Grade Level
School Holy Child Academy
DAILY LESSON LOG
Teaching Dates and Time
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
Write the LC Code for each
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR) portal
B.Other Learning Resources
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
12 ABM & GAS
Teacher Ma. Onice Sofia Parfan
Jan. 28-Feb. 1, 2019, 2:00-3:00 pm
Tuesday Wednesday
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 left and right brain
The learners
The learners 1.Explore mind-mapping
1.Discuss that techniques suited to right
understanding the left brain- or left
and right brain may help brain dominant
in improving one’s thinking styles, and
learning 2. Make a plan to improve
learning using both left
and right brain
development
The Powers of the Mind
Pages 85
Personal Development, Personal Development,
frst edition frst edition
By Ricardo Rubio Santos, By Ricardo Rubio Santos,
2016 2016
https://www.youtube.com/
watch?v=w0BQKX_lszY
Recall last session lesson Recall last session lesson
Section
Learning Area Personal Development
Semester 2nd Semester
Thursday Friday
The concepts about mental health and well-
being in middle and late adolescence
Identify his/her own vulnerabilities and make a plan on how
to stay mentally healthy.
The learners The learners
1.Interpret the concepts of 1.Make mind map on ways of
mental health and achieving psychological well
psychological well being in being
everyday observations about 2. create a plan to stay
mental health problems during mentally healthy during
adolescence adolescence
2. Identify his/her own
vulnerabilities
Mental health and well-being in middle and late adolescence
Pages 85
Personal Development, Personal Development,
frst edition frst edition
By Ricardo Rubio Santos, By Ricardo Rubio Santos,
2016 2016
Recall previous lesson
B.Establishing a purpose for the
lesson
C.Presenting examples/instances
of the new lesson
D.Discussing new concepts and
practicing new skills #1
Start the class with Start or do motivation about Asks: How many of you have Says: ok class our topic for
motivation. “ lateral Brain Dominance been sick last year? today is about anxiety
thinking puzzle”. Why are you sick? disorders
Instruct student on how How long are you sick?
to answer the lateral
thinking puzzle. Say: ok class before you felt
sick there are some symptom
derive first like headache, upset
stomach right? So those
illnesses are part of physical
nature. And if got really sick
we’re going to hospital or clinic,
sought help from a doctor. And
after that we buy and and took
medicine that are prescribed by
the doctor. And after that you
will recovered
Introduce the topic on Says/Asks. Kindly raise Asks. Class do you agree Introduce the topic by doing
cognitive development by you hands those “Who that not all sickness are in the activity “Mental health
asking the following are the right brain physical in nature? challenges”
question; dominant? How about the Teacher task. 1. Present
1. What is the brain left brain dominant, who and explain about the Hand out one envelop
and how does it are they? (Raise your twelve statement by containing one of the 8 mental
work? hand please). answering if is fction or health challenges to each
2. What happens fact. group
inside your brain 2. Give the result after
when you learn they answered all the 12
something new? statement.
Leave for a few minutes 3. Read and discuss about
to answer the question. the “Change Your Mind
Follow up question; about Mental Health.” to
3. How did you learn to be able to correct the
talk? To read? To student perception.
ride a bicycle? To shoot a
basket?
Read and discuss the 1. Read and discuss about Group the class into3 Divide the class into 8 groups
topic about Brain power “The Dominant side of groups and look for every and let them create 4-5 bullets
the Brain” advertisement brought by or short sentences that
the member and describe the mental health
pick/decide which challenges assigned to their
advertisement they will group.

E.Discussing new concepts and
practicing new skills #2
critiques. Instruct the group to read the
Instruct student to paragraph and put the name of
decode and answer the their mental health challenge at
question on the given the top of their chart paper
sheet.
Present the activity
regards on the chosen
advertisement and
answered the decode
questionnaire
Watch video about the 1. Provide lecture on new Read and explain the additional
brain function. Research Study on “The information about “strategies Asks: you might know
brain’s left and right for becoming a critical viewer of someone who has experienced
sides”. the media. one of these challenges,
Asks. What do they think
about this new but remind them that this is
research? not about telling
2. Additional lecture someone else's story, but more
on;” You Can Grow about just understanding what
Your Intelligence.” each term
Says. People generally is about.
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 frst 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.
F.Developing mastery
(Leads to formative assessment)
G.Finding practical/applications
of concepts and skills in daily
living
H. Making generalizations and
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%
of the formative assessment
B.No. of learners who require
additional activities to
remediation
Each group will present what
Recitation. Read and present a brief Sharing their opinion and they have learned about
What are the three major explanation about mind thought about their mental health challenges
parts of brain? mapping. Make an advertisement present by
What is the function of example the group.
cerebrum in our brain?
What is the function of
cerebellum?
What is the function of
brain stem?
Asks. How drugs affect in Present and explain the
our brains? tasks in “Portfolio Output
11: Make a Mind Map
Asks. What are the three Discussing “self-esteem Reinforce the students’ minds
major part of the brain and body-esteem that people facing mental
and how it functions? And health challenges
what are the effect of are just like everybody else in
using drugs and drinking that they want to be a friend
alcohol in our brain? and have
friends with help people with
mental health challenges can
get better and
live normal lives.
Short quiz Assist learners to read” Essay: How does the Ask: what did you learn on
the The Myth of Michael advertisement affect yourself mental health challenges
Jordan”. And watch video that you do not know before
of Michael Jordan. the class began
Search for some theories Bring some print ads of explain the tasks in Explain the tasks in Portfolio
about the brain side body beautifying “Portfolio Output no. 12 output no.13. Research on
dominance products, clothes, or Media Influences (How Anxiety Disorder/Depression
fashion. Ads Affected My Self
Esteem)”.
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
material did I use/discover which
I wish to share with other
teachers?