Daily Lesson Log

School: Maac National High School Grade Level: Grade 11

Teacher: Vengie T. Mejos Learning Area: Personal Development
Teaching Dates and Time: Week 8 (July 23 to 26, 2018) Quarter: 1st

I. OBJECTIVES Session 1 Session 2 Session 3 Session 4 Session 5

A. Content Standard
B. Performance Standard
EsP-PD11/12CS-If-5.1 EsP-PD11/12CS-Ig-5.3 EsP-PD11/12PM-Ig-6.1 EsP-PD11/12PM-Ig-h-6.2 EsP-PD11/12PM-Ih-6.3
EsP-PD11/12CS-If-5.2 (July 24- Tuesday) (July 25- Wednesday) (July 26- Thursday ) (July 27- Friday )
(July 23- Monday)
The learners demonstrate understanding of The learners demonstrates understanding on the whole brain theory , or two hemispheres of the brain:
stress and its sources; various artistic (right brain dominant) and linear (left –brain dominant)
stress responses; and coping strategies for healthful living in
middle and late adolescence
Identify personal ways of coping with stress for healthful living The learner shall be able to identify ways to improve learning using both the left and right brain

C. Learning At the end of the session the At the end of the session the At the end of the session the Summative assessment
competencies/Objectives students are expected to: students are expected to: students are expected to:

5.1 discuss that 5.3 demonstrate personal 6.1 discuss that

understanding stress and its
sources during adolescence
may help in identifying ways
to cope and have a healthful
life
ways of coping with stress understanding the left and
for healthful living right brain may help in
improving one’s learning

5.2 identify sources of one’s

stress and illustrate the
effect of stress on one’s
system

1 CONTENT Coping with Stress in Coping with Stress in The Powers of the Mind The Powers of the Mind
Middle and Late Middle and Late and Coping with Stress
Adolescence Adolescence in Middle and Late
Adolescence
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2 LEARNING RESOURCES
A. References
1.Teacher’s Guide pages PerDev by Dr. Barbara Wong-Fernandez, PerDev by Dr. Barbara Wong-Fernandez, PerDev by Dr. Barbara Wong-Fernandez,
et.al et.al et.al
TG p. 34 TG p. 35 TG p. 42
2.Learner’s Material pages

3.Textbook pages p.33-37 p.38-41 42-43

4.Additional Materials from
Learning Resources
B. Other Learning Resources
3 PROCEDURE
A. Reviewing previous lesson or
presenting the new lesson.
B. Establishing a purpose for the
lesson
5 min
1. Checking of attendance
2. Recap of previous
lesson
3. Collect Assignment
Advance organizer
Question: How can manage your
stress? Cite an example to
elaborate your answer.
5min 15min 50 mins. Answering the
1.Checking of attendance 1. Checking of attendance questions
2.Recap of previous lesson
3. Collect Assignment/Journal
Advance organizer Advance organizer
Give to the class the tips on Show to the class the picture of
managing stress. human brain.

Do the motivation: Story of

experiences about managing
stress.
C. Presenting examples/instance of
the new lesson
D. Discussing new *The causes and effects of stress Stress Response: Cognitive Development
concept/practicing new skills *Everyday Frustration cause - Introduction - Introduction
stress build-up - Procedure - Procedure
*Problems in our personal life be - Reminders - Reminders
devastating
*A common cause of stress is
dealing with life’s transitions
E. Developing Mastery (Leads to Formative quiz every after Formative quiz every after Formative quiz every after
formative Assessment) discussions. discussions. discussions.
F. Finding Practical Applications of READ THE STRESS MANAGE READ THE STRESS RESPONSE Read the story: BRAINPOWER:
Concepts and Skills in Daily MENT COMPLEX ORGAN CONTROLS
living YOUR EVERY THOUGHT AND
MOVE
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G. Making generalizations and
abstractions about the lesson
H. Evaluating Learning
In our everyday lives, we often Remind students that they must always
Remind students that the key to dealing possesses common sense and have
have task that pull us in stress.
with stress is simple: just cool and stay initiative to
But we should put in our mind that focused. Fulfil their goals in life.
the greatest weapon against
stress is our ability to choose one
thought over another.
Assessment of outputs and 1.
portfolio for unit 1.
Test 1
Write about your stress signals.
Answer the following questions:
1. How do you know that
you are stressed?
2. What stress signals do
you have that your
partner does not
have?
3. How much stress do
you think you are
currently under?
4. How are your stress
signals different for
different types of
stressors?
5. What are some ways
that you usually
remove or reduce the
stress that causes you
physical, emotional, or
behavioural
difficulties?
Test 2
Make a mind map.
Directions:
- Choose a subject or
activity that you do
well ( for example
math,
basketball,playing
guitar, painting,
cooking, or computer
games).
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 - Make a mind map of
the chosen topic,
following the
procedure described
earlier.
- Explain your mind map
and how worked on it.

I. Additional Activities for Write Journal At .

Application or remediation Write Journal At home/Assignment
home/Assignment

4 REMARKS

5 REFLECTION

A. No of learners who earned 80%

on the formative assessment

B. No. of learners who require

additional; activities for
remediation

C. Did the remedial lesson work?

No. of learners who have
caught up with the lesson

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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?

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