GRADE 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
School AGUSAN NATIONAL HIGH SCHOOL –SHS DEPARTMENT Grade Level X1
Teacher CHRISTE M. SALUGTA Learning Area PER.DEV.
Teaching Dates and Time M/W//T/TH/F SEPTEMBER 10-14, 2018 Quarter SECOND
MONDAY WEDNESDAY TUESDAY THURSDAY FRIDAY
1. Discuss an understanding of teenage relationships, including the acceptable and unacceptable expressions of
attractions,
2. Express their ways of showing attraction, love, and commitment, and
3. Identify ways to become responsible in a relationship.
The learners demonstrate an understanding of… the dynamics of attraction, love, and commitment
The learners shall be able to….appraise one’s present relationships and make plans for building responsible
future relationships
1. Discuss an understanding of teen-age relationships, including the acceptable and unacceptable expressions of
attractions (EsP-PD11/12PR-IIa-9.1)
2. Express his/her ways of showing attraction, love, and commitment (EsP-PD11/12PR-IIa-9.2)
3. Identify ways to become responsible in a relationship (EsP-PD11/12PR-II-9.3)
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.
PERSONAL RELATIONSHIPS
CG and Textbook
Personal Development Book
Unit-3 Module-9 page 77-86
Page 132-146
Personal Development
First edition
By Ricardo Rubio Santos
Laptop, Television
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always 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.
The teacher communicates the lesson objectives and asks a volunteer -student to recall the previous lesson
In the first two units, we discussed the individual. We talked about the learner, and his/her strengths and limitations, stages of development and challenges, stress management,
mental and emotional development. In this unit, we shall talk about the learner’s relationships with significant persons in his/her life.
To introduce the topic and to check on the prior knowledge of the students, ask the students what they understand by the following words/terms: relationship, personal
1
Jski.dv
 the new lesson relationships, love, commitment, and attraction.
D. Discussing new concepts and Give the lecturette on:
practicing new skills # 1  Basic Definitions to clarify the meanings of these words (relationship, personal relationships, love, commitment, and
attraction.
 How are Attachments Developed?
 What Drives Attraction?
 Love and Intimacy
 Commitment: Saying Yes and Meaning it
 Responsibilities in a Relationship
E. Discussing new concepts and Introduce the activity: Statements on Relationships by asking: “What are the basics of a relationship? What do we really
practicing new skills # 2 know about relationships? Are our ideas about relationships true of false?
a. Refer to the Reader for the 15 statements about relationships. Students decide whether each
statement is true or false, and write T or F on a piece of paper.
b. Call students to share their answers with the class.
F. Developing mastery Introduce the readings on relationships (What do we mean by personal relationships? A research study on relationships, Why personal relationships are important, and 25 Most
(leads to Formative Assessment common relationship problems).
3) A.The following questions may be asked:
i. Why do we say ‘No man is an island?’
ii. How are we different from animals?
iii. What is the difference between family, friends/friendship, and partnership/romantic relationships?
iv. Why are relationships important to us humans?
v. What are the most common problems in a relationship?
B. .Have some students share their answer with the class, orally.
G. Finding practical application of Explain the requirements for Portfolio Output No. 17: Reflections on Personal Relationships.
concepts and skills in daily living
H. Making generalizations and The teacher summarizes the lessons discussed.
abstractions about the lesson
I. Evaluating learning Pen and paper activity
J. Additional activities for application Conduct a survey among your relatives and friends on how they maintain their relationships with their loved ones. Compare this to your personal style of keeping
or remediation your relationships intact.
K. REMARKS

L. 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
B. No. of learners who require additional activities
for remediation who scored below 80%
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

2
Jski.dv
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:

CHRISTE M. SALUGTA MARLYNE M. VILLAREAL

SST-II MTI-1 SHS Track Head

3
Jski.dv