Daily Lesson Log in Perdev

DAILY LESSON LOG Department of Education GRADE: 11- STEM and ABM
DATES: June 5-9, 2017

Region III
SUBJECT: PERSONAL DEVELOPMENT
JUSTINO SEVILLA HIGH SCHOOL
CACUTUD, ARAYAT, PAMPANGA TEACHER:HARRY G. MIRANDA
SENIOR HIGH SCHOOL
Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. CONTENT STANDARDS The learners demonstrate an understanding of himself/herself during middle and late adolescence
B. PERFORMANCE STANDARDS The learners shall be able to conduct self-exploration and simple disclosure
C. LEARNING COMPETENCIES 1. explain that knowing oneself can make a person accept his/her strengths and limitations and dealing with others better (EsP-PD11/12KO-Ia-1.1)
2. share his/her unique characteristics, habits, and experiences (EsP-PD11KO-Ia-1.2)
3. maintain a journal (EsP-PD11KO-Ib-1.3)
II. CONTENT Unfolding One’s Personal
ORIENTATION Self-Concept Self-Concept Personal Effectiveness Journey through Journal
Writing
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Page Pages 3-4 Pages 3-4 Pages 5-7 Pages 8-9
2. Learner’s Materials Page
3. Textbook’s Pages
4. Additional Materials from
LR portals
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous Say: Yesterday, we had an Ask: What are the skills
lessons/presenting new activity about self-concept. It that increase person’s
lessons is now time to discuss what efficiency?
self-concept is.
B. Establishing a purpose for the Say: Knowing oneself can Say: Knowing oneself can Say: The best way to There are three kinds of
lesson make a person accept his/her make a person accept his/her develop oneself is to person in this world.
strengths and limitations and strengths and limitations and express their talents and
dealing with others better dealing with others better gifts in a way they enjoy Agree or Disagree?
C. Presenting Tell something about how
examples/instances of the did Dr. Jose Rizal fight for
new lesson our freedom?
D. Discussing new concepts and Activity: Self-Concept Portfolio Output No. 1: Story: You Need To Take
practicing new skills #1 Inventory Talent/Variety Show Charge of Your Future
Presentation
E. Discussing new concepts and Lecturette: Personal Reading: The power of
practicing new skills #2 Effectiveness Journal Writing:
Unfolding your Personal
Journey
F. Developing mastery (leads to How do you perceive Activity: My Banner- The
Formative Assessment) yourself? Treasure Within Me
G. Finding practical applications Lecturette: Self-Concept Processing: Build on your Processing Questions
of concept and skills in daily Strengths and Work on
living your Weaknesses
H. Making generalizations and Portfolio Output No. 2:
abstractions about the lesson Journal Reflection from
My Banner
I. Evaluating learning Checking of Portfolio
Outputs
J. Additional activities for
application or remediation
V. REMARKS Continuation of the topic Lesson was fully Lesson was fully
tomorrow accomplished accomplished
VI. REFECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovations or localized
materials did I use/discover
which I wish to share with
other teachers?
Checked by:
MRS. CARMINA C. MARZO
SHS ASSISTANT PRINCIPAL II
DATES: June 12-16, 2017

Region III
CACUTUD, ARAYAT, PAMPANGA TEACHER: HARRY G. MIRANDA
SENIOR HIGH SCHOOL

I. OBJECTIVES
A. CONTENT STANDARDS The learners demonstrate an understanding of the various aspects of holistic development: physiological, cognitive, psychological, spiritual, and social
development
B. PERFORMANCE STANDARDS The learners shall be able to illustrate the connections between thoughts, feelings, and behaviors in a person’s holistic development
C. LEARNING COMPETENCIES 1. discuss the relationship among physiological, cognitive, psychological, spiritual, and social development to understand his/her thoughts,
feelings, and behaviors (EsP-PD11DWP-Ib- 2.1)
2. evaluate his/her own thoughts, feelings, and behaviors (EsP-PD11DWP-Ib- 2.2)
II. CONTENT Personal Effectiveness Personal Effectiveness The Power Triad: The Power Triad:
through Holistic through Holistic Thoughts, Feelings and Thoughts, Feelings and
Development Development Actions Actions
A. REFERENCES
LR portals
IV. PROCEDURES
A. Reviewing previous In Module 1 we talked about Ask: What are the 8 aspects
lessons/presenting new Self-Concept. For us to be of Development?
lessons effective we should know our
strengths and weaknesses
B. Establishing a purpose for the Say: Real life success What is a Real Winner?
lesson stories are very powerful
tool to be inspired and to
win in life
C. Presenting Tell students of the
examples/instances of the teacher’s success story
new lesson
D. Discussing new concepts and Activity: Assess Aspects of Activity: Analyze this…. Discussion on: A Real
practicing new skills #1 Your Development Three Success Stories Winner
E. Discussing new concepts and Portfolio Output No. 3:
practicing new skills #2 Personal Assessment of
Aspects of Development with
Plan of Action
F. Developing mastery (leads to Lecturette: Aspects of the Processing Questions:
Formative Assessment) Self (Page 15)
G. Finding practical applications
of concept and skills in daily
living
H. Making generalizations and Say: The self-concept is
abstractions about the lesson represented by several
aspects of the self. It is
deceived
I. Evaluating learning QUIZ
V. REMARKS Independence Day Continuation of the lesson Lesson was fully Continuation of the
next meeting accomplished lesson next meeting
VI. REFECTION
assessment
remediation
did these work?
solve?
other teachers?
Checked by:
DATES: 19-23, 2017

Region III
SENIOR HIGH SCHOOL

I. OBJECTIVES
A. CONTENT STANDARDS The learners demonstrate an understanding of the various aspects of holistic development: physiological, cognitive, psychological, spiritual, and social
development
B. PERFORMANCE STANDARDS The learners shall be able to illustrate the connections between thoughts, feelings, and behaviors in a person’s holistic development
C. LEARNING COMPETENCIES 1. show the connections between thoughts, feelings, and behaviors in actual life situations (EsP-PD11DWP-Ic- 2.3)
II. CONTENT Applying PowerTriad to Daily Applying Power Triad to Daily Applying Power Triad to Daily Applying Power Triad to “Checking of Portfolio
Life Situation Life Situation Life Situation Daily Life Situation Outputs”
A. REFERENCES
LR portals
IV. PROCEDURES
A. Reviewing previous Ask students’ thoughts and Today, we will continue our
lessons/presenting new feelings about the three activity about the “Personal
lessons success stories. Are they Recipe for Success”
really winner?
B. Establishing a purpose for the Success is about right
lesson mindset, emotional resilience
and proper behavior.
C. Presenting The story of the two
examples/instances of the wolves thought us to
new lesson better manage our mind,
feelings and actions and
consciously feeding the
good wolf in you.
D. Discussing new concepts and Activity: Personal Recipe For
practicing new skills #1 Success
E. Discussing new concepts and Reading: The Story of the
practicing new skills #2 Two Wolves
F. Developing mastery (leads to Portfolio Output No. 4:
Formative Assessment) Personal Recipe for Success
with Reflection
living
H. Making generalizations and There is no single key to Deepening/Processing: The Deepening/Processing:
abstractions about the lesson success. It is achievable and it Power Triad: Thoughts, The Power Triad:
is not magical. Feelings and Actions Thoughts, Feelings and
Actions
Outputs
V. REMARKS Lesson was not fully Continuation of the lesson Lesson was fully
accomplished. It will be tomorrow accomplished.
continued tomorrow.
VI. REFECTION
assessment
remediation
did these work?
solve?
other teachers?
Checked by:
DATES: June 26-30, 2017

Region III
SENIOR HIGH SCHOOL

I. OBJECTIVES
A. CONTENT STANDARDS The learners demonstrate an understanding of the skills and tasks appropriate for middle and late adolescence, and preparatory to early adulthood
B. PERFORMANCE STANDARDS The learners shall be able to make a list of ways to become responsible adolescents prepared for adult life
C. LEARNING COMPETENCIES 1. classify various developmental tasks according to developmental stage (EsP-PD11DS-Ic-3.1)
2. evaluate one’s development in comparison with persons of the same age group (EsP-PD11DS-Id-3.2)
3. list ways to become a responsible adolescent prepared for adult life (EsP-PD11DS-Id-3.3)
II. CONTENT Understanding Development Understanding Development Understanding Understanding
Process, Stages and Tasks Process, Stages and Tasks Development Process, Development Process,
Stages and Tasks Stages and Tasks
A. REFERENCES
LR portals
5. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous Ask student to share his/her
lessons/presenting new thoughts, feelings and
lessons opinions of the word
“success”
B. Establishing a purpose for the Motivation: Line-Up
lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts and Activity: My Personal Reading: Developmental
practicing new skills #1 Timeline Stages
E. Discussing new concepts and  Discuss the Reading: Havighurst’s
practicing new skills #2 characteristics of Developmental Tasks
Human During the Life Span
Developmental
Stages
F. Developing mastery (leads to Portfolio Output No. 5: My
Formative Assessment) Personal Timeline with
Reflection
living
H. Making generalizations and Human development focuses Robert J. Havighurt
abstractions about the lesson on growth and changes elaborated the
across the lifespan including Developmental Tasks
physical, cognitive, social, Theory in the most
intellectual, perceptual, systematic and extensive
personality and emotional manner. His main
growth. assertion is that
development continuous
throughout the lifespan
Output/Activities
V. REMARKS No Classes due to ________ Lesson was not fully Lesson was not fully Lesson was not fully Lesson was fully
accomplished. Continuation accomplished. Continuation accomplished. accomplished.
of the topic will be done next of the topic will be done next Continuation of the topic
meeting. meeting. will be done next
meeting.
VI. REFECTION
assessment
remediation
did these work?
solve?
other teachers?
Checked by:
DATES: July 3-7, 2017

Region III
SENIOR HIGH SCHOOL

I. OBJECTIVES
A. CONTENT STANDARDS The learners demonstrate an understanding of the skills and tasks appropriate for middle and late adolescence, and preparatory to early adulthood
B. PERFORMANCE STANDARDS The learners shall be able to make a list of ways to become responsible adolescents prepared for adult life
C. LEARNING COMPETENCIES 1. classify various developmental tasks according to developmental stage (EsP-PD11DS-Ic-3.1)
2. evaluate one’s development in comparison with persons of the same age group (EsP-PD11DS-Id-3.2)
3. list ways to become a responsible adolescent prepared for adult life (EsP-PD11DS-Id-3.3)
II. CONTENT Evaluating One’s Own Evaluating One’s Own Evaluating One’s Own Evaluating One’s Own Evaluating One’s Own
Development Development Development Development Development
A. REFERENCES
LR portals
IV. PROCEDURES
A. Reviewing previous Ask: Ask: Acronym
lessons/presenting new 1. Developmental T-
lessons Stages H-
2. Developmental tasks I-
N-
K-
B. Establishing a purpose for the Living mindfully is like being Living mindfully is like
lesson an artist: you need the right being an artist: you need
tools to practice your craft the right tools to practice
and you need to constantly your craft and you need
refine your technique to to constantly refine your
achieve your potential. technique to achieve your
potential.
C. Presenting
new lesson
D. Discussing new concepts and Activity: Worksheet on Activity: How Mindful Am I? Reading: Living Mindfully
practicing new skills #1 Developmental Tasks of
Being in Grade 11
E. Discussing new concepts and Discuss the 10 Tools on How
practicing new skills #2 To Live Mindfully
F. Developing mastery (leads to Do: Processing Questions
Formative Assessment)
G. Finding practical applications Let the students discuss and Group Activity on the 10 Group Activity on the 10
of concept and skills in daily write similarities and Tools To Live Mindfully Tools To Live Mindfully
living differences of their own
assessment
H. Making generalizations and Remember: T.H.I.N.K. Before Using these tools will
abstractions about the lesson you Speak. Have a Mindful help you to hone a
Speech. consistent mind that
leads to a more fulfilling
way of life
I. Evaluating learning Long Test
V. REMARKS Lesson was not fully Lesson was not fully Lesson was not fully Lesson was fully
accomplished. Continuation accomplished. Continuation accomplished. Continuation accomplished.
of the topic will be done next of the topic will be done next of the topic will be done next
meeting. meeting. meeting.
VI. REFECTION
assessment
remediation
did these work?
solve?
other teachers?
Checked by:
DATES: July 10-14, 2017

Region III
SENIOR HIGH SCHOOL

I. OBJECTIVES
A. CONTENT STANDARDS The learners demonstrate an understanding the developmental changes in middle and late adolescence, and expectations of and from adolescents
B. PERFORMANCE STANDARDS The learners shall be able clarify and manage the demands of the teen years (middle and late adolescence)
C. LEARNING COMPETENCIES 1. discuss that facing the challenges during adolescence may able to clarify and manage the demands of teen years(EsP-PD11CA-Id-4.1)
2. express his/her feelings on the expectations of the significant people around him/her (parents, siblings, friends, teachers, community leaders)
(EsP-PD11CA-Ie-4.2)
3. make affirmations that help one become more lovable and capable as an adolescent (EsP-PD11CA-Ie-4.3)
II. CONTENT Challenges During Challenges During Challenges During Affirmation Affirmation
Adolescence Adolescence Adolescence
A. REFERENCES
1. Teacher’s Guide Page Pages 25-29 Pages 25-29 Pages 25-29 Pages 29- 32 Pages 29- 32
4. Additional Materials from LR
portals
IV. PROCEDURES
A. Reviewing previous Enumerate the 10 Tools to Ask: How important is
lessons/presenting new Live Mindfully encouragement in
lessons improving relationships
to others?
B. Establishing a purpose for the Motivation: Story: “Life with Yesterday I gave you the time Encouragement is the key So often we accept the
lesson the Wright Family” to have your brainstorming ingredient for improving your declarations that others
of our topic. So today is your relationships with others. It have made concerning
performance day. is the single most important our own lives, wellbeing
skill necessary for getting or fate. It is imperative
along with others that we recognize that in
order to achieve what we
want in life, we must not
give our power away to
others by accepting their
declarations
C. Presenting
new lesson
D. Discussing new concepts and Activity: Role Play Situations Reading: Encouragement Reading: The Power of
practicing new skills #1 on Challenges of Middle 101: The Courage to be Personal Declarations
Adolescence Imperfect
E. Discussing new concepts and Say: Most commonly, we Reading: Being Happy
practicing new skills #2 discourage in five general
ways.
F. Developing mastery (leads to Portfolio Output No. 8:
Formative Assessment) Slogan or Personal
Declaration on Being
Happy
G. Finding practical applications Portfolio Output No. 7: Role
of concept and skills in daily Play on Challenges of Middle
living Adolescence
H. Making generalizations and Lecturette: The Passage to The Passage to Adulthood: The first step to becoming an Being happy is not having
abstractions about the lesson Adulthood: Challenges of Challenges of Late encouraging person is to a sky without storms, or
Late Adolescence Adolescence learn to distinguish roads without accidents,
encouragement from or work without fatigue,
discouragement. Whatever I or relationships without
say or do, will it bring me disappointments.
closer together or farther
apart from this person?
I. Evaluating learning Role Playing Slogan-Making Checking of Portfolio
Output
V. REMARKS Lesson was not fully Lesson was not fully Lesson was not fully
accomplished. Continuation accomplished. Continuation accomplished.
of the lesson tomorrow of the lesson tomorrow Continuation of the
lesson tomorrow
VI. REFECTION
assessment
remediation
did these work?
solve?
other teachers?
Checked by:
DATES: July 17-21, 2017

Region III
SENIOR HIGH SCHOOL

I. OBJECTIVES
A. CONTENT STANDARDS The learners demonstrate an understanding of stress and its sources; various stress responses; and coping strategies for healthful living in middle and
late adolescence
B. PERFORMANCE STANDARDS The learners shall be able identify personal ways of coping for healthful living
C. LEARNING COMPETENCIES 1. discuss that understanding stress and its sources during adolescence may help in identifying ways to cope and have a healthful life (EsP-
PD11CS-If-5.1)
2. identify sources of one’s stress and illustrate the effect of stress on one’s system (EsP-PD11CS-If-5.2)
3. demonstrate personal ways of coping with stress for healthful living (EsP-PD11CS-Ig-5.3)
II. CONTENT Stress Stress Response Stress Response Stress Management Stress Management
A. REFERENCES
1. Teacher’s Guide Page Pages 33-36 Pages 36-38 Pages 36-38 Pages 38-41 Pages 38-41
portals
IV. PROCEDURES
A. Reviewing previous Ask: What is Being Happy? Ask: What is Stress? Ask: What is Stress? Ask students what make Ask students what make
lessons/presenting new them stress? them stress?
lessons
B. Establishing a purpose for the Motivation: Stress BIngo It is important that students It is important that students
lesson learn to recognize what learn to recognize what
might be causing them stress might be causing them stress
and learn strategies to help and learn strategies to help
control and alleviate stress. control and alleviate stress.
C. Presenting Discuss with students how Discuss with students how
examples/instances of the stress is part of everyday life, stress is part of everyday life,
new lesson and that there is good stress and that there is good stress
and bad stress. and bad stress.
D. Discussing new concepts and Reading: Stress Management Activity: Stress Signals Activity: Stress Signals Reading: Keep Stress Reading: Keep Stress
practicing new skills #1 Under Control Under Control
E. Discussing new concepts and Reading: Stress Response Reading: Stress Response
practicing new skills #2
F. Developing mastery (leads to Activity: “What Causes you to Activity: Quiet Time Activity 1: Stress Survival Activity 1: Stress Survival
Formative Assessment) Lose Control”? Kit Kit
G. Finding practical applications Portfolio Output No.9 My Activity 2: Project-To-Do
of concept and skills in daily Stress Signals List
living Portfolio Output No.10
Project To-Do
H. Making generalizations and Stress is the body’s response Your stress response is the One way of dealing with
abstractions about the lesson to anything that makes us collection of physiological the stress of such tasks is
feel threatened or pressured. changes that occur when you to break them down into
It is caused by any kind of face a perceived threat— smaller steps, resulting in
demand, to which we must when you face situations a greater sense of control
adapt, adjust, or respond. It where you feel the demands and accomplishment.
is the body’s automatic way outweigh your resources to Instead of looking at a
of reacting to changes, successfully cope. These task as one big goal, learn
challenges, and demands situations are known as to divide projects into
placed on us stressors. small, well-defined tasks.
I. Evaluating learning
V. REMARKS Lesson was fully Continuation of the Lesson Lesson was fully Continuation of the Lesson was fully
accomplished next meeting. accomplished Lesson next meeting. accomplished
VI. REFECTION
assessment
remediation
did these work?
solve?
other teachers?
Checked by:
DATES: July 24-28, 2017

Region III
SENIOR HIGH SCHOOL

I. OBJECTIVES
A. CONTENT STANDARDS The learners demonstrate an understanding of the whole brain theory, or two hemispheres of the brain: artistic (right-brain dominant) and linear (left-
brain dominant)
B. PERFORMANCE STANDARDS The learners shall be able to identify ways to improve learning using both the left and right brain
C. LEARNING COMPETENCIES 1. Discuss that understanding the left and the right brain may help in improving one’s learning (EsP-PD11PM-Ig-6.1)
2. explore two types of mind-mapping techniques, each suited to right brain- or left brain-dominant thinking styles (EsP-PD11PM-Ig-h- 6.2)
3. make a plan to improve learning using left and right brain through mind-mapping activities (EsP-PD11PM-Ih-6.3)
II. CONTENT Cognitive Development Critical Thinking and Some Critical Thinking and Some Critical Thinking and Critical Thinking and
Theories about the Brain-Side Theories about the Brain-Side Some Theories about the Some Theories about the
Dominance Dominance Brain-Side Dominance Brain-Side Dominance
A. REFERENCES
portals
IV. PROCEDURES
A. Reviewing previous Ask: What is stress
lessons/presenting new Management? How to
lessons handle stage?
B. Establishing a purpose for the Motivation: Lateral Thinking Motivation: Brain Dominance
lesson Puzzles
C. Presenting
new lesson
D. Discussing new concepts and Reading: The Dominant Side Lecturette: You Can Grow
practicing new skills #1 of the Brain Your Intelligence
E. Discussing new concepts and Lecturette: RESEARCH STUDY Reading: You Can Grow
practicing new skills #2 “THE BRAIN’S LEFT AND Your Intelligence
RIGHT SIDES SEEM TO WORK
TOGETHER BETTER IN
MATHEMATICALLY GIFTED
MIDDLE-SCHOOL YOUTH”
F. Developing mastery (leads to Processing Questions: As you Reading: Mind Mapping
Formative Assessment) were thinking of solutions to
the puzzles, what was going
on inside you? What organ
was working?
G. Finding practical applications Activity: Let’s Try it Making a
of concept and skills in daily Mind Map!
living
H. Making generalizations and Reading: Brainpower:
abstractions about the lesson Complex Organ Controls Your
Every Thought and Move
I. Evaluating learning Portfolio Output No.11
Make a Mind Map
V. REMARKS Lesson was fully Lesson was not fully Lesson was not fully Lesson was not fully Lesson was fully
accomplished accomplished accomplished accomplished accomplished
VI. REFECTION
assessment
remediation
did these work?
solve?
other teachers?
Checked by:
DATES: July 31- August 4, 2017

Region III
SENIOR HIGH SCHOOL

I. OBJECTIVES
A. CONTENT STANDARDS The learners demonstrate an understanding of the concepts about mental health and well- being in middle and late adolescence
B. PERFORMANCE STANDARDS The learners shall be able to identify his/her own vulnerabilities and make a plan on how to stay mentally healthy
C. LEARNING COMPETENCIES 1. Interpret the concepts of mental and psychological well-being in everyday observations about mental health problems during adolescence
(EsP-PD11MHWB-Ih- 7.1)
2. identify his/her own vulnerabilities (EsP-PD11MHWB-Ii- 7.2)
3. make a mind map on ways of achieving psychological well-being (EsP-PD11MHWB-Ii- 7.3)
II. CONTENT Mental Health Mental Health Mental Health Mental Health Mental Health
A. REFERENCES
portals
IV. PROCEDURES
A. Reviewing previous Introduce the topic by asking
lessons/presenting new the students: How many of
lessons you have been sick last
year?" Why were you sick?
How long were you sick?
Take 3-5 responses.
Reinforce that students (1)
are describing physical
symptoms (headache, fever,
chills, upset stomach, etc.);
(2) sought help from a
doctor; (3) took medicine;
and (4) recovered.
B. Establishing a purpose for the
lesson
C. Presenting Motivation: FACT OR
examples/instances of the FICTION?
new lesson
D. Discussing new concepts and Reading: CHANGE YOUR
practicing new skills #1 MIND ABOUT MENTAL
HEALTH
E. Discussing new concepts and Activity: MEDIA MOTIVES Additional Information: Reading: SELF ESTEEM
practicing new skills #2 Strategies for Becoming a AND BODY ESTEEM
Critical Viewer of the Media
F. Developing mastery (leads to
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning Portfolio Output No. 12:
Media Influences (How
Ads Affected My Self-
Esteem)
V. REMARKS Lesson was not fully Lesson was not fully Lesson was not fully Lesson was not fully Lesson was fully
VI. REFECTION
assessment
remediation
did these work?
solve?
other teachers?
Checked by:
DATES: August 7-11, 2017

Region III
SENIOR HIGH SCHOOL

I. OBJECTIVES
4. create a plan to stay mentally healthy during adolescence (EsP-PD11/12MHWB-Ii- 7.4)
II. CONTENT Anxiety Disorders Anxiety Disorders Anxiety Disorders PERIODICAL TEST PERIODICAL TEST
A. REFERENCES
1. Teacher’s Guide Page Pages 58-61
portals
IV. PROCEDURES
A. Reviewing previous Mental Health
lessons/presenting new
lessons
B. Establishing a purpose for the
lesson
C. Presenting
new lesson
D. Discussing new concepts and Activity: MENTAL HEALTH
practicing new skills #1 CHALLENGES
E. Discussing new concepts and Activity: MENTAL HEALTH
practicing new skills #2 CHALLENGES
F. Developing mastery (leads to Processing: 1. What did you Portfolio Output No. 13:
Formative Assessment) learn today about mental Research on Anxiety
health challenges that you Disorders / Depression
did not know before this
class began? 2. Look at the
positive characteristics that
are circled. Are there any
similarities across the
different challenges? 3.
People facing mental health
challenges are just like
everybody who wants to be a
friend and have friends with;
helping people with mental
health challenges can get
better and live normal lives.
living
H. Making generalizations and Reinforce the students’
abstractions about the lesson 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 and
live normal lives.
V. REMARKS Lesson was not fully Lesson was not fully Lesson was fully PERIODICAL TEST PERIODICAL TEST
accomplished accomplished accomplished
VI. REFECTION
assessment
remediation
did these work?
solve?
other teachers?
Checked by:

Region III
SENIOR HIGH SCHOOL

I. OBJECTIVES
4. create a plan to stay mentally healthy during adolescence (EsP-PD11/12MHWB-Ii- 7.4)
II. CONTENT Mental Health Issues and Mental Health Issues and Healthy Living and Mental Healthy Living and Healthy Living and
Stigma Stigma Health Mental Health Mental Health
A. REFERENCES
1. Teacher’s Guide Page Pages 61-64 Pages 64-68
portals
IV. PROCEDURES
A. Reviewing previous Review Homework. Ask In recent years, there has
lessons/presenting new students to discuss some of been an increase in
lessons their research findings on understanding about the
anxiety disorders and relationship between good
depression. mental health, healthy
eating and physical activity.
Mental health is a key
element of a person’s
overall health. The
relationship between
physical and mental health
(and the social, biological,
environmental and
psychological determinants
of health) is complex and
not completely understood.
B. Establishing a purpose for the Introduce the topic on
lesson Mental Health Issues with
lecturette.
C. Presenting
new lesson
D. Discussing new concepts and Lecturette: MENTAL HEALTH Reading: HEALTHY EATING
practicing new skills #1 ISSUES AND MENTAL HEALTH
E. Discussing new concepts and Activity 1: SIGNS OF Activity 2: SUICIDE Reading: HEALTHY
practicing new skills #2 TROUBLE: DEPRESSION PREVENTION EATING AND MENTAL
HEALTH
F. Developing mastery (leads to Lecturette: SUPPORT
Formative Assessment) STRATEGIES/COMMUNITY
MENTAL HEALTH RESOURCES
G. Finding practical applications Activity 2: DEAR ABBY
living
H. Making generalizations and Physical illnesses and mental
abstractions about the lesson illnesses often occur
together.
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.
I. Evaluating learning Portfolio Output No. 14: Activity: SLEEP AND
Response to “Tired at BEDTIME ACTIVITIES
School” DIARY
V. REMARKS Lesson was not fully Lesson was fully Lesson was not fully Lesson was not fully Lesson was fully
VI. REFECTION
assessment
remediation
did these work?
solve?
other teachers?
Checked by:

Region III
SENIOR HIGH SCHOOL

I. OBJECTIVES
C. LEARNING COMPETENCIES 1. discuss that understanding the intensity and differentiation of emotions may help in communicating emotional expressions (EsP-PD11EI-Ii-j-
8.1)
2. explore one’s positive and negative emotions and how one expresses or hides them (EsP-PD11EI-Ij-8.2)
3. demonstrate and create ways to manage various emotions (EsP-PD11EI-Ij-8.3)
II. CONTENT EMOTIONS Dealing with Difficult Integration Activity Integration Activity
Emotions
A. REFERENCES
portals
IV. PROCEDURES
A. Reviewing previous Kinds of Emotions What are the Three Types
lessons/presenting new of Response?
lessons
B. Establishing a purpose for the Motivation: TODAY I FEEL... Motivation: GENEVA’S
lesson STORY
C. Presenting
new lesson
D. Discussing new concepts and Reading Activity 1: Reading: TYPES OF Activity 1: THUMBS UP /
practicing new skills #1 INTRODUCTION TO RESPONSES THUMBS DOWN (TU/TD)
EMOTIONAL INTELLIGENCE
E. Discussing new concepts and Activity 2: EXPLORING Activity 1: AM I ASSERTIVE? Activity 2: RESPONSIBLE
practicing new skills #2 EMOTIONS ACTION SHEET
F. Developing mastery (leads to Activity 3: I AM… Portfolio Output No. 16:
Formative Assessment) Responsible Action
living
H. Making generalizations and Dealing with Difficult Sometimes people use anger
abstractions about the lesson Emotions Shyness and anger to get their way. Being
are two emotions that can be assertive doesn’t mean
difficult to manage in some getting your way; it means
situations. Let us learn about that you can express your
them and how we can wishes and beliefs in a non-
manage them to be able to destructive way.
be more effective in dealing
with others.
V. REMARKS Lesson was fully Lesson was fully Lesson was not fully No Classes
VI. REFECTION
assessment
remediation
did these work?
solve?
other teachers?
Checked by:
DAILY LESSON LOG Department of Education GRADE: 11- STEM & ABM
DATES: August 29 - 31, 2017

Region III
SENIOR HIGH SCHOOL

I. OBJECTIVES
C. LEARNING COMPETENCIES 1. discuss that understanding the intensity and differentiation of emotions may help in communicating emotional expressions(EsP-PD11EI-Ii-j-
8.1)
2. explore one’s positive and negative emotions and how one expresses or hides them (EsP-PD11EI-Ij-8.2)
3. demonstrate and create ways to manage various emotions (EsP-PD11EI-Ij-8.3)
II. CONTENT Dealing with Difficult Integration Activity
Emotions
A. REFERENCES
portals
IV. PROCEDURES
A. Reviewing previous Kinds of Emotions What are the Three Types of
lessons/presenting new Response?
lessons
B. Establishing a purpose for the Motivation: GENEVA’S
lesson STORY
C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and Reading: TYPES OF Activity 1: THUMBS UP /
practicing new skills #1 RESPONSES THUMBS DOWN (TU/TD)
E. Discussing new concepts and Activity 1: AM I ASSERTIVE? Activity 2: RESPONSIBLE
practicing new skills #2 ACTION SHEET
living
H. Making generalizations and Sometimes people use anger
abstractions about the lesson to get their way. Being
assertive doesn’t mean
getting your way; it means
that you can express your
wishes and beliefs in a non-
destructive way.
I. Evaluating learning Quiz
V. REMARKS No Classes Lesson was fully Lesson was not fully Lesson was fully No Classes
VI. REFECTION
assessment
remediation
did these work?
solve?
other teachers?
Checked by:
DATES: September 11-15, 2017

Region III
SENIOR HIGH SCHOOL

I. OBJECTIVES
A. CONTENT STANDARDS The learners demonstrate the dynamics of attraction, love, and commitment
B. PERFORMANCE STANDARDS The learners shall be able to appraise one’s present relationships and make plans for building responsible future relationships
C. LEARNING COMPETENCIES 1. discuss an understanding of teen-age relationships, including the acceptable and unacceptable expressions of attractions (EsP-PD11PR-IIa-9.1)
2. express his/her ways of showing attraction, love, and commitment (EsP-PD11PR-IIa-9.2)
3. identify ways to become responsible in a relationship (EsP-PD11PR-IIb-9.3)
II. CONTENT Personal Relationships Personal Relationships Personal Relationships Personal Relationships Personal Relationships
A. REFERENCES
portals
IV. PROCEDURES
A. Reviewing previous In the first two units, we
lessons/presenting new discussed the individual. We
lessons talked about the learner, and
his / her strengths and
limitations, stages of
development and challenges,
stress management, mental
and emotional development.
In this unit, we shall talk
about the learner’s
relationships with significant
persons in his/her life.
B. Establishing a purpose for the ask the students what they
lesson understand by the following
words/terms: relationship,
personal relationships, love,
commitment, and attraction.
C. Presenting
new lesson
D. Discussing new concepts and Give the lecturette on Basic Reading: WHAT DO WE
practicing new skills #1 Definitions to clarify the MEAN BY PERSONAL
meanings of these words. RELATIONSHIPS?
E. Discussing new concepts and Introduce the activity: Reading: WHY PERSONAL Reading: 25 MOST
practicing new skills #2 Statements on Relationships RELATIONSHIPS ARE COMMON RELATIONSHIP
by asking: “What are the IMPORTANT PROBLEMS
basics of a relationship?
What do we really know
about relationships? Are our
ideas about relationships
true or false?
living
I. Evaluating learning Portfolio Output No. 17:
Reflections on Personal
Relationships
V. REMARKS
VI. REFECTION
assessment
remediation
did these work?
solve?
other teachers?
Checked by:
DATES: September 18-22, 2017

Region III
SENIOR HIGH SCHOOL

I. OBJECTIVES
A. CONTENT STANDARDS The learners demonstrate the dynamics of attraction, love, and commitment
B. PERFORMANCE STANDARDS The learners shall be able to appraise one’s present relationships and make plans for building responsible future relationships
C. LEARNING COMPETENCIES 1. discuss an understanding of teen-age relationships, including the acceptable and unacceptable expressions of attractions (EsP-PD11PR-IIa-9.1)
2. express his/her ways of showing attraction, love, and commitment (EsP-PD11PR-IIa-9.2)
3. identify ways to become responsible in a relationship (EsP-PD11PR-IIb-9.3)
II. CONTENT Family Relationship Family Relationship Family Relationship Family Relationship
A. REFERENCES
portals
IV. PROCEDURES
A. Reviewing previous Ask the 25 Most Common
lessons/presenting new Relationship Problems
lessons
B. Establishing a purpose for the Introduce the ‘Letter from
lesson Mom’ activity.
C. Presenting You may say something like
examples/instances of the “Class, now we will read a
new lesson letter written by someone
who has been with us since
day one of our lives.”
D. Discussing new concepts and Activity: GROUP DISCUSSION
practicing new skills #1 ON LETTER FROM MOM
E. Discussing new concepts and Reading: NURTURE YOUR Reading: TEN RULES FOR Reading: TEN RULES FOR
practicing new skills #2 RELATIONSHIPS FINDING LOVE AND FINDING LOVE AND
CREATING LONG-LASTING, CREATING LONG-
AUTHENTIC RELATIONSHIPS LASTING, AUTHENTIC
RELATIONSHIPS
living
I. Evaluating learning Portfolio Output No. 18: Long test
Response to Mom’s Letter
V. REMARKS Continuation of the Lesson Continuation of the Lesson Continuation of the Lesson
VI. REFECTION
assessment
remediation
did these work?
solve?
other teachers?
Checked by:
DATES: October 9-13, 2017

Region III
SENIOR HIGH SCHOOL

I. OBJECTIVES
A. CONTENT STANDARDS The learners demonstrate an understanding of the concepts about social influence, group leadership and followership
B. PERFORMANCE STANDARDS The learners shall be able to identify the different roles of leaders and followers in society
C. LEARNING COMPETENCIES 1. distinguish the various roles of different individuals in society and how they can influence people through their leadership or followership
(EsP-PD11SR-IIb- 10.1)
2. compare one’s perception of himself/herself and how others see him/her (EsP-PD11SR-IIc- 10.2)
3. conduct a mini-survey on Filipino relationships (family, school, and community) (EsP-PD11SR-IIc- 10.3)
II. CONTENT Social Relationships in Middle Social Relationships in Middle
and Late Adolescence and Late Adolescence
(Groups and Organization) (Groups and Organization)
A. REFERENCES
portals
IV. PROCEDURES
A. Reviewing previous
lessons/presenting new lessons
B. Establishing a purpose for the Activity: MY Activity: MY
lesson ORGANIZATIONS ORGANIZATIONS
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and Reading: HOW CULTURE SHAPES MANY Reading: HOW CULTURE SHAPES MANY
ASPECTS OF ADOLESCENT DEVELOPMENT ASPECTS OF ADOLESCENT DEVELOPMENT
E. Discussing new concepts and Reading: TEENAGERS WHO JOIN YOUTH Reading: TEENAGERS WHO JOIN YOUTH
GROUPS AND OTHER CLUBS ARE GROUPS AND OTHER CLUBS ARE
HAPPIER AND LESS LIKELY TO DRINK HAPPIER AND LESS LIKELY TO DRINK
G. Finding practical applications of
concept and skills in daily living
V. REMARKS NAT Seminar on Common Topics for Seminar on Common Topics for
Newly Hired SHS Teachers Newly Hired SHS Teachers
VI. REFECTION Continuation of the lesson Continuation of the lesson
A. No. of learners who earned 80%
on the formative assessment
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
which I wish to share with other
teachers?
Checked by:
DATES: October 16-20, 2017

Region III
SENIOR HIGH SCHOOL

I. OBJECTIVES
A. CONTENT STANDARDS The learners demonstrate an understanding of the concepts about social influence, group leadership and followership
B. PERFORMANCE STANDARDS The learners shall be able to identify the different roles of leaders and followers in society
C. LEARNING COMPETENCIES 1. distinguish the various roles of different individuals in society and how they can influence people through their leadership or followership
(EsP-PD11SR-IIb- 10.1)
2. compare one’s perception of himself/herself and how others see him/her (EsP-PD11SR-IIc- 10.2)
3. conduct a mini-survey on Filipino relationships (family, school, and community) (EsP-PD11SR-IIc- 10.3)
II. CONTENT Social Relationships in Middle Social Relationships in Middle
and Late Adolescence and Late Adolescence
(Groups and Organization) (Groups and Organization)
A. REFERENCES
portals
C. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lessons/presenting new lessons
B. Establishing a purpose for the Activity: MY
lesson ORGANIZATIONS
C. Presenting examples/instances of What is a true leader?
the new lesson
D. Discussing new concepts and Reading: HOW CULTURE SHAPES MANY Activity: QUESTIONNAIRE ON ETHICAL
ASPECTS OF ADOLESCENT DEVELOPMENT AND SERVANT LEADERSHIP
E. Discussing new concepts and Reading: TEENAGERS WHO JOIN YOUTH Reading: SERVANT LEADERSHIP
GROUPS AND OTHER CLUBS ARE
HAPPIER AND LESS LIKELY TO DRINK
F. Developing mastery (leads to Reading: LESSONS ON LEADERSHIP AND
MEMBERSHIP FROM FABLES
G. Finding practical applications of
concept and skills in daily living
V. REMARKS Final Examination Final Examination
VI. REFECTION NO CLASSES Continuation of the lesson Continuation of the lesson
A. No. of learners who earned 80%
on the formative assessment
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
which I wish to share with other
teachers?
Checked by:

Daily Lesson Log in Perdev

Загружено:

Сведения о документе

Исходное описание:

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Daily Lesson Log in Perdev

Загружено:

Авторское право:

Доступные форматы

DAILY LESSON LOG Department of Education GRADE: 11- STEM and ABM

DATES: June 5-9, 2017

Monday Tuesday Wednesday Thursday Friday

DATES: June 12-16, 2017

Monday Tuesday Wednesday Thursday Friday

DATES: 19-23, 2017

Monday Tuesday Wednesday Thursday Friday

DATES: June 26-30, 2017

Monday Tuesday Wednesday Thursday Friday

DATES: July 3-7, 2017

Monday Tuesday Wednesday Thursday Friday

DATES: July 10-14, 2017

Monday Tuesday Wednesday Thursday Friday

DATES: July 17-21, 2017

Monday Tuesday Wednesday Thursday Friday

DATES: July 24-28, 2017

Monday Tuesday Wednesday Thursday Friday

DATES: July 31- August 4, 2017

Monday Tuesday Wednesday Thursday Friday

DATES: August 7-11, 2017

Monday Tuesday Wednesday Thursday Friday

DATES: August 14-18, 2017

Monday Tuesday Wednesday Thursday Friday

DATES: August 22-25, 2017

Monday Tuesday Wednesday Thursday Friday

DATES: August 29 - 31, 2017

Monday Tuesday Wednesday Thursday Friday

DATES: September 11-15, 2017

Monday Tuesday Wednesday Thursday Friday

DATES: September 18-22, 2017

Monday Tuesday Wednesday Thursday Friday

DATES: October 9-13, 2017

Monday Tuesday Wednesday Thursday Friday

DATES: October 16-20, 2017

Monday Tuesday Wednesday Thursday Friday

Вам также может понравиться