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DLP 3

The document provides instructional plans for a lesson on personal development. The lesson aims to help students understand themselves better by conducting self-exploration activities. It includes objectives, content, learning resources, procedures and activities for students to describe themselves, assess their self-concept, and reflect on what represents their self. The teacher will also evaluate students understanding and note lessons that worked well or require improvement.

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Jullienne Grace Andrino
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23 views2 pages

DLP 3

The document provides instructional plans for a lesson on personal development. The lesson aims to help students understand themselves better by conducting self-exploration activities. It includes objectives, content, learning resources, procedures and activities for students to describe themselves, assess their self-concept, and reflect on what represents their self. The teacher will also evaluate students understanding and note lessons that worked well or require improvement.

Uploaded by

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

DLP NO. : 3 GRADE LEVEL: 11 DURATION: 60 MINUTES


LEARNING AREA: PERSONAL QUARTER: 1 DATE: Nov. 20, 2019
DEVELOPMENT
CONTENT The learner demonstrate an understanding of himself or herself during middle and late
STANDARD adolescence.

PERFORMANCE The learners shall be able to conduct self-exploration and simple disclosure.
STANDARD
LEARNING Explain that knowing oneself can make a person accept his/her strengths and limitations
COMPETENCY/IES and dealing with others better.
Key Concepts/ Self self-knowledge weakness actor
Understandings to Personality ideal self strength scriptwriter
be Developed: Self-concept actual self moviegoer

1. OBJECTIVES At the end of this chapter, the student should be able to:
1. conduct self-exploration and simple disclosure; and
2. explain that knowing oneself can make a person accept his or her strengths and
limitations, and deal with others better.

2. CONTENT Knowing Oneself


3. LEARNING Personal Development (Ricardo Rubio Santos); Personal Development Teacher’s Guide
RESOURCES
4. PROCEDURES:
ACTIVITY: (English, Math) 10 minutes
Preliminary Activity:
 Prayer
 House Rules
Motivation:
 The teacher poses a question “How do you describe as a person?” and elicits responses from the students.
 The teacher then shows a video related to the lesson.
 The teacher ask prior knowledge and opinions about the video and the implication of what would be the
possible lesson for today.
 The teacher showed a picture of a Greek Mathematician and Scientist reiterating its connection to today’s
lesson.
 The teacher presents the lesson and the objectives.
ANALYSIS: (English, Math) 30 minutes
ACTIVITY 1: DESCRIBE ME BABY!
The class is divided into 6 groups and had pick a card from the teacher. 6 areas of personality were being pasted
on the board. There’s also a box of knowledge containing adjectives. Each group shall orderly form a line to their
designated places. Every member of the group will be given a chance to search the adjective suited for their
chosen area in the box and paste it under their area which is pasted on the board. The first group to finish shall be
rewarded. (5 minutes)
 The teacher give a short discussion with students’ participation through inquisitive thinking.

ACTIVITY 2: SELF-CONCEPT INVENTORY


Take a look at your own self-concept and answer the following self-concept inventory. Give yourself a rating using
the scale 0=very weak, 1=weak, 2=somewhat weak/somewhat strong, 3=strong, 4=very strong.
 The teacher gives clarifications and additional information about the activity.
ACTIVITY 3: WE NEED TO TAKE CHARGE OF OUR FUTURE!
3 words of different colored strips have been pasted on the board. The students shall choose which word best
applies to them by picking strips of paper of the same color as it was pasted on the board. Same colored strips of
paper shall now sit with each other as the teacher reads the story.
 The teacher gives clarifications and additional information about the activity.
ABSTRACTION: 5 minutes
 The teacher throw mind-tickling questions to the students about their overall lesson.
1. How do you understand the “self”?
2. How would you define self in philosophical means?
3. When we speak of self, we will describe it in personality terms. Why?
4. Why do you think we fail?
5. Why do we need to manage our limitations? And how?
6. How do we manage others’ limitations and why?
APPLICATION: 5 minutes
WEAKNESS SOLUTION
1.
2.
EVALUATION: 5 minutes
The teacher gives a short quiz to evaluate learners’ understanding.
Formative Test
 1. It includes a person’s life purpose, meaning and aspirations.
 2. The self that you aspire to be.
 3. The one that you actually see.
 4. Most failures emanate from weaknesses that are not recognized or probably recognized but not given
appropriate attention or remedy. True or False?
 5. Instead of giving up or indulging in self-pity, take action.

ENRICHMENT: 5 minutes
On a clean sheet of paper, draw a symbol or symbols of what represents your SELF.

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week.
REFLECTIONS: What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions. Indicate
below whichever is/are appropriate.
h. No. of learners who earned 80% in the evaluation

i.No. of learners who require additional activities for


remediation.
j. Did the remedial lesson work? No. of learners who
have caught up with lesson.
k. No. of learners who continue to require
remediation
l. Which of my learning strategies worked well? Why
did these work?
m. What difficulties did I encounter which my
principal or supervisor can help me solve?
n. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by: Checked by:

JULLIENNE GRACE S. ANDRINO RAYMOND S. MACASA, PRINCIPAL II

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