Understanding Adolescent Development

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11
A. Content Standards The learners demonstrate an understanding of himself/herself during middle and late adolescence
LESSO Teacher GUINA CRISTINA D. Learning PERSONALITY DEVELOPMENT
B. Performance The learners shall be able to conduct self-exploration and simple disclosure
N Area
Standards
C. Learning
LOG Teaching Dates and JULY 04- JULY 8, 2016 Quarter I
Time
The learner… The learner… The learner… The learner…
Competencies/Objective s 1. Explain that knowing 1. Share his/her unique 1. maintain a journal
oneself can make a person characteristics, habits, and
accept his/her strengths and experiences
limitations and dealing with
others better
II. CONTENT Knowing Oneself

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 2-4
Pages
2. Learner’s Material Pages 1-7
Pages
3. Textbook Pages Pages 14-19

4. Additional Materials Personal Development, first edition
from Learning Resources By Ricardo Rubio Santos, 2016
B. Other Learning
Resources 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-
DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL http://study.com/academy/lesson/social-roles-definition-
content/uploads/2012/12/myers-briggs-test.jpg Grade Level 11
and-types-of-social-roles.html http://study.com/academy/lesson/ideal-self-vs-real-self-definition-lesson-
N Area
quiz.html
IV. PROCEDURES Teaching Dates and JULY 11- JULY 14, 2016 Quarter I
LOG
Time
A. Reviewing previous lesson Recall the learner on what Distribute criteria copies to the Recall yesterday lesson and
or presenting the new lesson
MONDAY
they’ve learned
TUESDAY
leader
WEDNESDAY
of the group to rate the
THURSDAY
activity. FRIDAY
yesterday. given performance of group.
I. OBJECTIVES
Ask their reaction about; What
A. Content Standards The learner demonstrates understanding of the various aspects of holistic The skills and tasks development: physiological,
State the mechanics of the they feel when the other group
cognitive, psychological, spiritual, and social appropriate for middle
talents show. give their negative and
development and late adolescence, and preparatory to early
positive feedback in their
B. Performance The learner is able to illustrate the connections between thoughts, feelings, and
Remind Make a list
the class to of ways
write to
their performance?
Standards behaviors in a person’s holistic development become responsible
comment or feedback in their
adolescents prepared for adult
journal to every performers.
life
Say; The best way to develop
B. Establishing a purpose oneself is to express your Asks: Did you know what is
for the lesson talents and gifts in a way you journal?
enjoy. With this performance
H
av
e
yo
u
ex
pe
rie
nc
e
to
wr
ite
a
jo
ur
na
l?
W
ha
t
di
d
yo
u
wr
ite
in
yo
ur
jo
ur
na
l?
C. Learning The learner… The learner… The learner… The learner…
Competencies/Objective s 1. illustrate the connections 1. illustrate the connections 1. evaluate his/her own 1. classifiy various
between thoughts, feelings, between thoughts, feelings, thoughts, feelings, and developmental tasks
and behaviors in a person’s and behaviors in a person’s behaviors according to
holistic development holistic development developmental stage
II. CONTENT Developing the Whole Person Developmental Stages in Middle and Late
Adolescence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 9-18 Pages 9-18 Pages 9-18 Pages 19-25
Pages
2. Learner’s Material Pages 8-16 Pages 8-16 Pages 8-16 Pages 17-23
Pages
3. Textbook Pages Pages 14-34 Pages 14-34 Pages 14-34 Pages 40-47
4. Additional Materials Personal Development, first Personal Development, first Personal Development, first Personal Development, first
from Learning Resources edition edition edition edition
By Ricardo Rubio Santos, By Ricardo Rubio Santos, By Ricardo Rubio Santos, By Ricardo Rubio Santos,
B. Other Learning 2016 2016 2016 2016
Resources
IV. PROCEDURES
A. Reviewing previous lesson Recall last week lesson and Recall yesterday lesson Recall yesterday lesson. Motivation: Line up games
or presenting the new lesson activity. Form two group.
Every group form their shoes
largest to smallest.
B. Establishing a purpose Ask student for the definition of Enlighten the lesson to be In accordance in
for the lesson the following: tackled: motivation,remind student
Dreams/Imagination Process/ 1. Explain the recipe for about things have progression
Action Inspiration/Motivation success or certain pattern. Life also
Trial 2. Reading comprehension has developmental stage.
Overcome in the “Story of Two
Hard work Wolves” Cite teacher example aside
Success 3. Deepening the power triad: the game.
Thought, Feelings and Actions
Asks. Have you heard the term
about recipe for success?
How does; thoughts, feelings

and action affects in reading a
story.
C. Presenting Ask. Draw a circle on a blank Intercourse experience to the Study and explain the two Teacher tell the activity in
examples/instances of the sheet of paper and divide the class, about a sample of recipe for success. making their Personal Time
new lesson circle dreams, trials, support, line.
into 8 segments. Each overcome,hard work and
segment, write some success.. Orienting student in their
descriptions of the different activity.
aspects of yourself Says. The activity is not just
about placing all your
Assist student and cite experiences, both the positive or
possible words to describe negative but it is about seeing
the different aspects their transitions and
developments as they go
Example; physical aspect through life. You need to plan
“4feet 10 inches by your
125pounds”. 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
Covered topic discuss in the 8 stages, and concentrate on the
different aspect of Reinforcing learners in reading developmental tasks during
D. Discussing new concepts development as follows; Reinforcing learners in reading comprehension in “The Story adolescence and early
and practicing new skill #1 1. Physical self comprehension in “Three of the two Wolves” adulthood.
2. Intellectual self Success Stories”.
3. Emotional self 1.Manny Pacquiao’s
4. Sensual self Unbelievable Success
Story Will
5. Interaction self Inspire You Entertain questions and
6. Nutritional self 2.The Pia Wurtzbach discussions on the issues of this
7. Contextual self Success Story developmental stage.
8. Spiritual self or life A Love Affair that Got Me
force Close to a Great Doctor
E. Discussing new concepts Topic is “Aspect of the Self”, Comprehensive reading about
and practicing new skill #2 discussion covered as follows; the “HAVIGHURST`S
1. Three basic different DEVELOPMENTAL TASKS
aspect of the self DURING THE LIFE SPAN”
1.a Physical or tangible and discussion.
aspect
1.b intellectual and Discussion and explain each
concious aspect developmental task summary
1,c emotional and table.
intuitive aspects
Sharing thought and
2. Mention important understanding by the
detailed and sample in student to the lesson.
the different aspect of
the self.
F. Developing Mastery Recitation. Gather thought and feelings about Sharing of thoughts, feelings Recitation.
The Success Story and opinions base on the story
of the two wolves.
(evil and good side)

G. Finding practical Present and explain the activity Highlight the good qualities Continuation of their Present and explain the
applications of concepts regarding their Portfolio by letting the students activity. activity regarding their
& skills in daily living Output No. 3: “Personal identify the characteristics, Portfolio Output No. 5: “My
Assessment of Aspects of right decisions and Personal Timeline with
Development with Plan of perspectives these individuals Reflection”.
Action” exemplify. Asks. What do you
Asks. What is the purpose of need to succeed?
H. Making generalizations discussing the “Aspect of the Ask. What is the purpose of Ask. What is developmental
& abstractions about the Self”? Why do we reading a story about the two stage? In what areas does the
lesson wolves and the
need to assess ourselves? Success is about right mindset, significant of having developmental stage
emotional resilience and personal recipes? concentrate? Why the study
proper behavior. of developmental stage is
important?
I. Evaluating Learning Give the eight aspect in assessing Essay. Essay. Enumeraton.
your self in your activity. What is your dream? What are Give your reflection in the story 1-8 Give the eight
Give at least two basic those action to succeed your of two wolves. developmental stages of
different aspect of self. dreams? human.
9-10 give at least two
developmental task of
infancy and early
childhood.
developmental task of middle
child.
developmental task of
adolescence.
J. Additional activities for Search for the definition of Search a story about Assignment.
application or remediation the following terms: Dreams, success. Bring bond paper and
Imagination, Process, Action coloring materials.
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?
G. What innovation or localized
materials did I use/discover which
I wish to share with other teachers?

N Area
Time

I. OBJECTIVES
A. Content Standards The skills and tasks appropriate

for middle and late adolescence, The developmental changes in middle and late adolescence, and expectations of and from adolescents
and preparatory to early
adulthood
B. Performance Make a list of ways to

Standards become responsible Clarify and manage the demands of the teen years (middle and late adolescence)
adolescents prepared for adult
life
C. Learning The learners The learners The learners The learners

Competencies/Objective s 1. Classify various 1. Discuss that facing the 1. Express his/her feelings on the 1. Make affirmations that help
developmental tasks challenges during adolescence expectations of the significant one become more lovable and
according to may able to clarify and manage people around him/her (parents, capable as an adolescent
developmental stage the demands of teen years siblings, friends, teachers,
2. The evaluate one’s community leaders)

development in
comparison with
persons of the same age
group
3. List ways to become a
responsible adolescent
prepared for adult life
II. CONTENT Developmental Stages in Middle The Challenges of Middle and Late Adolescence
and Late Adolescence
III. LEARNING
RESOURCES
A. References
Pages
2. Learner’s Material Pages 17-23 Pages Pages Pages
Pages
B. Other Learning 2016 2016 2016 2016
Resources
IV. PROCEDURES
A. Reviewing previous lesson Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson
B. Establishing a purpose Present the and explain Do the Motivation: Story of Perform “Role play Asks. Class did you heard the
for the lesson activity task to the student in Life with the Wright Family presentation” opinions and comment your co-
WORKSHEET ON learners/ classmate?
DEVELOPMENTAL TASKS What can you say about their
OF BEING IN GRADE 11 opinions?
( Pick one representative of
every groups performed)
Says,Class, always put in your
Student present the activity to Asks.(in accordance with mind that we need to accept the
C. Presenting make a short oral report to the motivation) How much of the Cite samples of quest opinions of other people in our
examples/instances of the class on the similarities and story can you remember? experience/encounter by the surrounding, because what they
new lesson differences of their own What does this activity tell middle adolescence. think and how they feel about
assessment in developmental. us about communication? themselves is far more potent
task. What does this activity tell Asks. How will you manage or will give you a chance to
us about listening skills? these kind of challenges that grow up or be mature.
Summarizes the findings of the you encountered your life as
triads, using the processing Says. The idea was not to an adolescence?
questions.
Gather opinions, thoughts and
ways to solve or
get too distracted by the “rights” manage the challenges given in
and “lefts” and stay focused on the role play and perform by the
what was happening in the groups.
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
D. Discussing new concepts Lead students to do the Adolescence” Reading comprehension about Read with the class and lead
and practicing new skill #1 second activity on the ENCOURAGEMENT discussion in; “The Power of
Mindfulness 101: The Courage to Be Personal Declarations.”
Imperfect, done by the student
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 Lead short discussion following Read with the class and lead
and practicing new skill #2 the processing questions and the discussion “Being Happy.”
reading on living mindfully.
F. Developing Mastery Recitation (in line with the discussion on Does the Present the learners activity
“The passage to adulthood: ENCOURAGEMENT 101: to make/create slogan or
challenges of Late Adolescence” The Courage to Be Imperfect personal declaration on
makes you a grow? Or has a being happy.
big effect in your self?
Learners present their
activity
G. Finding practical Explain the requirements for Present the activity about the How will you encourage a Says.Remember class,
applications of concepts Portfolio Output No. 6: “Role Play Situations on person who don’t have any plan “developing the self may not
& skills in daily living Mindfulness with Challenges of Middle to continues be an easy journey
Reflection. Adolescence” their study? And he/she is contented in towards happiness but it is
playing computer games. worth pursuing”.
H. Making generalizations What is the essence of the Ask. What is essence of Asks. What is the purpose of
& abstractions about the story to Wright Family? reading the reading the two topics; The
lesson “ENCOURAGEMENT 101: Power of Personal Declarations
The Courage to Be Imperfect”. and Being Happy? What is the
information they want
you to realize and
understand?
I. Evaluating Learning Essay. Essay.
J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
who scored below
80%
require remediation
help me solve?

N Area
Time

I. OBJECTIVES
A. Content Standards Stress and its sources; various stress responses; and coping strategies for healthful living in middle The whole brain theory,
and late adolescence or two hemispheres of
the brain: artistic (right-
brain dominant) and linear
(left-brain dominant)
B. Performance Identify personal ways of coping for healthful living Identify ways to improve learning using both
Standards the left and right brain
Competencies/Objective s 1. discuss that understanding 1. identify sources of one’s 1. demonstrate personal ways of 1.Discuss that understanding
stress and its sources during stress and illustrate the effect of coping with stress for healthful the left and right brain may
adolescence may help in stress on one’s system living help in improving one’s
identifying ways to cope and learning
have a healthful life
II. CONTENT Coping with Stress in Middle and Late Adolescence The Powers of the
Mind
III. LEARNING
RESOURCES
A. References
Pages
Pages
3. Textbook Pages Pages 76-83 Pages 76-83 Pages 76-83 Pages 85-
B. Other Learning 2016 2016 2016 2016
Resources
IV. PROCEDURES
A. Reviewing previous lesson Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson Greetings.
or presenting the new lesson Recalls yesterday lesson
B. Establishing a purpose Asks. Class listen, did you know Says. Explain and clearly give the Initiate motivation about
for the lesson what are the two common - Stress is the body’s response direction on the “Belly “Lateral Thinking Puzzle”
sources of stress? to anything that makes us feel Breathing” as their motivation.
threatened or pressured. It is
Says. The two common caused by any kind of demand Directions;
sources of stress are change to which we must adapt,adjust, Relax your arms and
and loss. Reactions to loss are or respond. hands.
individually different and can - It is the body’s 3. Relax your body.
vary for many reasons automatic way of reacting to 4. Close your eyes.
Common experiences of changes,challenges, and 5. Focus on lower abdomen
students are migration, demands placed on us. (belly) and imagine a small
parents’ separating, breaking - Some stress is necessary, balloon in that space.
up with boyfriends or however too much stress may 6. Breath in slowly and
girlfriends, changes in peer cause wear and tear on the body deeply through nostrils,
group and death of a and mind. Major life events, imagining the balloon
grandparent. such as moving, separation or inflating
. divorce of parents, death of a (getting
Finding ways to cope and adjust loved one, changing schools or bigger/larger/growing)
to the changes and losses are losing a friend, may cause slowly, hold a few seconds
critical for students anxiety and distress. 7. Slowly exhale through the
experience/encounter this kind - Other day-to-day situations, mouth, imagining the balloon
of stress. including being late or leaving a gently deflating (getting smaller,
project until the last minute, can shrinking); blow out of the
also cause stress. It is important mouth as if blowing out a candle
that students learn to recognize 8. Tip: Place a hand over the
what might be causing them lower abdomen to feel it go up
and down,
stress and learn strategies to and
help control and alleviate make sure you’re not
stress. breathing with the chest
9. Repeat at least 10
times.
C. Presenting Says. For you to know how to (Student brainstorm) Asks. How different your Read processing questions;
examples/instances of the cope this kind of stress. These bodies feel after doing As you were thinking of
new lesson will be our topic for today Asks. How stress is part of the ‘Belly Breathing’?( Did you solutions to the puzzles,
“STRESS”. everyday life, and that there is relaxed/calm? Do you feel what was going on inside
good stress and bad stress. lighter? Great? Tired?) you?
Asks. Did you know what is What organ was working?
stress? Did you encounter or Teacher tasks. Review the Says. Belly breathing is one
experience stress? In what previous activity worksheet, of the strategies that one can do
way? “What causes you to lose your in stressful situations, but there
cool?” are others too.
Discuss and explain about
“Keeping Stress under Control”.
Present and explain the Asks. How do you feel when
D. Discussing new concepts instruction on the Activity about you “lose you cool temper.” Give a lecture on Cognitive
and practicing new skill #1 “Stress Bingo”. Development with the use of
Says. You need to the Reader: Brainpower:
Says. How they found the complete Activity 1: Complex Organ Controls
activity. Was it stressful? How Stress Signals. Your Every Thought and
did they cope with the stress? Move.
Teacher tasks. Pair up
student to share their
responses.
E. Discussing new concepts Lecture and discussion Discuss the Reading: Initiate Activity No. 1; Cite or give brief discussion that
and practicing new skill #2 about “STRESS “Stress Response” Stress Survival Kit synthesize “Cognitive
MANAGEMENT”. Development”.
F. Developing Mastery Recitation Recitation. Recitation Recitation

G. Finding practical Conduct Activity: WHAT Initiate Activity 2: Quiet Explained and give proper Asks. Does cognitive
applications of concepts CAUSES YOU TO “LOSE Time for 15 minutes. instruction in Activity No. development is essential in your
& skills in daily living YOUR COOL”? 2; Project to-d- list daily live? How? What are the
H. Making generalizations Asks. What are the two Asks. How stress response What are those tips that we organ that controls your thought
& abstractions about the common source as stress? into our body? How stress need to know to control our and movement?
lesson response to us? stress?
I. Evaluating Learning Essay. Essay. Essay. Essay.
J. Additional activities for Search and read about stress Present and give instruction to Clearly delivered instruction Search the following:
application or remediation response. the Portfolio Output No. 9: My regarding to their Portfolio 1. What is Critical
Stress Signal Output no. Thinking?
10; “Project To-D0”. 2. What are the theories in the
Brain-Side Dominance?
V. REMARKS
VI. REFLECTION
who scored below
80%
require remediation
help me solve?

N Area
LOG Teaching Dates and AUGUST 01 - AUGUST 04 , 2016 Quarter I

Time

I. OBJECTIVES
A. Content Standards The whole brain theory, or two hemispheres of the brain: artistic The concepts about mental health and well- being in
(right-brain dominant) and middle and late adolescence
linear (left-brain dominant)
B. Performance Identify ways to improve learning using both Identify his/her own vulnerabilities and make a
Standards
the left and right brain plan on how to stay mentally healthy
Competencies/Objective s 1. Discuss that understanding 1.Explore mind-mapping 1. interpret the concepts of 1. make a mind map on
the left and right brain techniques suited to right brain- mental health and ways of achieving
functions may help in or left braindominant psychological well- psychological well-
improving one’s learning, thinking styles, and being in everyday being
2. Make a plan to improve observations about 2. create a plan to stay
learning using both left and right mental health problems mentally healthy
brain development. during adolescence during adolescence
2. identify his/her own
vulnerabilities
II. CONTENT The Powers of the Mind Mental Health and Well-being in Middle and
Late adolescence
III. LEARNING
RESOURCES
A. References
Pages
Pages
3. Textbook Pages Pages 85- Pages 85- Pages 85- Pages 85-
B. Other Learning 2016 2016 2016 2016
Resources
IV. PROCEDURES https://www.youtube.com/

watch?v=w0BQKX_lszY
A. Reviewing previous lesson Recall last session lesson Recall yesterday lesson Recall yesterday lesson Recalls yesterday lesson
B. Establishing a purpose Start the class with Start/do motivation about Asks. How many of you Says. Ok, class our topic for
for the lesson motivation. “ lateral Brain Dominance. have been sick today is all about Anxiety
thinking puzzle”. last year?" disorders.
Why are you sick?
Instruct student on how to How long are you sick?
answer the lateral thinking
puzzle. Says. Ok, class before
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?
C. Presenting Introduce the topic on cognitive Says/Asks. Kindly raise you
examples/instances of the development by asking the hands those “Who are the Teacher task. 1. Present and
new lesson following question; right brain explain about the twelve
dominant? How about the left statement by answering if is
1. What is the brain and brain dominant, who are they? fiction or fact.
how does it work? (Raise your hand please). 2. Give the result after they
2. What happens inside answered all the 12 statement.
your brain when you 3. Read and discuss about the
learn something “Change Your Mind about
new? Mental Health.” to be able to
correct the student perception.
Leave for a few minutes to
answer the question. Follow
up question;
3. How did you learn to talk? Group the class into3 groups and
To read? To look for every advertisement
ride a bicycle? To shoot a brought by the member and
basket? pick/decide which advertisement
Read and discuss the topic they will
about Brain power. 1. Read and discuss about
D. Discussing new concepts “The Dominant side of the
and practicing new skill #1 Brain”.
critiques.
Instruct student to decode

and answer the question on
the given sheet.
Present the activity regards
on the chosen advertisement
and answered the decode
questionnaire.
Read and Explain the
E. Discussing new concepts Watch video about the brain 1. Provide lecture on new Additional Information
and practicing new skill #2 function. Research Study on “The brain’s about “Strategies for
left and right sides”. Becoming a Critical Viewer
of the Media”.
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.
[Show of hands.]
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
F. Developing Mastery Recitation. mapping. Make an example Sharing their opinion and
What are the three major parts thought about their
of brain? advertisement present by the
What is the function of group.
cerebrum in our brain? What
is the function of
cerebellum?
What is the function of brain
stem?
G. Finding practical Asks. How drugs affect in our Present and explain the tasks in
applications of concepts brains? “Portfolio Output
& skills in daily living 11: Make a Mind Map”.
H. Making generalizations Asks. What are the three major Asks. Discussing “self-esteem and body-
& abstractions about the part of the brain and how it esteem”
lesson functions? And what are the
effect of using drugs and
drinking alcohol in our brain?
I. Evaluating Learning Short quiz. Assist learners to read” the The Myth of Essay. How does the
Michael Jordan”. And watch advertisement affect
video of Michael Jordan. yourself?
J. Additional activities for Search for some theories about Bring some print ads of body explain the tasks in
application or remediation the brain side dominance. beautifying products, clothes, “Portfolio Output no. 12
or fashion. Media Influences (How Ads
Affected My Self-
Esteem)”.
V. REMARKS
VI. REFLECTION
additional activities for
remediation who scored below
80%
require remediation
help me solve?
LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION

N Area

Time

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 Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15
N/A N/A N/A N/A

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
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
remediation
who scored below 80%
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?
materials did I use/discover
which I wish to share with
other teachers?

N Area

Time

I. OBJECTIVES
B. Performance
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
2. Learner’s
Material Pages Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15
N/A N/A N/A N/A

4. Additional
Materials from Learning
Resources B. Other
Learning Resources
IV. PROCEDURES
new lesson
B. Establishing a
purpose for the
lesson
C. Presenting
the new lesson
D. Discussing new
new skill
#1
E. Discussing new
new skill
#2
F. Developing
Mastery
H. Making
generalizations &
lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
80%
require remediation
did these work?
encounter which my
help me solve?
other teachers?

N Area

Time

I. OBJECTIVES
B. Performance
Standards
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15
2. Learner’s N/A N/A N/A N/A
Material Pages
4. Additional
Resources B. Other
Learning Resources
IV. PROCEDURES
new lesson
B. Establishing a
purpose for the
lesson
C. Presenting
the new lesson
D. Discussing new
new skill
#1
E. Discussing new
new skill
#2
F. Developing
Mastery
H. Making
generalizations &
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
80%
require remediation
did these work?
encounter which my
help me solve?
other teachers?

N Area
LOG Teaching Dates and AUGUST 29 - SEPTEMBER 02 , 2016 Quarter I

Time

I. OBJECTIVES
B. Performance
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Material Pages
4. Additional
Resources B. Other
Learning Resources
IV. PROCEDURES
new lesson
B. Establishing a
purpose for the
lesson
C. Presenting
the new lesson
D. Discussing new
new skill
#1
E. Discussing new
new skill
#2
F. Developing
Mastery
H. Making
generalizations &
lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
80%
require remediation
did these work?
encounter which my
help me solve?
other teachers?

N Area
LOG Teaching Dates and SEPTEMBER 05- SEPTEMBER 09, 2016 Quarter I
Time

I. OBJECTIVES
B. Performance
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Material Pages
4. Additional
Resources B. Other
Learning Resources
IV. PROCEDURES
new lesson
B. Establishing a
purpose for the
lesson
C. Presenting
the new lesson
D. Discussing new
new skill
#1
E. Discussing new
new skill
#2
F. Developing
Mastery
H. Making
generalizations &
lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
80%
require remediation
did these work?
encounter which my
help me solve?
other teachers?

N Area
Time

I. OBJECTIVES
B. Performance
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Material Pages
4. Additional
Resources B. Other
Learning Resources
IV. PROCEDURES
new lesson
B. Establishing a
purpose for the
lesson
C. Presenting
the new lesson
D. Discussing new
new skill
#1
E. Discussing new
new skill
#2
F. Developing
Mastery
H. Making
generalizations &
lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
80%
require remediation
did these work?
encounter which my
help me solve?
other teachers?

N Area
Time

I. OBJECTIVES
B. Performance
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Material Pages
4. Additional
Resources B. Other
Learning Resources
IV. PROCEDURES
new lesson
B. Establishing a
purpose for the
lesson
C. Presenting
the new lesson
D. Discussing new
new skill
#1
E. Discussing new
new skill
#2
F. Developing
Mastery
H. Making
generalizations &
lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
80%
require remediation
did these work?
encounter which my
help me solve?
other teachers?

N Area
Time

I. OBJECTIVES
B. Performance
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Material Pages
4. Additional
Resources B. Other
Learning Resources
IV. PROCEDURES
new lesson
B. Establishing a
purpose for the
lesson
C. Presenting
the new lesson
D. Discussing new
new skill
#1
E. Discussing new
new skill
#2
F. Developing
Mastery
H. Making
generalizations &
lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
80%
require remediation
did these work?
encounter which my
help me solve?
other teachers?

N Area
LOG Teaching Dates and OCTOBER 03 - OCTOBER 06, 2016 Quarter I

Time

I. OBJECTIVES
B. Performance
Standards
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Material Pages
4. Additional
Resources B. Other
Learning Resources
IV. PROCEDURES
new lesson
B. Establishing a
purpose for the
lesson
C. Presenting
the new lesson
D. Discussing new
new skill
#1
E. Discussing new
new skill
#2
F. Developing
Mastery
H. Making
generalizations &
lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
80%
require remediation
did these work?
encounter which my
help me solve?
other teachers?

N Area
LOG Teaching Dates and OCTOBER 10 - OCTOBER 13, 2016 Quarter I

Time

I. OBJECTIVES
B. Performance
Standards
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
Material Pages
4. Additional
Resources B. Other
Learning Resources
IV. PROCEDURES
new lesson
B. Establishing a
purpose for the
lesson
C. Presenting
the new lesson
D. Discussing new
new skill
#1
E. Discussing new
new skill
#2
F. Developing
Mastery
H. Making
generalizations &
lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
80%
require remediation
did these work?
encounter which my
help me solve?
other teachers?

N Area
LOG Teaching Dates and OCTOBER 17- OCTOBER 20, 2016 Quarter I
Time

I. OBJECTIVES
B. Performance
Standards
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15
2. Learner’s
Material Pages N/A N/A N/A N/A
4. Additional
Resources B. Other
Learning Resources
IV. PROCEDURES
new lesson
B. Establishing a
purpose for the
lesson
C. Presenting
the new lesson
D. Discussing new
new skill
#1
E. Discussing new
new skill
#2
F. Developing
Mastery
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
80%
require remediation
did these work?
encounter which my
help me solve?
other teachers?

Understanding Adolescent Development

Caricato da

Informazioni sul documento

Descrizione originale:

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Understanding Adolescent Development

Caricato da

Copyright:

Formati disponibili

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

II. CONTENT Knowing Oneself

3. Textbook Pages Pages 14-19

How does; thoughts, feelings

(evil and good side)

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher GUINA CRISTINA D. Learning PERSONALITY DEVELOPMENT

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The skills and tasks appropriate

B. Performance Make a list of ways to

C. Learning The learners The learners The learners The learners

2. The evaluate one’s community leaders)

Discuss and give some insight

J. Additional activities for

LESSO Teacher GUINA CRISTINA D. Learning PERSONALITY DEVELOPMENT

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

F. Developing Mastery Recitation Recitation. Recitation Recitation

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher GUINA CRISTINA D. Learning PERSONALITY DEVELOPMENT

LOG Teaching Dates and AUGUST 01 - AUGUST 04 , 2016 Quarter I

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES https://www.youtube.com/

Instruct student to decode

2. Additional lecture on;”

Says. People generally have

Raise your hand if you

Raise your hand if you

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION

LOG Teaching Dates and AUGUST 08 - AUGUST 12 , 2016 Quarter I

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

N/A N/A N/A N/A

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION

LOG Teaching Dates and AUGUST 15 - AUGUST 19 , 2016 Quarter I

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

N/A N/A N/A N/A

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION

LOG Teaching Dates and AUGUST 22 - AUGUST 26 , 2016 Quarter I

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION

LOG Teaching Dates and AUGUST 29 - SEPTEMBER 02 , 2016 Quarter I

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION

LOG Teaching Dates and OCTOBER 03 - OCTOBER 06, 2016 Quarter I

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11