GRADE 1 to 12 Grade

School ILOCOS SUR NHS - SHS 11

DETAILED Level
Learning
LESSON Teacher CRISTINA A. BALLERTA
Area
Personal Development

PLAN Teaching
Dates and Dec. 05, 2018 Quarter THIRD
Time

I. OBJECTIVES
At the end of the lesson, learners should be able to:
 Explain that knowing yourself can make you accept your strengths and
limitations and dealing with others better.
 Share unique characteristics, habits and experiences.
 Start and maintain a journal.
 Participate well during class discussion and activities.

A. Content Standard The learner demonstrates an understanding of himself/herself during middle and
late adolescence.
B. Performance Standard The learners shall be able to conduct self-exploration and simple disclosure.
C. Learning Competency/Objectives The learners…
a. Explain that knowing oneself can make a person accept his/her strengths
and limitations and dealing with others better (EsPD11/12KO-la-1.1)
b. Share his/her unique characteristics, habits, and experiences.
(EsPD11/12KO-la-1.2)
c. Maintain a journal (EsPD11/12KO-lb-1.3).

a. CONTENT
MODULE 1: Knowing and Understanding Oneself during Middle and Late
Adolescence

b. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages 2-9
2. Learner’s Materials pages Personal Development, pages 1-7
3. Other references none

B. Other Learning Resource laptop, visual aids

II. PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson The teacher will discuss the brief overview about Personal development subject,
and present Unit 1, module 1 (Knowing and Understanding Oneself during Middle
and Late Adolescence)

B. Establishing a purpose for the lesson

Think, Pair, Share strategy: Students will answer the big question, p.1
How can understanding yourself pave the way to self-acceptance and better
relationship with others?

C. Presenting examples/Instances of the new

lesson The teacher will explain the self-concept inventory. Students will complete the
activity (self-concept inventory, journal)

D. Discussing new concepts and practicing new

skills # 1 Cooperative Learning (brainstorming)
Reading Activity by Group.
 Topics: Self-Concept, Personal Effectiveness, Build on your strengths and work on
your weaknesses, The power of Journal Writing and unfolding your personal
journey. Each group will share their concepts about the articles , and share and
relate their personal experiences about the articles (presented by group speaker).
The teacher will facilitate the discussion.

E. Discussing new concepts and practicing new

skills # 2 Students will be divided into five groups and make a plan of their Talent/Variety
show presentation (showing their talents/skills in class).

F. Developing mastery
(leads to Formative Assessment 3) The Students will complete Portfolio Output number 2: Journal Reflection from my
Banner, pp. 5-6, and answer the processing questions on p. 7.

G. Finding practical application of concepts and Group Activity Presentation: Each group will present a Talent/Variety Show:
skills in daily living Group presentation will be graded based on the following criteria: originality (4pts.),
creativity/resourcefulness (4 pts.), teamwork (4 pts.) and audience impact (4 pts.)
for a maximum of 16 pts.

H. Making generalizations and abstractions about *The students will discover and share/show their talents skills during the
the lesson Talent/Variety Show Presentation.
*The students will answer the following questions:
1. What do you consider as your weaknesses, abilities and talents?
2. How can you further enrich your assets and strengths?
3. Where and how do you use it to your best advantage?
I. Evaluating learning Recitation/Participation during class discussion/ Group Performance- Talent/Variety
Show
J. Additional activities for application or Apply it in Real Life
remediation  The students will list down their strengths and weaknesses, and create a
plan on how to improve/ enrich it.

c. REMARKS Sessions 3 and 4 will be group presentation

d. REFLECTION
A. No. of learners who earned 80% in the evaluation Aquamarine_______ Chrysotile_______
Beryl_______
B. No. of learners who require additional activities for Aquamarine_______ Chrysotile_______
remediation who scored below 80% Beryl_______
C. Did the remedial lessons work? No. of learners Aquamarine_______ Chrysotile_______
who have caught up with the lesson Beryl_______

D. No. of learners who continue to require Aquamarine_______ Chrysotile_______

remediation Beryl_______

E. Which of my teaching strategies worked well? Cooperative Learning- “Brain storming” strategy worked well, because students have
Why did these work? given time to discuss the topic and shared their ideas to their seatmate. It also
developed learner’s critical thinking and communication skills.

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?

CRISTINA A. BALLERTA
Prepared by:
Subject Teacher, SGH-ABM
 GRADE 1 to 12 Grade
School ILOCOS SUR NHS - SHS 11
DETAILED Level
Learning
LESSON Teacher CRISTINA A. BALLERTA
Area
Personal Development

PLAN Teaching
Dates and March 12, 2019 Quarter Fourth
Time

ROMMEL R. RABO
Checked and Observed:
Asst. Principal II for Academics
Date:

I. OBJECTIVES
At the end of the lesson, learners should be able to:
 Distinguish the various roles of different individuals in the society and how
they can influence people through their leadership or followership.
 Gain insights about how to improve social relationships.
 Share ideas/ concepts about community activity involvement through
creating poster/slogan.
 Participate well in the group discussion/activities.

A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
The learner demonstrates an understanding of the concepts about social influence,
group leadership and followership.
The learners shall be able to identify the different roles of leaders and followers in
the society
The learners distinguish the various roles of different individuals in society and how
they can influence people through their leadership or followership. EsP-
PD11/12SR-IIb-10.1

a. CONTENT
MODULE 10: Social Relationships in Middle and Late Adolescence.

b. LEARNING RESOURCES
References
1.Teacher’s Guide pages Pages 94-97
2. Learner’s Materials pages Personal Development, pages 77-80
3. Other references
C. Other Learning Resource laptop, visual aids, projector
PROCEDURES
A. Reviewing previous lesson Review module 9: Personal Relationship

B. Establishing a purpose for the lesson
Group Activity- Building A Tower (using marshmallow and pasta).
-Relating the activity to the topic/lesson through answering the following questions:
What did you learn/discover in the activity?, Is individual involvement/participation
needed?, individual role?, Describe the group relationship in completing the activity,
etc…

C. Presenting examples/Instances of the new
lesson
The teacher will facilitate the discussion about social relationship (meaning and how
to improve). Teacher will ask the following questions:
1. Who belong to the following groups/ clubs/organizations: choir, dance
group, play/theatre arts, school paper, etc.
2. Why did you choose to be in that particular group/organization?
3. How do you fulfil your responsibilities in that organization?
 4. How do you find the leader/s of the organizations

D. Discussing new concepts and practicing Cooperative Learning (brainstorming)- Group Activity
new skills # 1 Students will complete Activity number 1
Activity 1: Reading Article
Students will read and discuss the following articles: (group discussion)
1. How Culture shapes many Aspects of Adolescent Development, p.
77
2. Teenagers Who Join Youth Groups and other Clubs are Happier and
Less Likely to Drink. page 78.
After reading and group discussion, students will answer the following questions
(journal notebook-individual):
What is the article/s all about?, Do you agree/ disagree with the article/s. Why?
Students will also create a slogan on the things that they learned from the article/s.
E. Discussing new concepts and practicing Students will complete activity number 2: Read the short article entitled “Community
new skills # 2 Activity: Get Involved”. After reading, students will create a mini poster about the
things that they learned from the article (by group)

F. Developing mastery
(leads to Formative Assessment 3) The Students will complete Activity number 1 and 2 ( by group)

G. Finding practical application of concepts Group Activity Presentation: Poster about the things that they learned from the
and skills in daily living article- “Community Activity: Get Involved”

H. Making generalizations and abstractions Students will share story/stories that would support or negate the point/s of the
about the lesson article/s (Journal)

I. Evaluating learning Recitation/Participation during class discussion/ Group Performance- Slogan and
Poster Making
J. Additional activities for application or Apply it in Real Life
remediation  Write about one of your social groups, its nature, activities, and benefits.
Include a photo of yourself with the group (to be included in your portfolio)

Homework/ Assignment Read pp.81-84 (Articles: Lessons on Leadership and Membership From Fables,
and Servant Leader).
REFLECTION
1.No. of learners who earned 80% in the evaluation Aquamarine_______ Chrysotile_______
Beryl_______
2.No. of learners who require additional activities for Aquamarine_______ Chrysotile_______
remediation who scored below 80% Beryl_______
3.Did the remedial lessons work? No. of learners who Aquamarine_______ Chrysotile_______
have caught up with the lesson Beryl_______
4.No. of learners who continue to require remediation Aquamarine_______ Chrysotile_______
Beryl_______
5.Which of my teaching strategies worked well? Why Cooperative Learning- “Brain storming” strategy worked well, because students have
did these work? given time to discuss the topic and shared their ideas to their seatmate. It also
developed learner’s critical thinking and communication skills.

6.What difficulties did I encounter which my principal or

supervisor can help me solve?
7.What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:
 CRISTINA A. BALLERTA
Subject Teacher, SGH-ABM

ROMMEL R. RABO
Checked and Observed:
Asst. Principal II for Academics
Date:

GRADE 1 to 12 Grade
School ILOCOS SUR NHS - SHS 11
DETAILED Level
Learning
LESSON Teacher CRISTINA A. BALLERTA
Area
Personal Development

PLAN Teaching
Dates and Feb. 18, 2019 Quarter THIRD
Time

I. OBJECTIVES
At the end of the lesson, learners should be able to:
 Identify the different types of family structures.
 Appraise their family structure and the type of care they give and receive,
which may help in understanding themselves better.
 Share ideas/ concepts about their family through creating a short poem.
 Make a genogram and trace certain physical personality, or behavioural
attributes through generations.
 Participate well in the group discussion/activities.

A. Content Standard The learner demonstrates an understanding of the impact of one’s family on his/her
personal development during middle and late adolescence.
B. Performance Standard The learners shall be able to identify the firm and gentle sides of family care that
affect a person’s development during middle and late adolescence.
C. Learning Competency/Objectives The learners….
a. Appraise one’s family structure and the type of care he/she gives and
receives which may help in understanding himself/herself better. EsP-
PD11/12FSL-lld11.1
b. Make a genogram and trace certain physical, personality, or behavioural
attributes through generations. Esp-PD11/12FSL-lld11.2

CONTENT
MODULE 11: Family Structures and Legacies
LEARNING RESOURCES
References
1.Teacher’s Guide pages Pages 102-106
2. Learner’s Materials pages Personal Development, pages 85-90
3. Other references
Other Learning Resource laptop, visual aids
II. PROCEDURES
A. Reviewing previous lesson Review module 10: Social relationships in Middle and Late Adolescence (fables of
leadership and membership and servant leaders).

B. Establishing a purpose for the lesson
C. Presenting examples/Instances of the new
lesson
The teacher will present a quotation..
“Call it a Clan, Call it a Network, Call it a tribe, and call it a family. Whatever you call
it, whoever you are, you need one”. –Jane Howard-
(selected student will read the quotation).
Using a “THINK, PAIR, and SHARE (TPS) strategy, students will get a partner and
answer and discuss the following questions to their respective partner.
 1. Do you agree/disagree with Ms. Jane Howard quotation? Why?
2. What is the importance of having a family to your life (as a developing individual)
(The teacher will facilitate the discussion).
D. Discussing new concepts and practicing Cooperative Learning (group games)
new skills # 1 -Students will be grouped into six.
-The teacher will facilitate the game- “Match It”. The topic is all about the different
types of family structure.
-Each group will be given a brown envelop which contains the word/s about the
different type of family structures, manila paper and masking tape.
-Each group will look for the definition of the word/s and put it in the manila paper
(matching).
-The first group who posted the complete and correct answer on the board will be
the winner.
(After the group game the teacher will facilitate the discussion by asking the
following questions:
1. How did you find the group activity?, etc..
2. Based from the different type of family structure, can you now identify what type
of family structure you belong?
E. Discussing new concepts and practicing new Reading Activity
skills # 2 Group Activity (discussion/brainstorming)
-Students will read the following articles: Inspiring stories of Families and The
wooden Bowl, pages 89-90.
-Group leader will facilitate the reading and discussion.
Guided questions: What is the article/s all about (key points)?, How do I show my
love and appreciation for my family?
F. Developing mastery Individual activity: Poem Writing (Journal notebook)
(leads to Formative Assessment 3) After reading and discussing the two articles, students will create short poem about
their own family (see page 88 for the procedures).
G. Finding practical application of concepts and Poem Presentation: Students will present their poem in class (selected).
skills in daily living
H. Making generalizations and abstractions Students will share story/stories that would support or negate the point/s of the
about the lesson article/s (Journal)

I. Evaluating learning Recitation/Participation during class discussion/ Group Performance/ Poem Writing
J. Additional activities for application or Apply it in Real Life
remediation  Portfolio Output n0.2- My Genogram (see procedures on page 87).

K. Homework/ Assignment Read p. 90 (Give time to our family and answer the activity on pp.91-93-Journal)
REFLECTION
1.No. of learners who earned 80% in the evaluation Aquamarine_______ Chrysotile_______
Beryl_______
2.No. of learners who require additional activities for Aquamarine_______ Chrysotile_______
remediation who scored below 80% Beryl_______
3.Did the remedial lessons work? No. of learners who Aquamarine_______ Chrysotile_______
have caught up with the lesson. Beryl_______
4.No. of learners who continue to require remediation Aquamarine_______ Chrysotile_______
Beryl_______
5.Which of my teaching strategies worked well? Why Cooperative Learning strategy worked well, because students have given time to
did these work? discuss the topic and shared their ideas to their seatmate. It also developed learner’s
critical thinking and communication skills.

6.What difficulties did I encounter which my principal or

supervisor can help me solve?
7.What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by: CRISTINA A. BALLERTA
Subject Teacher, SGH-ABM

ROMMEL R. RABO
Checked and Observed:
Asst. Principal II for Academics
Date: