson with the lesson up with the lesson
D. No. of learners who _____ learners requires _____ learners requires _____ learners requires _____ learners requires
continue to require continued remediation continued remediation continued remediation continued remediation
remediation
E. Which of my teaching
strategies worked well? Why
did these 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:

CHRISTINE O. BANAS LEVI M. DALUMPINES

Teacher I Principal III

DAILY LESSON PLAN School Central Taytay Senior High Grade Level 11
School
Teacher CHRISTINE O. BANAS Learning Area Personal Development
Week 16 Sessions 1-4 Quarter 1st

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES At the end of the session, students are expected to:
make a genogram and trace certain physical, personality, prepare a plan on how to make the family members firmer
 or behavioral attributes through generations and gentler with each other
A. Content Standards The learner demonstrates an understanding of…
the impact of one’s family on his/her personal development during middle and late adolescence
B. Performance The learners shall be able to…
Standards identify the firm and gentle sides of family care that affect a person’s development during middle and late
adolescence
C. Learning make a genogram and trace certain physical, personality, prepare a plan on how to make the family members firmer
Competencies / Objectives or behavioral attributes through generations (EsP- and gentler with each other(EsP-PD11/12FSL-IIe-11.3)
Write the LC code for each PD11/12FSL-IId-e-11.2)
II. CONTENT Family Structures and Legacies

III. LEARNING
RESOURCES
GG. References
1. Teacher’s Guide pages Personal Development TG
p.
2. Learner’s Materials pages Personal Development LM
pp.
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
HH. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Check the attendance. Review last day’s topic by Conduct a shirt review of the
lesson or presenting the asking few questions. previous topic
new lesson
B. Establishing a purpose Introduce the activity
for the lesson ‘Emotional, social and
spiritual legacy’ by saying
somethinglike: “The activity
that we are about to do will
identify the legacies
ourfamily/parents has/have
passed on to us. Are you
aware of these legacies?
Whatif you don’t like the
legacies your parents passed
on to you? Is there a
 chancethat we can change
the legacy we received from
our parents? “
C. Presenting examples/ The following activity is Have the students answer To end this unit, the activity
instances of the new lesson called genogram or family the activity on Emotional, ‘How do you feel about your
tree making. Almost social and spiritual legacy. relationships?’ asksthe
everyone knows what a Spend some time for the students how they feel about
family tree is and how it is students to share their their various relationships
made. Ask the students thoughts with the class. (family, friends,partner, and
whythey think we need to community/social/organizati
make one at the start of our ons). Ask the students: “How
topic. What information can do youfeel about your
we gather from a relationships? Where do you
genogram/family tree? see your relationships
going? Areyou happy with
your relationships?”
D. Discussing new concepts Discuss the GENOGRAM Introduce the reading on Let the students answer the
and practicing new skills #1 A genogram or family tree ‘Family legacies’ by saying activity sheet.
is a useful tool to gather something like: “Are Facilitate the processing
information about aperson's youhappy with your legacy questions.
family. This visual scores? Let us reverse the As a class, read the poem ‘A
representation of a family roles, suppose you are tribute to families’.
can help us to identify theparents, what legacies Explain requirements for
patterns are you ready to pass on to Portfolio Output No. 24:
or themes within families your children? The Insights on Relationships
that may be influencing or readingon Family legacies and Tribute to My Family.
driving a person's will review you on the details
currentbehavior. of emotional, spiritual and
Discuss the symbols social
legacies. The reading will
also encourage you not to
lose hope when you do
notlike the legacies your
parents have passed on to
you.”
E. Discussing new concepts Using a blank sheet of Let the students Have the students share
and practicing new skills #2 paper, instruct the students prepare/make your own with the class their ideas on
to make their own genogram using the symbols the concept of legacy,
genogram. Be sure to read and samples given. Be sure inparticular, family legacies.
the instructions to the class to write your name and the
before they start making date on your paper. Enjoy!
their genogram. The
genogram is to be included Let the students present
 in their portfolio as their genogram. Scrutinize
Portfolio Output No. 22. and discuss it to improve
understanding of the
students.
F. Developing mastery Explain the requirements for
(Leads to Formative Portfolio Output No. 23:
Assessment 3) Reactions to theEmotional,
Social and Spiritual Legacy
Evaluation.
G. Finding practical
applications of concepts and
skills in daily living
H. generalizations and
abstractions about the
lesson
I. Evaluating learning Portfolio Output No. 22: My Portfolio Output No. 23: Portfolio Output No. 24:
Genogram Reactions to the Emotional, Insights on Relationships
Make your own genogram Social and Spiritual Legacy and Tribute to My Family.
using the symbols and Evaluation.
samples given. Be sure
towrite your name and the
date on your paper. Enjoy!
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who _____ learners earned at _____ learners earned at _____ learners earned at _____ learners earned at
earned 80% on the least 80% on formative least 80% on formative least 80% on formative least 80% on formative
formative assessment assessment assessment assessment assessment
B. No. of learners who _____ learners require _____ learners require _____ learners require _____ learners require
require additional activities additional activities for additional activities for additional activities for additional activities for
for remediation. remediation remediation remediation remediation
C. Did the remedial lessons _____ the remedial lessons _____ the remedial lessons _____ the remedial lessons _____ the remedial lessons
work? No. of learners who worked. worked. worked. worked.
have caught up with the _____ learner have caught _____ learner have caught up _____ learner have caught up _____ learner have caught up
lesson. up with the lesson with the lesson with the lesson with the lesson
D. No. of learners who _____ learners requires _____ learners requires _____ learners requires _____ learners requires
continue to require continued remediation continued remediation continued remediation continued remediation
remediation
E. Which of my teaching
strategies worked well? Why
did these 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:

CRYSTAL JOY H. DECOLONGON LEVI M. DALUMPINES

Para-Teacher Principal III

School CENTRAL TAYTAY SENIOR Grade Level 11

DAILY LESSON HIGH SCHOOL
PLAN Teacher CRYSTAL JOY H. Learning Area Personal Development
DECOLONGON
WEEK 17 SESSIONS 1-4 Quarter 1st

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES At the end of the session, students are expected to:
explain that through identify the personal take a self-assessment
understanding of the factors influencing career tool to know his/her
concepts of career and choices personality traits and
life goals can help in other personal factors in
planning his/her career relation to his/her life
goals
A. Content Standards The learner demonstrates an understanding of…
the concepts of career development, life goals, and personal factors influencing career choices
B. Performance The learners shall be able to…
Standards set a personal career goal based on the results of self-assessment of various personal factors
C. Learning explain that through identify the personal take a self-assessment
 Competencies / understanding of the factors influencing career tool to know his/her
Objectives Write the LC concepts of career and choices (EsP-PD11/12PC- personality traits and
code for each life goals can help in IIf-12.2) other personal factors in
planning his/her career relation to his/her life
(EsP-PD11/12PC-IIf-12.1) goals (EsP-PD11/12PC-
IIg-12.3)
II. CONTENT Persons and Careers
III. LEARNING
RESOURCES
II. References
1. Teacher’s Guide pages Personal Development
TG p.
2. Learner’s Materials Personal Development
pages LM pp.
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
JJ. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Check the attendance. Review last day’s topic by Conduct a shirt review of
lesson or presenting the asking few questions. the previous topic
new lesson
B. Establishing a purpose Ask the class: “Para Do the Motivation: Agree This is a twin session,
for the lesson kanino ka bumabangon or Disagree since the students will be
sa umaga?” taking several survey
instruments to gauge
their aptitudes,
personality, interests, and
work values, in order to
make more informed
career decisions.
C. Presenting examples/ Explain that a popular The objective of the game Motivate them to take
instances of the new coffee drink used this tag is to explore ideas about these seriously, since the
lesson line in one of their one’s future career results can help them
banner commercials in through engaging the understand themselves
2001. It is a question that students in agreeing or and how these impact
prompts an individual to disagreeing about their behavior in the
 ask about one’s life common misconceptions world of work. Say: One
purpose – that one thing and facts about career of the most important
that drives them to wake planning. facets of career planning
up early in the morning Before the class begins, would be exploring one’s
and embark on a mission prepare one Agree and strengths, potentials and
that enables them to one Disagree Cue temperaments. One of the
provide for the needs of Card/Placard, each most
the people that they hold measuring 8.5 x 13.5 popular career
dear. inches. development theories
Divide the room into two espouse the need for a fit
(2) areas then place the between one’s career
Agree and Disagree cue choice and that of his/her
cards to mark the skills and potentials.
delineation of the room. Today we will be
Tell the students that you exploring these facets
will be reading out to through the use of
them 10 statements from several measures that
a list. Listen to each will examine your skills,
statement, and decide on abilities, interests and
whether they agree or traits that will prove to be
disagree with the essential
statement. Then they information about the self
should rush to the side of that will be very helpful
the room that best in planning your career.
describes their
opinion/thoughts on the
idea presented.
Start the game by reading
out the trigger statements
below.
After all the game, ask the
processing questions.
D. Discussing new Some of the most Allow the students some Do the Activity: Career The Reader Guide has
concepts and practicing important decisions we time to read the article in Wheel copies of the assessment
new skills #1 will make in our lifetime their Reader Guide “Ten a. Before the class begins, materials. The students
concern our career that Myths about Career have an illustration of the may write their answers
makes it possible for us Planning BUSTED!” for career wheel below. to the various exercises in
to realize our dreams and them to be able to b. Introduce the activity their journal.
aspirations in life. One’s examine their answers and by saying: “One’s career is Walk them through each
career is defined as the deepen their the roadmap that you assessment tool. It is best
combination and understanding about their follow through your that you give them time
sequence of roles played common misconceptions lifetime. There are a lot of allotments of 15-20
by a person during the about career planning. things that comes into minutes for each of the
course of a lifetime play when you are self-reports to be able to
(Super, 1980). journeying through this control the time.
road – the kind of Ask the students to
education consolidate their scores.
that you have and will Make them write down
receive, your family life the top three skills,
and how they influence strong personality traits,
your choices, friendships, lowest propensities,
experiences that will bring interests and values.
you closer to your career Form groups with four
choices, community members each and ask
activities and even them to discuss the
hobbies and leisure summarized scores within
activities you involve the group. Allow them 15
yourself in. What we are minutes to do the
about to embark on would sharing. Have plenary
be an examination of the processing.
different ways by which Refer the students to the
these areas in your life 2 additional readings:
come into play as you Career Interest Areas and
begin planning for your How to Choose a Major
future.” and a Job Path Using
c. Tell the students to Career Clusters.
copy the career wheel on
a sheet of blank paper.
d. “In the labeled circles,
place events, situations,
needs and facts about
yourself that you think will
affect your decisions when
it comes to choosing your
career in the future. You
can write down words or
even phrases. You may
draw and connect more
circles if you need to do
so.”
 b. Give them around 15
minutes to accomplish this
task. Then ask them to
form dyads or even triads
so that they can share
what they have written on
their career wheels.
c. After ten minutes,
gather all the students
together for processing.
E. Discussing new Give a lecturette on
concepts and practicing Career Concepts.
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for Assign students to read Assign the Portfolio
application or remediation the 3 Readings: What Output No. 26:
Influences Your Career Assessment Profile.
Choice?, Super’s Career
Development Theory, and
Life Rainbow, then
complete their Career
Wheel and a short
explanation as their
Portfolio Output No. 25:
Career Wheel.
V. REMARKS
VI. REFLECTION
A. No. of learners who _____ learners earned at _____ learners earned at _____ learners earned at _____ learners earned at
earned 80% on the least 80% on formative least 80% on formative least 80% on formative least 80% on formative
formative assessment assessment assessment assessment assessment
B. No. of learners who _____ learners require _____ learners require _____ learners require _____ learners require
require additional additional activities for additional activities for additional activities for additional activities for
activities for remediation. remediation remediation remediation remediation
C. Did the remedial _____ the remedial _____ the remedial lessons _____ the remedial lessons _____ the remedial lessons
lessons work? No. of lessons worked. worked. worked. worked.
learners who have caught _____ learner have caught _____ learner have caught _____ learner have caught _____ learner have caught
up with the lesson. up with the lesson up with the lesson up with the lesson up with the lesson
D. No. of learners who _____ learners requires _____ learners requires _____ learners requires _____ learners requires
continue to require continued remediation continued remediation continued remediation continued remediation
remediation
E. Which of my teaching
strategies worked well?
Why did these 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:

CRYSTAL JOY H. DECOLONGON LEVI M. DALUMPINES

Para-Teacher Principal III
 DAILY LESSON School CENTRAL TAYTAY Grade Level 11
PLAN SENIOR HIGH SCHOOL
Teacher CRYSTAL JOY H. Learning Area PERSONAL DEVELOPMENT
DECOLONGON
WEEK 18 SESSIONS 1-4 Quarter 1st

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES At the end of the session, students are expected to:
discuss the external identify pros and prepare a career
factors influencing cons of various plan based on
career choices that career options with his/her personal goal
may help in career the guidance of and external factors
decision making parent, teacher, or influencing career
counselor choices
A. Content The learner demonstrates an understanding of…
Standards the external factors influencing career choices
B. Performance The learners shall be able to…
Standards make a career plan based on his/her personal goal, and external factors influencing career choices
C. Learning discuss the external identify pros and prepare a career
Competencies / factors influencing cons of various plan based on
Objectives Write career choices that career options with his/her personal goal
the LC code for may help in career the guidance of and external factors
each decision making (EsP- parent, teacher, or influencing career
PD11/12CP-IIg-13.1) counselor (EsP- choices (EsP-
PD11/12CP-IIh-13.2) PD11/12CP-IIh-i-
13.3)
II. CONTENT Career Pathways
III. LEARNING
RESOURCES
KK. References
1. Teacher’s Guide Personal
pages Development TG p.
2. Learner’s Personal
Materials pages Development LM pp.
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
LL. Other
Learning
Resources
IV.
PROCEDURES
A. Reviewing Check the Review last day’s Conduct a shirt
previous lesson or attendance. topic by asking few review of the
presenting the questions. previous topic
new lesson
B. Establishing a Introduce Module 13 Say: It is a known Ask some members Ask the students: “Where will you be ten years
purpose for the by stating that one of fact that every of the class to share from now?” Someone – a parent, a teacher,
lesson the most important individual will have the results of their mentor, friend, counselor – has probably
aspects in choosing a life experiences, interviews with engaged you in a conversation about your future
career is knowing needs and external career practitioners. plans. It is through conscious reflection that we
what kind of working conditions that What did they learn try to take stock of the paths we have already
environment and impacts one’s life about the jobs and crossed and from there decide which road or
people we want to choices and even the people in these journey to embark on next.
work in and with. the opportunities jobs?
that are open to
them.
C. Presenting a. The Party Activity Say: The idea that Lead the class in the Say: Today’s exercise will require you to create
examples/ aims to explore how we enjoy certain Activity: Cost of a record of what was and what will be with
instances of the different privileges by virtue Living Exercise. whatever comes to you at the moment by way of
new lesson settings/environment of our uniqueness is Give them the a game plan for life. You will be asked to map
s would fit your one of the factors grounding scenario out your life from birth to present with events
personality, traits and that we need to for the activity: that you would consider to be very significant to
interests in terms of consider when “Imagine that you who you are right now and to who you will be in
pursuing a career in deciding on our life are currently the future.
the future. goals. The activity: working as a new Let the students do these are the steps to take:
b. Give the class Privilege Walk fresh graduate a. Thoughtfully reflect on the course of your life.
instructions found in shows you how employee of a b. In your journal notebook, make a list of life
the Reader. Say: This powerful privilege company of your events, both high and low points as well as those
is an aerial view can be in terms of choice in Manila. that you consider to be relatively stable times.
(from the floor above) locating ourselves You were then asked (e.g., started Kindergarten, parent left, moved
of a room in which a within the by the head of residence, etc.)
party is taking place. possibility of Human Resources c. Reflect on your dreams and aspirations for the
At this party, people realizing our life Management to future and note at what point/age in your life
with the same or goals. submit to them a you envision yourself accomplishing it. (e.g.,
similar interests have that you will be realistic yet graduate from Grade 12 at age 18, work abroad
(for some reason) all making.” comfortable figure at age 21, get married at age 25, etc.)
gathered in the same that you think will d. Put the events in chronological order of your
corners of the room. best support the approximate age at the time.
c. Ask the students to kind of lifestyle that e. Place a “+” sign in front of events that are
write their answers to you have envisioned overall positive, and a “-” sign in front of ones
the 3 questions in yourself to be that were overall negative – and then rate the
their journal enjoying as a result positive or negative intensity of each event on a
notebook: of your career scale of 1 to 10, low to high.
i. Which corner of the choices.” f. Now plot your timeline. Use a legal (long)
room would you Please refer to sized bond paper and fold it in half along the
instinctively be drawn instructions horizontal axis. Draw a horizontal line along the
to as the group of indicated in the horizontal axis.
people you would module. g. Place a “+” sign on the top-right corner above
most enjoy being with the horizontal axis, to signify the positive events
for the longest time? that you associate with pleasure, then place a “-”
(Leave aside any sign on the bottom-right corner below the
shyness, or whether horizontal axis, to represent the events on their
you would have to timeline associated with displeasure or stress.
talk with them.) h. Draw a dot on the horizontal axis of the
ii. After fifteen timeline for each of the key events – allowing
minutes, everyone in ample space between events so that they are
the corner you have spread across the axis from its left to right end
chosen leaves for points.
another party across it. From each dot, draw a line for each event
town except you. Of (either above or below the horizontal line),
the groups that still accordingly, and make the line as tall or short as
remain now, which its intensity based on its assigned numeric
corner or group value. For legal or standard size paper, this
would you be drawn equals about one-third inch for each interval on
to the most? the scale, i.e., the length of a line assigned an
iii. After fifteen intensity of 5 would equal about one and two-
minutes, this group thirds inches. Allow ample space as recording
too leaves for another one
party, except you. Of event can trigger a memory of another.
the corners and j. Connect the points that have been marked.
groups which remain
now, which one would
you most enjoy being
with?
d. To interpret their
 answers, explain that
each of the groups of
people in "The Party"
represents one of the
six
personality/interest
themes. The students
should now examine
the traits they have
ranked one, two, and
three, and how they
define the skills that
they most enjoy
using.
e. Form groups and
ask each student in
the group to share
their answers. Give
them at least 5 to 8
minutes to share
within the group.
D. Discussing new Gather students in DO: After each has After they have finished the timeline, ask the
concepts and the plenary session a. Have a space accomplished the students to form groups with no more than four
practicing new and process their large enough for task, gather the members each. Then allow them 10 to 15
skills #1 sharing using the participants to form class together and minutes to share their work.
following process a straight line with process the 4. Gather them all for plenary processing of
questions: an arm’s length experience using the experiences, using the processing questions:
i. Considering your between them and following Processing a. How was the process of picking out significant
answers in letter A, the person on their Questions: life events done for you? What were your
what drew you to this left; there should be a. What was the considerations/criteria in choosing which event
side of the room? space in front of the process you would be included in your timeline? Who are the
What is it about the line to move forward employed in doing people that were significant to you on the events
people in this group 10 steps or behind the tasks for this that you have picked to include?
that made you decide to be able to move activity? b. What were your thoughts and feelings while
that they are the back 10 steps. How did you go you were trying to determine high and low
group you would like b. Have 10 to 20 about determining points in connection to the events that you have
to mingle with? volunteers for the your needs and chosen?
ii. Why did you activity. Brief the wants? c. How did you go about placing your “future”
consider the group in class that the b. After outlining highs in the timeline? How did you go about
letter B as your next experience would your needs and plotting these future events? What were your
best choice? What require them to wants and present/past references for it if any?
made you not choose share very personal computing for the d. How do you feel about your time line?
them first yet would information about amount it takes to be e. What are your over-all realizations after the
choose them next themselves thus able to sustain them, activity?
once the first group there is risk of did you have to Adapted from Source:
leaves? disclosing things make any http://blogs.psychcentral.com/relationships/2012
iii. Why did you that might put some additions/deletions /04/the-power-ofcreating-a-timeline-of-your-lifes-
consider the group in level of to the list? How did story/
letter C as you next awkwardness on you go about
choice? their part. It is determining these
Why was your choice important then that revisions to your
in letter D the least of as the list? Describe the
your choices among teacher/facilitator, process you used to
the group of people in you need to create do so.
the party? What is it an atmosphere of c. Considering the
about them that made trust and openness cost of living you
you choose them last? among the students. have computed and
iv. Looking back at c. Have the the kind of career
your scores in the participants form a you are targeting;
interest and straight line across how realistic/doable
personality the room about an would it be in
assessment, how arm’s length apart, supporting your
would you relate this leaving space in envisioned lifestyle?
to your choices? front and behind Are there any
v. What were your each participant. changes in your
realizations after the d. Give the plans now that you
said activity? instructions: “Listen have matched your
to the following lifestyle expectations
Refer to the Reading: statements and and your “dream
Work/Occupational follow the job”? What are these
Environments and instructions given. and what made you
Interests for your For example, when I decide on it?
processing. read “If you are d. What are your
male, take one step thoughts/feelings
forward.”, only male and realizations
students will move after the activity?
and everyone else
will stand still in
their places. Each
step should be an
 average length step.
I want you to know
that nobody will
check up on you,
thus if you feel you
qualify to take a
step, please feel free
to do so but if not,
then you may stay
where you are. You
will be the sole
judge of what you
should be doing and
rest assured that
you will not be
judged
with the decisions
that you will be
making.”
e. Start the activity
by reading the
statements on the
list below one at a
time and being very
conscious that you
allow time for
participants to take
a step and make
decisions as to how
they will be moving.
f. Process the
activity with the aid
of the Processing
Questions.
E. Discussing new
concepts and
practicing new
skills #2
F. Developing Ask students to read
mastery (Leads to also Choose Your
Formative Career First – Not
Assessment 3) Your College.
G. Finding Explain the Explain the Explain the Explain requirements for Portfolio Output No.
practical requirements for requirements for requirements for 30: My Creative Career Timeline.
applications of Portfolio Output No. Portfolio Output No. Portfolio Output No.
concepts and skills 27: Personal 28: Documented 29: My Projected
in daily living Reflection Paper on Interview with Cost of Living.
The Party Exercise. Preferred Career
Practitioners.
H. generalizations
and abstractions
about the lesson
I. Evaluating Portfolio Output No. Portfolio Output No. Portfolio Output No. Portfolio Output No. 30: My Creative Career
learning 27: Personal 28: Documented 29: My Projected Timeline.
Reflection Paper on Interview with Cost of Living.
The Party Exercise. Preferred Career
Practitioners.
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners _____ learners earned _____ learners _____ learners _____ learners earned at least 80% on formative
who earned 80% at least 80% on earned at least 80% earned at least 80% assessment
on the formative formative assessment on formative on formative
assessment assessment assessment
B. No. of learners _____ learners require _____ learners _____ learners _____ learners require additional activities for
who require additional activities require additional require additional remediation
additional for remediation activities for activities for
activities for remediation remediation
remediation.
C. Did the _____ the remedial _____ the remedial _____ the remedial _____ the remedial lessons worked.
remedial lessons lessons worked. lessons worked. lessons worked. _____ learner have caught up with the lesson
work? No. of _____ learner have _____ learner have _____ learner have
learners who have caught up with the caught up with the caught up with the
caught up with the lesson lesson lesson
lesson.
D. No. of learners _____ learners _____ learners _____ learners _____ learners requires continued remediation
who continue to requires continued requires continued requires continued
require remediation remediation remediation
remediation
E. Which of my
teaching
strategies worked
well? Why did
these 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:

CRYSTAL JOY H. DECOLONGON LEVI M. DALUMPINES

Para-Teacher Principal III

DAILY LESSON School CENTRAL TAYTAY Grade Level 11

PLAN SENIOR HIGH SCHOOL
 Teacher CRYSTAL JOY H. Learning Area PERSONAL DEVELOPMENT
DECOLONGON
WEEK 19 SESSIONS 1-4 Quarter 1st

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES At the end of the session, students are expected to:
explain the factors in share insights that make construct a creative
personal development him/her realize the visualization of his/her
that may guide him/her importance of personal personal development
in making important development in making a through of the various
career decisions as career decision as stages he/she went
adolescents adolescent through, stressors,
influences, and decision-
making points, and a
personal profile analysis
A. Content Standards The learner demonstrates an understanding of…
his/her personal development as an important component of setting career and life goals
B. Performance The learners shall be able to…
Standards analyze and synthesize his/her personal development as an important component of setting career and
life goals
C. Learning explain the factors in share insights that make construct a creative
Competencies / personal development him/her realize the visualization of his/her
Objectives Write the LC that may guide him/her importance of personal personal development
code for each in making important development in making a through of the various
career decisions as career decision as stages he/she went
adolescents (EsP- adolescent (EsP- through, stressors,
PD11/12CP-IIg-13.1) PD11/12IOPD-IIi-h-14.2) influences, and decision-
making points, and a
personal profile analysis
(EsP-PD11/12IOPD-IIj-
14.3)
II. CONTENT Insights into One’s Personal Development
III. LEARNING
RESOURCES
MM. References
1. Teacher’s Guide pages Personal Development
TG p.
2. Learner’s Materials Personal Development
pages LM pp.
 3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
NN. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Check the attendance. Review last day’s topic by Conduct a shirt review of
lesson or presenting the asking few questions. the previous topic
new lesson
B. Establishing a purpose Introduce the last module
for the lesson by stating: Brazilian
author Paolo Coelho, in
hisbook “The Alchemist”,
introduced the idea of
one’s Personal Legend as
“whatyou have always
wanted to accomplish”.
At this point in your life,
have youthought of the
mission that you were
placed in this world to
fulfill and live out?
Have you started figuring
out what that mission is?
This is probably a
difficultthing to ponder
on considering that you
have your whole life
ahead of youwaiting to be
explored.
C. Presenting examples/ Refer the students to the Introduce the activity. A
instances of the new Reading: Your Personal Gallery Walk is a
lesson Mission Statement. discussion technique that
isemployed to get student
engaged in a topic by
getting them out of their
chairsand moving about a
captured space. It is a
 classroom activity in
which students rotate
through a variety of
identified spaces or
“stations” within
theclassroom. Each
station is said to either
consist of a question or a
very shortactivity co
complete, before rotating
to the next identified
space. Forstudents, it's a
chance to share thoughts
in a more intimate,
supportivesetting than a
larger class discussion.
For teachers, it's a chance
to gaugethe depth of
student understanding of
particular concepts and to
note and
usemisconceptions to
shape instruction.
D. Discussing new SAY: We can all talk Arrange the cards by Preparation of the gallery Activity: GALLERY WALK
concepts and practicing about our dreams and order of how they want to walk activity. During a Gallery Walk,
new skills #1 goals in life but it is said present their personal students explore multiple
that when wewrite them mission statement. Ask texts or images that
down, they begin to them to lay down the areplaced around the
become more concrete cards one by one and tell room. Teachers often use
and real. Our taskthis them that they may this strategy as a way to
session is to come up choose to highlight or havestudents share their
with your Personal even disregard some of work with peers. For the
Mission Statement using the cards. Give them 10 purpose of this activity
everything you have minutes for this. for thisUnit, the Gallery
learned about yourself After they have finally Walk would entail
from all the previous made a choice on which of displaying the works of
learningexperiences. the items to include and the students, particularly
DO: Label the index the arrangement as to their Personal Mission
cards you brought with how they will be Statement and their
the following key ideas: presenting the ideas, they Career Timeline.
Card 1 Education: What will write out their You need to determine a
do you see yourself Personal Mission functional lay out for the
accomplishing in the area Statement using the galleries. You may
ofyour academics / arranged cards as their usebulletin boards or
education? guide. walls or surfaces on
Card 2Career: What kind Show them examples of which you can ask
of career are you seeing statements students to mounttheir
yourself to After some students have two works. Assign each a
bepassionately pursuing shared their mission space and then ask them
for yourself? What would statements, process to decorate it theway they
be your indicators theactivity by asking: wish to do so to make it
ofsuccess in your career? a. How did you go about more personal. You may
Card 3Personal writing down ideas on arrange thegalleries
Attributes: What are the each card? What were according to career
things you wish to be thethings that were you classifications or you may
able todevelop in you? your mind while going do it as randomly soas to
How would you like to be through each card? allow flexibility and
seen as a person b. How did you narrow variety.
usingthese values, skills, down your ideas and Once the galleries have
and personal attributes? ideals in the cards? Can been set, during class
Card 4 Family and youdescribe the process of period, give them a
personal relationships: elimination that you used briefintroduction on what
How do you envision to be able to come upwith they will be doing during
thequality of your family the ideas that you have the walk. Say:
and personal life? What jotted down? a. “What you are seeing
are the things that c. Were there challenges inside the classroom
youwould like to be able while you were identifying would be the fruits of
to do or provide for the ideas? Which canbe yourpersonal journey in
them? easy? Difficult? Why? mapping your future.
Card 5How you want to d. What was the principle Each one of you has come
live your life: What kind behind the order of ideas upwith a vision of what
of lifestyle you are that you chose inplotting you want to be,
seeingyourself to be down your Personal chronicled how life has
living? Mission Statement? been, andare declaring
Card 6 Faith and e. What did you realize how you want life to be.
spirituality: How do you after the activity? b. You are tasked to go
see your faith growing in around the room looking
theyears to come? How at each of your
do you intend to make classmates’work. Browse
sure that you will be through it, read it if you
 ableto deepen your faith like. As you go through
and spiritual life? each work,try to see
Card 7Community commonalities or points
service: How do you of convergence among
intend to give back or your dreamsand
“pay itforward” to your aspirations. Observe how
community and to the each story unfolds. Look
world? What do you at some pointsthat you
envisionto be your wish you have thought
contribution to the about too and would now
world? begin toconsider as
Card 8 Free Card to another avenue you can
write anything else that explore.
they feel would be c. After you have gone
relevant andpart of their through each and every
personal mission in life. work, stand in front of
Activity:Allow the yourown story gallery. I
students 15 minutes to then want you to take
write words, phrases or stock of what you have
statements thatwould seenamong your peers
describe their and look at how you can
answer/initial thoughts weave some of the
about each area/idea. significantthings you saw
in theirs into your own
story.”
You can ask the students
to go around the gallery
by pairs, allowing around
2minutes per station
depending on the number
of individual galleries.

E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery Give them reflection
(Leads to Formative questions with the goal of
Assessment 3) being able to reflect on
how they will be able to
use their peers’ journey
 to refine their career
plans, such as:
a. What were your
thoughts as you were
going around the
galleries? What were you
reflecting on the most?
Were there questions in
your mind or were there
answers to some of the
questions you have about
yourself and your own
career plans/goals?
b. Were there points of
similarities with some of
your peer’s vision and
plans? What were these
points of similarities?
Were there differences
that struck you? What
were these and mine?
c. What do you think are
the aspects about your
person that you think you
need to enhance more to
achieve your goals? How
do intend to achieve
them?
d. What did you learn
about yourself? What are
your major realizations
from this activity?
G. Finding practical Instruct them to continue
applications of concepts working on their Personal
and skills in daily living Mission Statement athome
and submit a polished
version as Portfolio Output
No. 31.
H. generalizations and
abstractions about the
lesson
I. Evaluating learning Portfolio Output No. Portfolio Output No.
31.Personal Mission 32:Personal
Statement Development: Hindsight
and Foresight
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who _____ learners earned at _____ learners earned at _____ learners earned at _____ learners earned at
earned 80% on the least 80% on formative least 80% on formative least 80% on formative least 80% on formative
formative assessment assessment assessment assessment assessment
B. No. of learners who _____ learners require _____ learners require _____ learners require _____ learners require
require additional additional activities for additional activities for additional activities for additional activities for
activities for remediation. remediation remediation remediation remediation
C. Did the remedial _____ the remedial _____ the remedial lessons _____ the remedial lessons _____ the remedial lessons
lessons work? No. of lessons worked. worked. worked. worked.
learners who have caught _____ learner have caught _____ learner have caught _____ learner have caught _____ learner have caught
up with the lesson. up with the lesson up with the lesson up with the lesson up with the lesson
D. No. of learners who _____ learners requires _____ learners requires _____ learners requires _____ learners requires
continue to require continued remediation continued remediation continued remediation continued remediation
remediation
E. Which of my teaching
strategies worked well?
Why did these 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:

CRYSTAL JOY H. DECOLONGON LEVI M. DALUMPINES

Para-Teacher Principal III
 DAILY LESSON School CENTRAL TAYTAY SENIOR Grade Level 11
PLAN HIGH SCHOOL
Teacher CRYSTAL JOY H. Learning Area PERSONAL DEVELOPMENT
DECOLONGON
WEEK 20 SESSIONS 1-4 Quarter 1st

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES At the end of the session, students are expected to:

A. Content Standards The learner demonstrates an understanding of…

B. Performance The learners shall be able to…

Standards
C. Learning
Competencies /
Objectives Write the LC
code for each
II. CONTENT
III. LEARNING
RESOURCES
OO. References
1. Teacher’s Guide pages Personal Development
TG p.
2. Learner’s Materials Personal Development
pages LM pp.
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
PP. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new
lesson
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS Review for the 2nd Review for the 2nd 2NDQUARTERLY 2NDQUARTERLY
Quarterly Examination Quarterly Examination EXAMINATION EXAMINATION
VI. REFLECTION
A. No. of learners who _____ learners earned at _____ learners earned at _____ learners earned at _____ learners earned at
earned 80% on the least 80% on formative least 80% on formative least 80% on formative least 80% on formative
formative assessment assessment assessment assessment assessment
B. No. of learners who _____ learners require _____ learners require _____ learners require _____ learners require
require additional additional activities for additional activities for additional activities for additional activities for
activities for remediation. remediation remediation remediation remediation
C. Did the remedial _____ the remedial _____ the remedial lessons _____ the remedial lessons _____ the remedial lessons
lessons work? No. of lessons worked. worked. worked. worked.
learners who have caught _____ learner have caught _____ learner have caught _____ learner have caught _____ learner have caught
up with the lesson. up with the lesson up with the lesson up with the lesson up with the lesson
D. No. of learners who _____ learners requires _____ learners requires _____ learners requires _____ learners requires
continue to require continued remediation continued remediation continued remediation continued remediation
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
Prepared by: Checked by:

CRYSTAL JOY H. DECOLONGON LEVI M. DALUMPINES

Para-Teacher Principal III