Daily Lesson Log Personal Dev't

MONDAY

I. OBJECTIVES DAILY A. Content Standards LESSO N B. Performance Standards LOG C. Learning Competencies/Objective s

School

TUESDAY

NEW TAUGTOG NATIONAL HIGH SCHOOL

DAILY IV. PROCEDURES LESSO A. Reviewing previous N lesson or presenting the new lessonLOG

A. Content Standards

B. Performance Standards B. Establishing a purpose for the lesson

Grade Level

FRIDAY

11

Area Quarter

The learners shall be able to conduct self-exploration and simple disclosure

Teaching Dates and Time

JULY 04- JULY 8, 2016

The learner… 1. Explain that knowing oneself can make a person accept his/her strengths and limitations and dealing with others better

The learner… 1. Share his/her unique characteristics, habits, and experiences

The learner… 1. maintain a journal

I

The learner…

Knowing Oneself

Pages 2-4 Pages 1-7 Pages 14-19 Personal Development, first edition By Ricardo Rubio Santos, 2016 http://www.ted.com/talks/ze_frank_are_you_human http://www.ted.com/talks/hetain_patel_who_am_i_think_again http://lighthouse8.com/wp-content/uploads/2012/12/myers-briggs-test.jpg http://study.com/academy/lesson/social-roles-definition-and-types-of-social-roles.html http://study.com/academy/lesson/ideal-self-vs-real-self-definition-lesson-quiz.html

School Teacher Teaching Dates and Time

MONDAY

I. OBJECTIVES

THURSDAY

The learners demonstrate an understanding of himself/herself during middle andPERSONALITY late adolescence Teacher GUINA CRISTINA D. Learning DEVELOPMENT

II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Material Pages 3. Textbook Pages 4. Additional Materials from Learning Resources B. Other Learning Resources

WEDNESDAY

NEW TAUGTOG NATIONAL HIGH SCHOOL GUINA CRISTINA D.

Recall the learner on what they’ve JULY 11- JULY 14, learned 2016 yesterday. TUESDAY

Grade Level 11 Learning PERSONALITY DEVELOPMENT Distribute criteria copies Recall Area yesterday lesson to the leader of the group Quarter and activity. I

to rate the given performance of group. WEDNESDAY

State the mechanics of the aspects talents show. The learner demonstrates understanding of the various of holistic development: physiological, cognitive, psychological, spiritual, and social Remind the class to write development their comment or in feelings, their journal The learner is able to illustrate the connections betweenfeedback thoughts, and to every performers. behaviors in a person’s holistic development Say; The best way to develop oneself is to express your talents and gifts in a way you enjoy. With this performance

Ask their reaction about; What they feel when the THURSDAY other group give their negative andand positive The skills tasks feedback in their appropriate for middle performance? and late adolescence, and preparatory to early Make a list of ways to become responsible Asks: Did youprepared know what adolescents for is journal? adult life Have you experience to write a journal? What did you write in your journal?

FRIDAY

C. Learning Competencies/Objective s

The learner… 1. illustrate the connections between thoughts, feelings, and behaviors in a person’s holistic development

II. CONTENT

The learner… The learner… 1. illustrate the 1. evaluate his/her own connections between thoughts, feelings, and thoughts, feelings, and behaviors behaviors in a person’s holistic development Developing the Whole Person

The learner… 1. classifiy various developmental tasks according to developmental stage Developmental Stages in Middle and Late Adolescence

III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Material Pages 3. Textbook Pages 4. Additional Materials from Learning Resources

Pages 9-18

Pages 9-18

Pages 9-18

Pages 19-25

Pages 8-16

Pages 8-16

Pages 8-16

Pages 17-23

Pages 14-34 Personal Development, first edition By Ricardo Rubio Santos, 2016




Recall last week lesson and activity.

Recall yesterday lesson

Recall yesterday lesson.

Motivation: Line up games Form two group. Every group form their shoes largest to smallest.

Ask student for the definition of the following: Dreams/Imagination Process/ Action Inspiration/Motivation Trial Overcome Hard work Success

Enlighten the lesson to be tackled: 1. Explain the recipe for success 2. Reading comprehension in the “Story of Two Wolves” 3. Deepening the power triad: Thought, Feelings and Actions

In accordance in motivation,remind student about things have progression or certain pattern. Life also has developmental stage.

B. Other Learning Resources

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson

Cite teacher example aside the game.

Asks. Have you heard the term about recipe for success? How does; thoughts, feelings and action affects in reading a story. C. Presenting examples/instances of the new lesson

Ask. Draw a circle on a blank sheet of paper and divide the circle into 8 segments. Each segment, write some descriptions of the different aspects of yourself

Intercourse experience to the class, about a dreams, trials, support, overcome,hard work and success..

Study and explain the two sample of recipe for success.

Reinforcing learners in reading comprehension in “Three Success Stories”. 1.Manny Pacquiao’s Unbelievable Success Story Will

Reinforcing learners in reading comprehension in “The Story of the two Wolves”

Assist student and cite possible words to describe the different aspects Example; physical aspect “4feet 10 inches by 125pounds”.

D. Discussing new concepts and practicing new skill #1

Covered topic discuss in the 8 different aspect of development as follows; 1. Physical self 2. Intellectual self 3. Emotional self 4. Sensual self

Teacher tell the activity in making their Personal Time line. Orienting student in their activity. Says. The activity is not just about placing all your experiences, both the positive or negative but it is about seeing their transitions and developments as they go through life. You need to plan your personal timeline carefully and be mindful of the events that made you grow, that you have learned important wisdom in life and where you rise from the Challenges. In this way, you can see you future progress and full of hope. Expound and familiarize the developmental stages, and concentrate on the developmental tasks during adolescence and early adulthood.

5. 6. 7. 8. E. Discussing new concepts and practicing new skill #2

Interaction self Nutritional self Contextual self Spiritual self or life force

Inspire You 2.The Pia Wurtzbach Success Story A Love Affair that Got Me Close to a Great Doctor

Entertain questions and discussions on the issues of this developmental stage.

Topic is “Aspect of the Self”, discussion covered as follows; 1. Three basic different aspect of the self 1.a Physical or tangible aspect 1.b intellectual and concious aspect 1,c emotional and intuitive aspects

Comprehensive reading about the “HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE SPAN” and discussion. Discussion and explain each developmental task summary table. Sharing thought and understanding by the student to the lesson.

2. Mention important detailed and sample in the different aspect of the self. F. Developing Mastery

G. Finding practical applications of concepts & skills in daily living

H. Making generalizations & abstractions about the lesson

Recitation.

Present and explain the activity regarding their Portfolio Output No. 3: “Personal Assessment of Aspects of Development with Plan of Action” Asks. What is the purpose of discussing the “Aspect of the Self”? Why do we

Gather thought and feelings about The Success Story

Highlight the good qualities by letting the students identify the characteristics, right decisions and perspectives these individuals exemplify. Asks. What do you need to succeed?

Sharing of thoughts, feelings and opinions base on the story of the two wolves. (evil and good side) Continuation of their activity.

Ask. What is the purpose of reading a story about the two wolves and the

Recitation.

Present and explain the activity regarding their Portfolio Output No. 5: “My Personal Timeline with Reflection”. Ask. What is developmental stage? In what areas does the

need to assess ourselves?

I. Evaluating Learning

Give the eight aspect in assessing your self in your activity. Give at least two basic different aspect of self.

J. Additional activities for application or remediation

Search for the definition of the following terms: Dreams, Imagination, Process, Action Inspiration, Motivation, Trial, Overcome, Hard work, Success.

V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lesson work? No. of learners who 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?

Success is about right mindset, emotional resilience and proper behavior. Essay. What is your dream? What are those action to succeed your dreams?

significant of having personal recipes?

Search a story about success.

Assignment. Bring bond paper and coloring materials.

Essay. Give your reflection in the story of two wolves.

developmental stage concentrate? Why the study of developmental stage is important? Enumeraton. 1-8 Give the eight developmental stages of human. 9-10 give at least two developmental task of infancy and early childhood. 11-12 give at least two developmental task of middle child. 13-15 give at least two developmental task of adolescence.

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

DAILY LESSO N LOG



Grade Level Learning Area Quarter

JULY 18- JULY 21, 2016

MONDAY

TUESDAY

WEDNESDAY

11 PERSONALITY DEVELOPMENT I

THURSDAY

I. OBJECTIVES A. Content Standards

B. Performance Standards


The skills and tasks appropriate for middle and late adolescence, and preparatory to early adulthood Make a list of ways to become responsible adolescents prepared for adult life The learners 1. Classify various 1. developmental tasks according to developmental stage 2. The evaluate one’s development in comparison with persons of the same age group 3. List ways to become a responsible adolescent prepared for adult life

The developmental changes in middle and late adolescence, and expectations of and from adolescents

Clarify and manage the demands of the teen years (middle and late adolescence) The learners Discuss that facing the challenges during adolescence may able to clarify and manage the demands of teen years

The learners 1. Express his/her feelings on the expectations of the significant people around him/her (parents, siblings, friends, teachers, community leaders)

The learners 1. Make affirmations that help one become more lovable and capable as an adolescent

FRIDAY

II. CONTENT

Developmental Stages in Middle and Late Adolescence

The Challenges of Middle and Late Adolescence

III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Material Pages 3. Textbook Pages 4. Additional Materials from Learning Resources

Pages 19-25

Pages 25-32

Pages 25-32

Pages 25-32

Pages 17-23

Pages

Pages

Pages





A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson





Present the and explain activity task to the student in WORKSHEET ON DEVELOPMENTAL TASKS OF BEING IN GRADE 11

Do the Motivation: Story of Life with the Wright Family

Perform “Role play presentation”

C. Presenting examples/instances of the new lesson

Student present the activity to make a short oral report to the class on the similarities and differences of their own assessment in developmental. task.

Asks.(in accordance with motivation) How much of the story can you remember? What does this activity tell us about communication? What does this activity tell us about listening skills?

Cite samples of quest experience/encounter by the middle adolescence.

Asks. Class did you heard the opinions and comment your colearners/ classmate? What can you say about their opinions? ( Pick one representative of every groups performed) Says,Class, always put in your mind that we need to accept the opinions of other people in our surrounding, because what they think and how they feel about themselves is far more potent or will give you a chance to grow up or be mature.


IV. PROCEDURES

Summarizes the findings of the triads, using the processing questions.

Says. The idea was not to

Asks. How will you manage these kind of challenges that you encountered your life as an adolescence? Gather opinions, thoughts and ways to solve or


Lead students to do the second activity on Mindfulness

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. Discuss “The passage to adulthood: challenges of Late Adolescence”

manage the challenges given in the role play and perform by the groups.

Reading comprehension about the ENCOURAGEMENT 101: The Courage to Be Imperfect, done by the student

Read with the class and lead discussion in; “The Power of Personal Declarations.”

Discuss and give some insight or sample about the topic “ENCOURAGEMENT 101: The Courage to Be Imperfect, done by the student” E. Discussing new concepts and practicing new skill #2

Lead short discussion following the processing questions and the reading on living mindfully. Recitation (in line with the discussion on “The passage to adulthood: challenges of Late Adolescence”

F. Developing Mastery


Read with the class and lead discussion “Being Happy.”

Explain the requirements for Portfolio Output No. 6: Mindfulness with

Present the activity about the “Role Play Situations on Challenges of Middle

Does the ENCOURAGEMENT 101: The Courage to Be Imperfect makes you a grow? Or has a big effect in your self? How will you encourage a person who don’t have any plan to continues

Present the learners activity to make/create slogan or personal declaration on being happy. Learners present their activity Says.Remember class, “developing the self may not be an easy journey

Reflection.


I. Evaluating Learning J. Additional activities for application or remediation

V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lesson work? No. of learners who 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?

Essay.

Adolescence”

their study? And he/she is contented in playing computer games.

towards happiness but it is worth pursuing”.

What is the essence of the story to Wright Family?

Ask. What is essence of reading the “ENCOURAGEMENT 101: The Courage to Be Imperfect”.

Asks. What is the purpose of reading the two topics; The Power of Personal Declarations and Being Happy? What is the information they want you to realize and understand?

Essay.

DAILY LESSO N LOG

School Teacher Teaching Dates and Time MONDAY



JULY 25- JULY 28, 2016

TUESDAY

WEDNESDAY


THURSDAY


Stress and its sources; various stress responses; and coping strategies for healthful living in middle and late adolescence

Identify personal ways of coping for healthful living



II. CONTENT

The learners 1. demonstrate personal ways of coping with stress for healthful living

The whole brain theory, or two hemispheres of the brain: artistic (rightbrain dominant) and linear (left-brain dominant) Identify ways to improve learning using both the left and right brain The learners 1.Discuss that understanding the left and right brain may help in improving one’s learning

The learners The learners 1. discuss that 1. identify sources of understanding stress and one’s stress and illustrate its sources during the effect of stress on adolescence may help in one’s system identifying ways to cope and have a healthful life Coping with Stress in Middle and Late

Adolescence

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Pages 42-51

Pages 29-35

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Pages 29-35

Pages 36-44

Pages 76-83

Pages 76-83

Pages 76-83

Pages 85-

The Powers of the Mind

III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Material Pages 3. Textbook Pages

FRIDAY

4. Additional Materials from Learning Resources

Personal Development, first edition By Ricardo Rubio Santos, 2016







Greetings. Recalls yesterday lesson

Asks. Class listen, did you know what are the two common sources of stress?

Says. - Stress is the body’s response to anything that 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

Explain and clearly give the direction on the “Belly Breathing” as their motivation.

Initiate motivation about “Lateral Thinking Puzzle”


IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson

Says. The two common sources of stress are change and loss. Reactions to loss are individually different and can vary for many reasons Common experiences of students are migration, parents’ separating, breaking up with boyfriends or girlfriends, changes in peer group and death of a grandparent. . Finding ways to cope and adjust to the changes and losses are critical for students experience/encounter this kind of stress.

Directions; Relax your arms and hands. 3. Relax your body. 4. Close your eyes. 5. Focus on lower abdomen (belly) and imagine a small balloon in that space. 6. Breath in slowly and deeply through nostrils, imagining the balloon inflating (getting bigger/larger/growing) slowly, hold a few seconds 7. Slowly exhale through the mouth, imagining the balloon gently deflating (getting smaller, shrinking); blow out of the mouth as if blowing out a candle 8. Tip: Place a hand over the lower abdomen to feel it go up and down,

stress and learn strategies to help control and alleviate stress. C. Presenting examples/instances of the new lesson

Says. For you to know how to cope this kind of stress. These will be our topic for today “STRESS”. Asks. Did you know what is stress? Did you encounter or experience stress? In what way?


(Student brainstorm) Asks. How stress is part of everyday life, and that there is good stress and bad stress. Teacher tasks. Review the previous activity worksheet, “What causes you to lose your cool?”

Present and explain the instruction on the Activity about “Stress Bingo”.

Asks. How do you feel when you “lose you cool temper.”

Says. How they found the activity. Was it stressful? How did they cope with the stress?

Says. You need to complete Activity 1: Stress Signals.

and make sure you’re not breathing with the chest 9. Repeat at least 10 times. Asks. How different your bodies feel after doing the ‘Belly Breathing’?( Did you relaxed/calm? Do you feel lighter? Great? Tired?) Says. Belly breathing is one of the strategies that one can do in stressful situations, but there are others too. Discuss and explain about “Keeping Stress under Control”.

Read processing questions; As you were thinking of solutions to the puzzles, what was going on inside you? What organ was working?

Give a lecture on Cognitive Development with the use of the Reader: Brainpower: Complex Organ Controls Your Every Thought and Move.

Teacher tasks. Pair up student to share their responses. E. Discussing new concepts and practicing new skill #2 F. Developing Mastery G. Finding practical applications of concepts & skills in daily living H. Making generalizations & abstractions about the lesson

Lecture and discussion about “STRESS MANAGEMENT”. Recitation Conduct Activity: WHAT CAUSES YOU TO “LOSE YOUR COOL”? Asks. What are the two common source as stress?

Discuss the Reading: “Stress Response”

Initiate Activity No. 1; Stress Survival Kit

Recitation. Initiate Activity 2: Quiet Time for 15 minutes.

Recitation Explained and give proper instruction in Activity No. 2; Project to-d- list What are those tips that we need to know to control our stress?

Asks. How stress response into our body? How stress response to us?

Cite or give brief discussion that synthesize “Cognitive Development”. Recitation Asks. Does cognitive development is essential in your daily live? How? What are the organ that controls your thought and movement?


Essay.

Essay.

Essay.

Essay.


Search and read about stress response.

Present and give instruction to the Portfolio Output No. 9: My Stress Signal

Clearly delivered instruction regarding to their Portfolio Output no. 10; “Project To-D0”.

Search the following: 1. What is Critical Thinking? 2. What are the theories in the Brain-Side Dominance?


DAILY LESSO N LOG




AUGUST 01 - AUGUST 04 , 2016

TUESDAY

WEDNESDAY


THURSDAY



The whole brain theory, or two hemispheres of the brain: artistic (right-brain dominant) and linear (left-brain dominant) Identify ways to improve learning using both

The concepts about mental health and wellbeing in middle and late adolescence Identify his/her own vulnerabilities and make a

FRIDAY


the left and right brain The learners The learners 1. Discuss that 1.Explore mind-mapping understanding the left techniques suited to right and right brain functions brain- or left may help in braindominant improving one’s learning, thinking styles, and 2. Make a plan to improve learning using both left and right brain development.

plan on how to stay mentally healthy The learners The learners 1. interpret the 1. make a mind map concepts of mental on ways of health and achieving psychological wellpsychological wellbeing in everyday being observations about 2. create a plan to mental health stay mentally problems during healthy during adolescence adolescence 2. identify his/her own vulnerabilities

The Powers of the Mind

Mental Health and Well-being in Middle and Late adolescence

II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Material Pages 3. Textbook Pages 4. Additional Materials from Learning Resources

Pages 42-51

Pages 42-51

Pages 51-68

Pages 51-68

Pages 36-44

Pages 36-44

Pages 45-53

Pages 45-53

Pages 85Personal Development, first edition By Ricardo Rubio Santos, 2016




Recall last session lesson

https://www.youtube.com/ watch?v=w0BQKX_lszY Recall yesterday lesson


Recalls yesterday lesson

Asks. How many of you have been sick last year?" Why are you sick? How long are you sick?

Says. Ok, class our topic for today is all about Anxiety disorders.


IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson

Start the class with motivation. “ lateral thinking puzzle”. Instruct student on how to answer the lateral thinking puzzle.

Start/do motivation about Brain Dominance.

Says. Ok, class before

C. Presenting examples/instances of the new lesson

Introduce the topic on cognitive development by asking the following question; 1. What is the brain and how does it work? 2. What happens inside your brain when you learn something new?


Leave for a few minutes to answer the question. Follow up question; 3. How did you learn to talk? To read? To ride a bicycle? To shoot a basket? Read and discuss the topic about Brain power.

Says/Asks. Kindly raise you hands those “Who are the right brain dominant? How about the left brain dominant, who are they? (Raise your hand please).

1. Read and discuss about “The Dominant side of the Brain”.

you felt sick, there are some symptom derive first like headache, fever, chills, upset stomach, right? So, those illnesses are part of physical nature . And if got really sick we’re going the hospital or clinic , sought help from a doctor. And after that we buy and took medicine that are subscribed by the doctor. And after that you will be recovered. Asks. Class do you agree that not all sickness are in physical in nature? Teacher task. 1. Present and explain about the twelve statement by answering if is fiction or fact. 2. Give the result after they answered all the 12 statement. 3. Read and discuss about the “Change Your Mind about Mental Health.” to be able to correct the student perception.

Group the class into3 groups and look for every advertisement brought by the member and pick/decide which advertisement they will

critiques. Instruct student to decode and answer the question on the given sheet.

E. Discussing new concepts and practicing new skill #2

Watch video about the brain function.

1. Provide lecture on new Research Study on “The brain’s left and right sides”. Asks. What do they think about this new research? 2. Additional lecture on;” You Can Grow Your Intelligence.” Says. People 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.

Present the activity regards on the chosen advertisement and answered the decode questionnaire. Read and Explain the Additional Information about “Strategies for Becoming a Critical Viewer of the Media”.

[Show of hands.]

F. Developing Mastery


Recitation. What are the three major parts of brain? What is the function of cerebrum in our brain? What is the function of cerebellum? What is the function of brain stem? Asks. How drugs affect in our brains?


Asks. What are the three major part of the brain and how it functions? And what are the effect of using drugs and drinking alcohol in our brain? Short quiz.


Search for some theories about the brain side dominance.


V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for

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. Read and present a brief explanation about mind mapping. Make an example

Present and explain the tasks in “Portfolio Output 11: Make a Mind Map”. Asks.

Assist learners to read” the The Myth of Michael Jordan”. And watch video of Michael Jordan. Bring some print ads of body beautifying products, clothes, or fashion.

Sharing their opinion and thought about their advertisement present by the group.

Discussing “self-esteem and body-esteem”

Essay. How does the advertisement affect yourself? explain the tasks in “Portfolio Output no. 12 Media Influences (How Ads Affected My SelfEsteem)”.

remediation who scored below 80% C. Did the remedial lesson work? No. of learners who 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?

DAILY LESSO N LOG


NEW TAUGTOG NATIONAL HIGH SCHOOL CRISTINA D. GUINA



MONDAY

TUESDAY

WEDNESDAY

11 BREAD AND PASTRY PRODUCTION I

THURSDAY

I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/Objec tives

II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Material Pages 3. Textbook Pages 4. Additional Materials from

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FRIDAY

Learning Resources B. 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 skill #1 E. Discussing new concepts and practicing new skill #2 F. Developing Mastery G. Finding practical applications of concepts & skills in daily living H. Making generalizations & abstractions about the lesson I. Evaluating Learning J. Additional activities for application or remediation

V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation

who scored below 80% C. Did the remedial lesson work? No. of learners who 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?

DAILY LESSO N LOG





MONDAY

TUESDAY

WEDNESDAY


THURSDAY


II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Material Pages 3. Textbook Pages

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FRIDAY

4. Additional Materials from Learning Resources B. Other Learning Resources


V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lesson work? No. of learners who 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?

DAILY LESSO N LOG





MONDAY

TUESDAY

WEDNESDAY


THURSDAY


II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s

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FRIDAY

Material Pages 3. Textbook Pages 4. Additional Materials from Learning Resources B. Other Learning Resources


V. REMARKS VI. REFLECTION

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A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lesson work? No. of learners who 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?

DAILY LESSO N LOG




AUGUST 29 - SEPTEMBER 02 , 2016

TUESDAY

WEDNESDAY


THURSDAY


II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide

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FRIDAY

Pages 2. Learner’s Material Pages 3. Textbook Pages 4. Additional Materials from Learning Resources B. Other Learning Resources


V. REMARKS

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VI. REFLECTION A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lesson work? No. of learners who 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?

DAILY LESSO N LOG



II. CONTENT III. LEARNING RESOURCES A. References



SEPTEMBER 05- SEPTEMBER 09, 2016

TUESDAY

WEDNESDAY


THURSDAY

FRIDAY

1. Teacher’s Guide Pages 2. Learner’s Material Pages 3. Textbook Pages 4. Additional Materials from Learning Resources B. Other Learning Resources


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DAILY LESSO N LOG







TUESDAY

WEDNESDAY


THURSDAY

FRIDAY



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DAILY LESSO N LOG







TUESDAY

WEDNESDAY


THURSDAY

FRIDAY



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DAILY LESSO N LOG



II. CONTENT III. LEARNING RESOURCES




TUESDAY

WEDNESDAY


THURSDAY

FRIDAY

A. References 1. Teacher’s Guide Pages 2. Learner’s Material Pages 3. Textbook Pages 4. Additional Materials from Learning Resources B. 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 skill #1 E. Discussing new concepts and practicing new skill #2 F. Developing Mastery G. Finding practical applications of concepts & skills in daily living H. Making generalizations & abstractions about the lesson I. Evaluating Learning J. Additional activities for application or

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remediation


DAILY LESSO N LOG



II. CONTENT III. LEARNING



OCTOBER 03 - OCTOBER 06, 2016

TUESDAY

WEDNESDAY


THURSDAY

FRIDAY

RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Material Pages 3. Textbook Pages 4. Additional Materials from Learning Resources B. 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 skill #1 E. Discussing new concepts and practicing new skill #2 F. Developing Mastery G. Finding practical applications of concepts & skills in daily living H. Making generalizations & abstractions about the lesson I. Evaluating Learning J. Additional

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activities for application or remediation


DAILY LESSO N LOG





OCTOBER 10 - OCTOBER 13, 2016

TUESDAY

WEDNESDAY


THURSDAY

FRIDAY


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 skill #1 E. Discussing new concepts and practicing new skill #2 F. Developing Mastery G. Finding practical applications of concepts & skills in daily living H. Making generalizations & abstractions about the lesson I. Evaluating

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Learning J. Additional activities for application or remediation


DAILY LESSO N LOG


I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning



OCTOBER 17- OCTOBER 20, 2016

TUESDAY

WEDNESDAY


THURSDAY

FRIDAY

Competencies/Objec tives


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 skill #1 E. Discussing new concepts and practicing new skill #2 F. Developing Mastery G. Finding practical applications of concepts & skills in daily living H. Making generalizations & abstractions about

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the lesson I. Evaluating Learning J. Additional activities for application or remediation


Daily Lesson Log Personal Dev't

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