GRADES 1 TO 12 School NORTHVILLE HIGH SCHOOL (SHS) Grade Level 11 HUMSS B, C and GAS A

DAILY LESSON LOG Teacher JANE N. MANALILI Learning Area PERSONAL DEVELOPMENT
Teaching Dates and Time Monday- Friday Quarter FIRST (WEEK 3 and 4)

I. OBJECTIVES Day 1 Day 2

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities
may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

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 1. Discuss developmental tasks and challenges being

Competencies/Objectives
Write the LC code for each experienced during adolescence.
EsP-PD11/12DS-Ic-3.1
2. Evaluate one’s development through the help of significant
people around him/her (peer, parents, siblings, friends,
teachers, community leaders)
EsP-PD11/12DS-Id-3.2
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

Developmental Stages in Middle and Late Developmental Stages in Middle and

Adolescence Late Adolescence
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
A. References

1. Teacher’s Guide pages Pg 1 Pg 1

2. Learner’s Material pages

3. Textbook pages 1-7 1-7

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about
what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson Identify what is asked or described in each item. Write the letter of What are the developmental stages?
or presenting the new lesson the correct answer in your journal.
Items 1 to 5. Match the description in column A to the correct
Developmental stages
in column B.
COLUMN A
1. 40 years to retirement
2. Conception to birth
3. Retirement to death
4. puberty to 18 years
5. 18 to 40 years

COLUMN B
A. Prenatal
B. Infancy
C. Adolescence
D. Early Adulthood
E. Middle Age
F. Old Age

B. Establishing a purpose for a. determine various developmental tasks according to Create a personal timeline that portrays the
the lesson
developmental stage, influential events that happened in your life.

b. evaluate your development based on various

developmental tasks according to developmental stage, and

c. Create a personal timeline that portrays the influential

events that happened in your life.
C. Presenting
examples/instances for the A. Give one decision you made in past that has great impact in your
new lesson
present
situation.__________________________________________________
_

2. Do you agree that life is a domino effect, a chain of good and bad
decisions?
Why or why not?
_____________________________________________

D. Discussing new concepts DEVELOPMENTAL STAGES

and practicing new skills #1

E. Discussing new concepts THE DEVELOPMENTAL TASKS SUMMARY TABLE

and practicing new skills #2

F. Developing mastery (Leads Activity: WORKSHEET ON DEVELOPMENTAL TASKS OF BEING IN

to Formative Assessment 3) GRADE 11
Using the Developmental Tasks Summary Table above, assess your
own
level of development as a Grade 11 student.

What are the What are the

What are the
expected expected
expected
tasks you have tasks you have
tasks you have not
successfully partially
accomplished?
accomplished? accomplished?

G. Finding practical Answer the following questions:

applications of concepts and
1. Being in Grade 11, what are the developmental tasks expected of
skills in daily living
you? Rate
yourself from 1-10 (10 as the highest) on whether you have
accomplished
those expected tasks.
 2. As you are in Grade 11, you are in transition from high school to
college, from
being an adolescent to young adult. How do you feel about this
transition?
3. Do you think you are ready for this transition which may mean more
responsibilities and greater accountability? If no, what are the expected
tasks
you need to work on? If yes, what are the ways to take so you can better
plan
for the future?

H. Making generalizations and What I have learned from this lesson?

abstractions about the lesson

I. Evaluating Learning Instructions: Identify what Developmental Stage is asked or described PORTFOLIO OUTPUT NO. 3 : HOW MINDFUL AM
in each I?
item. Choose the letter of the correct answer in the box and write For each of the following situations, decide whether you
it on your journal have followed these
guidelines for mindful speech:
A. Infancy and Early Childhood B. Middle Childhood Is what I want to say True?
Is what I want to say Helpful?
Am I the best one to say it?
C. Adolescence D. Early Adulthood E. Middle Adulthood F. Later
Is it necessary to say it Now?
Maturity Is it Kind to this person and others?
[THINK definition from Mindfulness for Teen Anxiety by Dr.
Christopher
1. Joemar and Jean are starting a family.
Willard] In your journal, for each number, mark √ for yes, X
2. Irish is attending the needs of her old parents. for no, or ? if you’re not
3. My sister starts to eat solid food. sure. There could be more than one 'correct' answer.
4. The old man is so sad, after he lost his wife. The purpose of this activity is to reflect on the situations
5. High School Graduates wish to take STEM because they want to be a and whether you've
Nurse witnessed or experienced something similar in your own
life.
1. I did really well on an exam. I said to my friends, “I got
the top score. What did
you get?”
Did I T.H.I.N.K. before I spoke?
____T____H____I____N____K
2. One of my friends was bragging about getting a good
score on a test, and I didn't
want to tell him I failed. I said, "Congratulations!" then
started talking about
something else.
Did I T.H.I.N.K. before I spoke?
____T____H____I____N____K
3. People kept telling me about this strange color of Mrs.
Jenkins dyed hair. When I
saw her, I didn't think it looked that bad, so I told her, “Your
hair’s not as weird as
everyone says it is.”
Did I T.H.I.N.K. before I spoke?
____T____H____I____N____K
4. A woman with a big belly was about to enter the building.
I told my friend, “We
need to go open the door for that lady. She’s pregnant.”
Did I T.H.I.N.K. before I 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,
“Hey, I’m not pregnant! You sayin’ I’m fat?”
Did I T.H.I.N.K. before I spoke?
____T____H____I____N____K
6. 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
7. 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
8
8. 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
9. 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
10. 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
Remember: T.H.I.N.K. Before You Speak. Have Mindful
Speech.

Portfolio Output No. 3: Mindfulness with Reflection

Analyze each case on How Mindful Am I? Answer the
following questions:
1. Has someone ever asked you a question that you really
didn't want to answer?
How did you respond?
2. Have you ever gotten (or given) a “compliment” that
really wasn’t a compliment?
How did you feel afterwards?
3. Did you ever do something to be helpful but turned out
badly? What happened?
What do you wish had happened?
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 Read the Module 4
application for remediation

V. REMARKS

VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation.

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 innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

Prepared by: Noted by:

JANE N. MANALILI MARIA RITA O. CATINGCOMARIA LUZ

Subject Teacher Head Teacher III