MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY
I. OBJECTIVES School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11
A. ContentLESSO
Standards The learners demonstrate
Teacher an understanding
GUINA CRISTINA D. of himself/herself during middle andPERSONALITY
Learning late adolescence
DEVELOPMENT
N Area
B. Performance
LOG The learners shall be able to conduct self-exploration and simple disclosure
Teaching Dates and JULY 04- JULY 8, 2016 Quarter I
Standards
Time
C. Learning 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 characteristics, habits,
person accept his/her and experiences
strengths and limitations
and dealing with others
better
II. CONTENT Knowing Oneself
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pages 2-4
Guide Pages
2. Learner’s Material Pages 1-7
Pages
3. Textbook Pages Pages 14-19
4. Additional Materials Personal Development, first edition
from Learning By Ricardo Rubio Santos, 2016
Resources
B. Other Learning [Link]
Resources [Link]
[Link]
[Link]
[Link]
DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11
IV. PROCEDURES
LESSO Teacher GUINA CRISTINA D. Learning PERSONALITY DEVELOPMENT
A. Reviewing previous Recall the learner on what Distribute criteria copies gifts in a way you enjoy. With this performance
N
lesson or presenting Area
they’ve learned
Teaching Dates and JULY 11- JULY 14, 2016
to the leader of the group Quarter I
LOG
the new lesson yesterday. to rate the given
Time
performance of group.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES State the mechanics of
A. Content Standards The learner demonstrates understanding of the various theaspects
talents of
show.
holistic The skills and tasks
development: physiological, cognitive, psychological, spiritual, and social appropriate for middle
development Remind the class to write and late adolescence, and
their comment or preparatory to early
B. Performance The learner is able to illustrate the connections betweenfeedback infeelings,
thoughts, their journal
and Make a list of ways to
Standards to every performers.
behaviors in a person’s holistic development become responsible
B. Establishing a Say; The best way to
purpose for the lesson
adolescents prepared for
develop oneself is to adult life
express your talents and
R g in their performance?
e r r
c e o
a a u
l c p Asks: Did you know
l t what is journal?
i g Have you experience to
y o i write a journal? What did
e n v you write in your journal?
s e
t a
e b t
r o h
d u e
a t i
y ; r

l W n
e h e
s a g
s t a
o t
n t i
h v
a e e
n y
d a
f n
a e d
c e
t l p
i o
v w s
i h i
t e t
y n i
. v
t e
A h
s e f
k e
o e
t t d
h h b
e e a
i r c
r k
C. Learning The learner… The learner… The learner… The learner…
Competencies/Objective 1. illustrate the 1. illustrate the 1. evaluate his/her own 1. classifiy various
s connections between connections between thoughts, feelings, and developmental tasks
thoughts, feelings, and thoughts, feelings, and behaviors according to
behaviors in a person’s behaviors in a person’s developmental stage
holistic development holistic development
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, Personal Development, Personal Development, Personal Development,
from Learning first edition first edition first edition first edition
Resources By Ricardo Rubio By Ricardo Rubio By Ricardo Rubio By Ricardo Rubio
Santos, 2016 Santos, 2016 Santos, 2016 Santos, 2016
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Recall last week lesson Recall yesterday lesson Recall yesterday lesson. Motivation: Line up
lesson or presenting the and activity. games
new lesson Form two group.
Every group form their
shoes largest to smallest.

B. Establishing a Ask student for the Enlighten the lesson to be In accordance in

purpose for the lesson definition of the tackled: motivation,remind
following: 1. Explain the recipe student about things
Dreams/Imagination for success have progression or
Process/ Action 2. Reading certain pattern. Life also
Inspiration/Motivation comprehension in the has developmental stage.
Trial “Story of Two
Overcome Wolves” Cite teacher example
Hard work 3. Deepening the power aside the game.
Success triad: 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 Intercourse experience to Study and explain the two Teacher tell the activity in
examples/instances of blank sheet of paper and the class, about a sample of recipe for making their Personal
the new lesson divide the circle dreams, trials, support, success. Time line.
into 8 segments. Each overcome,hard work and
segment, write some success.. Orienting student in their
descriptions of the activity.
different aspects of Says. The activity is not
yourself just about placing all your
experiences, both the
Assist student and cite positive or negative but it
possible words to is about seeing their
describe the different transitions and
aspects developments as they go
through life. You need to
Example; physical aspect plan your
“4feet 10 inches by personal timeline
125pounds”. 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.
D. Discussing new Covered topic discuss in Reinforcing learners in Reinforcing learners in Expound and familiarize
concepts and practicing the 8 different aspect of reading comprehension in reading comprehension the developmental
new skill #1 development as follows; “Three Success in “The Story of the stages, and concentrate
1. Physical self Stories”. two Wolves” on the developmental
2. Intellectual self [Link] Pacquiao’s tasks during adolescence
3. Emotional self Unbelievable and early adulthood.
4. Sensual self Success Story Will
 5. Interaction self Inspire You Entertain questions and
6. Nutritional self [Link] Pia Wurtzbach discussions on the issues
7. Contextual self Success Story of this developmental
8. Spiritual self or life A Love Affair that Got Me stage.
force Close to a Great Doctor

E. Discussing new Topic is “Aspect of the Comprehensive reading

concepts and practicing Self”, discussion covered about the
new skill #2 as follows; “HAVIGHURST`S
1. Three basic DEVELOPMENTAL TASKS
different aspect DURING THE LIFE
of the self SPAN”
1. Physical or and discussion.
tangible aspect
2. b intellectual Discussion and explain
and concious each developmental task
aspect summary table.
1,c emotional and
intuitive aspects Sharing thought and
understanding by the
2. Mention important student to the lesson.
detailed and
sample in the
different aspect
of the self.
F. Developing Mastery Recitation. Gather thought and Sharing of thoughts, Recitation.
feelings about The feelings and opinions
Success Story base on the story of the
two wolves.

(evil and good side)

G. Finding practical Present and explain the Highlight the good Continuation of their Present and explain the
applications of concepts activity regarding their qualities by letting the activity. activity regarding their
& skills in daily living Portfolio Output No. 3: students identify the Portfolio Output No. 5:
“Personal Assessment characteristics, “My Personal Timeline
of Aspects of right decisions and with Reflection”.
Development with Plan perspectives these
of Action” individuals exemplify.
H. Making Asks. What is the purpose Asks. What do you Ask. What is the Ask. What is
generalizations & of discussing the “Aspect need to succeed? purpose of reading a developmental stage? In
abstractions about the of the Self”? Why do we story about the two what areas does the
lesson
wolves and the
 need to assess ourselves? Success is about right significant of having developmental stage
mindset, emotional personal recipes? concentrate? Why the
resilience and proper study of developmental
behavior. stage is important?
I. Evaluating Learning Give the eight aspect in Essay. Essay. Enumeraton.
assessing your self in What is your dream? Give your reflection in 1-8 Give the eight
your activity. What are those action to the story of two wolves. developmental stages of
Give at least two basic succeed your dreams? human.
different aspect of self. 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.
J. Additional activities for Search for the definition Search a story Assignment.
application or of the following terms: about success. Bring bond paper and
remediation Dreams, Imagination, coloring materials.
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?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
 School Dupax Del Sur National High Schhol Grade Level 11
DAILY
LESSO Teacher Robelita O. Sorilla. Learning PERSONALITY DEVELOPMENT
Area
N
LOG Teaching Dates and Quarter
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The skills and tasks
appropriate for middle The developmental changes in middle and late adolescence, and expectations of
and late adolescence, and and from adolescents
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 1. Classify various 1. Discuss that facing the 1. Express his/her feelings 1. Make affirmations that
s developmental challenges during on the expectations of the help one become more
tasks according to adolescence may able significant people around lovable and capable as
developmental to clarify and manage him/her (parents, an adolescent
stage the demands of teen siblings, friends, teachers,
2. The evaluate one’s years 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 The Challenges of Middle and Late Adolescence
in Middle and Late
Adolescence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 19-25 Pages 25-32 Pages 25-32 Pages 25-32
Pages
2. Learner’s Material Pages 17-23 Pages Pages Pages
Pages
3. Textbook Pages Pages 40-50 Pages 56-72 Pages 56-72 Pages 56-72
4. Additional Materials Personal Development, Personal Development, Personal Development, Personal Development,
from Learning first edition first edition first edition first edition
Resources By Ricardo Rubio By Ricardo Rubio By Ricardo Rubio By Ricardo Rubio
Santos, 2016 Santos, 2016 Santos, 2016 Santos, 2016
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson
lesson or presenting
the new lesson
B. Establishing a Present the and explain Do the Motivation: Story Perform “Role Asks. Class did you
purpose for the lesson activity task to the of Life with the play presentation” heard the opinions and
student in WORKSHEET Wright Family comment your co-
ON DEVELOPMENTAL learners/ classmate?
TASKS OF BEING IN What can you say
GRADE 11 about their opinions?
( Pick one representative
of every groups
performed)
C. Presenting Student present the Asks.(in accordance with Cite samples of quest Says,Class, always put in
examples/instances of activity to make a short motivation) How much of experience/encounter by your mind that we need
the new lesson oral report to the class on the story can you the middle adolescence. to accept the opinions of
the similarities and remember? other people in our
differences of their own What does this activity Asks. How will you surrounding, because
assessment in tell us about manage these kind of what they think and how
developmental. task. communication? challenges that you they feel about
What does this activity encountered your life as themselves is far more
Summarizes the tell us about listening an adolescence? potent or will give you a
findings of the triads, skills? chance to grow up or be
using the processing Gather opinions, thoughts mature.
questions. Says. The idea was not to and ways to solve or
 get too distracted by the manage the challenges
“rights” and “lefts” and given in the role play and
stay focused on what was perform by the groups.
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.
D. Discussing new Lead students to do the Discuss “The passage to Reading comprehension Read with the class and
concepts and practicing second activity on adulthood: challenges of about the lead discussion in; “The
new skill #1 Mindfulness Late Adolescence” ENCOURAGEMENT 101: Power of Personal
The Courage to Be 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 Lead short discussion Read with the class

concepts and practicing following the processing and lead discussion
new skill #2 questions and the reading “Being Happy.”
on living mindfully.
F. Developing Mastery Recitation (in line with Does the Present the learners
the discussion on “The ENCOURAGEMENT 101: activity to
passage to adulthood: The Courage to Be make/create slogan or
challenges of Late Imperfect makes you a personal declaration
Adolescence” grow? Or has a big on being happy.
effect in your self?
Learners present their
activity
G. Finding practical Explain the requirements Present the activity about How will you encourage a [Link] class,
applications of concepts for Portfolio Output No. the “Role Play Situations person who don’t have “developing the self may
& skills in daily living 6: Mindfulness with on Challenges of Middle any plan to continues not be an easy journey
 Reflection. Adolescence” their study? And he/she is towards happiness but it
contented in playing is worth pursuing”.
computer games.

H. Making What is the essence of Ask. What is essence of Asks. What is the purpose
generalizations & the story to Wright reading the of reading the two topics;
abstractions about the Family? “ENCOURAGEMENT 101: The Power of Personal
lesson The Courage to Be Declarations and Being
Imperfect”. 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
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 School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11
LESSO Teacher GUINA CRISTINA D. Learning PERSONALITY DEVELOPMENT
Area
N
LOG Teaching Dates and JULY 25- JULY 28, 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Stress and its sources; various stress responses; and coping strategies The whole brain
for healthful living in middle and late adolescence theory, 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
Standards improve learning using
both the left and right
brain
C. Learning The learners The learners The learners The learners
Competencies/Objective 1. discuss that 1. identify sources of 1. demonstrate personal [Link] that
s understanding stress one’s stress and illustrate ways of coping with stress understanding the left
and its sources during the effect of stress on for healthful living and right brain may help
adolescence may help in one’s system in improving one’s
identifying ways to cope learning
and have a healthful life
II. CONTENT Coping with Stress in Middle and Late Adolescence The Powers of the
Mind
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 33-41 Pages 33-41 Pages 33-41 Pages 42-51
Pages
2. Learner’s Material Pages 29-35 Pages 29-35 Pages 29-35 Pages 36-44
Pages
3. Textbook Pages Pages 76-83 Pages 76-83 Pages 76-83 Pages 85-
 4. Additional Materials Personal Development, Personal Development, Personal Development, Personal Development,
from Learning first edition first edition first edition first edition
Resources By Ricardo Rubio By Ricardo Rubio By Ricardo Rubio By Ricardo Rubio
Santos, 2016 Santos, 2016 Santos, 2016 Santos, 2016
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson Greetings.
lesson or presenting Recalls yesterday lesson
the new lesson
B. Establishing a Asks. Class listen, did Says. Explain and clearly give Initiate motivation about
purpose for the lesson you know what are the - Stress is the body’s the direction on the “Lateral Thinking
two common sources of response to anything that “Belly Breathing” as their Puzzle”
stress? makes us feel threatened motivation.
or pressured. It is caused
Says. The two by any kind of demand to Directions;
common sources of which we must Relax your arms
stress are change and adapt,adjust, or respond. and hands.
loss. - It is the body’s 3. Relax your body.
Reactions to loss are automatic way of reacting 4. Close your eyes.
individually different to changes,challenges, 5. Focus on lower
and can vary for many and demands placed on abdomen (belly) and
reasons us. imagine a small balloon
Common experiences of - Some stress is in that space.
students are migration, necessary, however too 6. Breath in slowly and
parents’ separating, much stress may cause deeply through nostrils,
breaking up with wear and tear on the imagining the balloon
boyfriends or girlfriends, body and mind. Major life inflating
changes in peer group events, such as moving, (getting
and death of a separation or divorce of bigger/larger/growing)
grandparent. parents, death of a loved slowly, hold a few
. one, changing schools or seconds
Finding ways to cope and losing a friend, may cause 7. Slowly exhale through
adjust to the changes and anxiety and distress. the mouth, imagining the
losses are critical for - Other day-to-day balloon gently deflating
students situations, including being (getting smaller,
experience/encounter this late or leaving a project shrinking); blow out of the
kind of stress. until the last minute, can mouth as if blowing out a
also cause stress. It is candle
important that students 8. Tip: Place a hand over
learn to recognize what the lower abdomen to
might be causing them feel it go up and down,
 stress and learn and
strategies to help control make sure you’re not
and alleviate stress. breathing with the chest
9. Repeat at least 10
times.
C. Presenting Says. For you to know (Student brainstorm) Asks. How different your Read processing
examples/instances of how to cope this kind of bodies feel after doing questions; As you were
the new lesson stress. These will be our Asks. How stress is part the ‘Belly Breathing’?( Did thinking of solutions to
topic for today of everyday life, and you the puzzles, what was
“STRESS”. that there is good stress relaxed/calm? Do you feel going on inside you?
and bad stress. lighter? Great? Tired?) What organ was working?
Asks. Did you know
what is stress? Did you Teacher tasks. Review the Says. Belly breathing
encounter or experience previous activity is one
stress? In what way? worksheet, “What causes of the strategies that one
you to lose your cool?” can do in stressful
situations, but there are
others too.
D. Discussing new Present and explain the Asks. How do you feel Discuss and explain Give a lecture on
concepts and practicing instruction on the Activity when you “lose you cool about “Keeping Stress Cognitive Development
new skill #1 about “Stress Bingo”. temper.” under Control”. with the use of the
Reader: Brainpower:
Says. How they found Says. You need to Complex Organ Controls
the activity. Was it complete Activity 1: Your Every Thought and
stressful? How did they Stress Signals. Move.
cope with the stress?
Teacher tasks. Pair
up student to share
their responses.

E. Discussing new Lecture and Discuss the Reading: Initiate Activity No. Cite or give brief
concepts and practicing discussion about “Stress Response” 1; Stress Survival Kit discussion that synthesize
new skill #2 “STRESS “Cognitive Development”.
MANAGEMENT”.
F. Developing Mastery Recitation Recitation. Recitation Recitation
G. Finding practical Conduct Activity: Initiate Activity 2: Explained and give proper Asks. Does cognitive
applications of concepts WHAT CAUSES YOU TO Quiet Time for 15 instruction in Activity No. development is essential
& skills in daily living “LOSE minutes. 2; Project to-d- list in your daily live? How?
YOUR COOL”?
H. Making Asks. What are the two Asks. How stress What are those tips that What are the organ that
generalizations & common source as response into our we need to know to controls your thought
abstractions about the stress? body? How stress control our stress? and movement?
lesson response to
us?
I. Evaluating Learning Essay. Essay. Essay. Essay.

J. Additional activities for Search and read Present and give Clearly delivered Search the following:
application or about stress instruction to the instruction regarding to 1. What is
remediation response. Portfolio Output No. 9: their Portfolio Output Critical Thinking?
My Stress Signal no. 10; “Project To-D0”. 2. What are the theories
in 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
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 School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher GUINA CRISTINA D. Learning PERSONALITY DEVELOPMENT

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The whole brain theory, or two hemispheres of The concepts about mental health and well-
the brain: artistic (right-brain dominant) and being in 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
 Learning The learners The learners The learners The learners
Competencies/Objective 1. Discuss that 1. Explore mind-mapping 1. interpret the 1. make a mind map
s understanding the left techniques suited to right concepts of mental on ways of
and right brain functions brain- or left brain health and achieving
may help in dominant 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
learning using both left mental health stay mentally
and right brain problems during healthy during
development. adolescence 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
1. Teacher’s Guide Pages 42-51 Pages 42-51 Pages 51-68 Pages 51-68
Pages
2. Learner’s Material Pages 36-44 Pages 36-44 Pages 45-53 Pages 45-53
Pages
3. Textbook Pages Pages 85- Pages 85- Pages 85- Pages 85-
4. Additional Materials Personal Development, Personal Development, Personal Development, Personal Development,
from Learning first edition first edition first edition first edition
Resources By Ricardo Rubio By Ricardo Rubio By Ricardo Rubio By Ricardo Rubio
Santos, 2016 Santos, 2016 Santos, 2016 Santos, 2016
B. Other Learning
Resources
IV. PROCEDURES [Link]
watch?v=w0BQKX_lszY
A. Reviewing previous Recall last session lesson Recall yesterday lesson Recall yesterday lesson Recalls yesterday lesson
lesson or presenting
the new lesson
B. Establishing a Start the class with Start/do motivation Asks. How many of Says. Ok, class our topic
purpose for the lesson motivation. “ lateral about Brain Dominance. you have been sick for today is all about
thinking puzzle”. last year?" Anxiety disorders.
Why are you sick?
Instruct student on how How long are you
to answer the lateral sick?
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.
C. Presenting Introduce the topic on Says/Asks. Kindly raise Asks. Class do you agree
examples/instances of cognitive development by you hands those “Who that not all sickness are in
the new lesson asking the following are the right brain physical in nature?
question; dominant? How about
the left brain dominant, Teacher task. 1.
1. What is the brain who are they? (Raise Present and explain
and how does it your hand please). about the twelve
work? statement by answering
2. What happens if is fiction or fact.
inside your 2. Give the result after
brain when you they answered all the 12
learn something statement.
new? 3. Read and discuss about
the “Change Your Mind
Leave for a few minutes about Mental Health.” to
to answer the question. be able to correct the
Follow up question; student perception.
3. How did you learn to
talk? To read? To
ride a bicycle? To shoot a
basket?
D. Discussing new Read and discuss the 1. Read and discuss Group the class into3
concepts and practicing topic about Brain about “The Dominant groups and look for every
new skill #1 power. side of the Brain”. 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.

Present the activity

regards on the chosen
advertisement and
answered the decode
questionnaire.
E. Discussing new Watch video about the 1. Provide lecture on new Read and Explain the
concepts and practicing brain function. Research Study on “The Additional Information
new skill #2 brain’s left and right about “Strategies for
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.
F. Developing Mastery Recitation. Read and present a brief Sharing their opinion and
What are the three major explanation about mind thought about their
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?
G. Finding practical Asks. How drugs affect Present and explain the
applications of concepts in our brains? tasks in “Portfolio
& skills in daily living Output
11: Make a Mind Map”.
H. Making Asks. What are the three Asks. Discussing “self-esteem
generalizations & major part of the brain and body-esteem”
abstractions about the and how it functions?
lesson And what are the effect
of using drugs and
drinking
alcohol in our brain?
I. Evaluating Learning Short quiz. Assist learners to read” Essay. How does the
the The Myth of Michael advertisement affect
Jordan”. And watch yourself?
video
of Michael Jordan.
J. Additional activities for Search for some theories Bring some print ads of explain the tasks in
application or about the brain side body beautifying “Portfolio Output no.
remediation dominance. products, clothes, or 12 Media Influences
fashion. (How Ads Affected My
Self- Esteem)”.
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 School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11
LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
N Area
LOG Teaching Dates and AUGUST 08 - AUGUST 12 , 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Pages
2. Learner’s N/A N/A N/A N/A
Material Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
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
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 School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
N Area
LOG Teaching Dates and AUGUST 15 - AUGUST 19 , 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Pages
2. Learner’s N/A N/A N/A N/A
Material Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
 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
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 School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
Area
N
LOG Teaching Dates and AUGUST 22 - AUGUST 26 , 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Pages
2. Learner’s N/A N/A N/A N/A
Material Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
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
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 School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
N Area
LOG Teaching Dates and AUGUST 29 - SEPTEMBER 02 , 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Pages
2. Learner’s N/A N/A N/A N/A
Material Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
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
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 School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
N Area
LOG Teaching Dates and SEPTEMBER 05- SEPTEMBER 09, 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Pages
2. Learner’s N/A N/A N/A N/A
Material Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
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
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 School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
N Area
LOG Teaching Dates and SEPTEMBER 12- SEPTEMBER 16, 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Pages
2. Learner’s N/A N/A N/A N/A
Material Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
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
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 School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
N Area
LOG Teaching Dates and SEPTEMBER 19- SEPTEMBER 22, 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Pages
2. Learner’s N/A N/A N/A N/A
Material Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
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
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 School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
N Area
LOG Teaching Dates and SEPTEMBER 26- SEPTEMBER 29, 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Pages
2. Learner’s N/A N/A N/A N/A
Material Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
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
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 School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
Area
N
LOG Teaching Dates and OCTOBER 03 - OCTOBER 06, 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Pages
2. Learner’s N/A N/A N/A N/A
Material Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
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
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 School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
Area
N
LOG Teaching Dates and OCTOBER 10 - OCTOBER 13, 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Pages
2. Learner’s N/A N/A N/A N/A
Material Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
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
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 School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
Area
N
LOG Teaching Dates and OCTOBER 17- OCTOBER 20, 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Pages
2. Learner’s N/A N/A N/A N/A
Material Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
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
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?