MONDAY
I. OBJECTIVES
DAILY
A. Content Standards
LESSO
N
B. Performance
Standards LOG
C. Learning
Competencies/Objective
s
School
TUESDAY
NEW TAUGTOG NATIONAL HIGH SCHOOL
DAILY
IV. PROCEDURES
LESSO
A. Reviewing
previous
N
lesson or presenting
the
new lessonLOG
A. Content Standards
B. Performance
Standards
B. Establishing a
purpose for the lesson
Grade Level
FRIDAY
11
Area
Quarter
The learners shall be able to conduct self-exploration and simple disclosure
Teaching Dates and
Time
JULY 04- JULY 8, 2016
The learner…
1. Explain that knowing
oneself can make a
person accept his/her
strengths and limitations
and dealing with others
better
The learner…
1. Share his/her unique
characteristics, habits,
and experiences
The learner…
1. maintain a journal
I
The learner…
Knowing Oneself
Pages 2-4
Pages 1-7
Pages 14-19
Personal Development, first edition
By Ricardo Rubio Santos, 2016
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-content/uploads/2012/12/myers-briggs-test.jpg
http://study.com/academy/lesson/social-roles-definition-and-types-of-social-roles.html
http://study.com/academy/lesson/ideal-self-vs-real-self-definition-lesson-quiz.html
School
Teacher
Teaching Dates and
Time
MONDAY
I. OBJECTIVES
THURSDAY
The learners
demonstrate
an understanding
of himself/herself during middle
andPERSONALITY
late adolescence
Teacher
GUINA CRISTINA
D.
Learning
DEVELOPMENT
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resources
B. Other Learning
Resources
WEDNESDAY
NEW TAUGTOG NATIONAL HIGH SCHOOL
GUINA CRISTINA D.
Recall the learner on what
they’ve
JULY 11- JULY
14, learned
2016
yesterday.
TUESDAY
Grade Level 11
Learning PERSONALITY DEVELOPMENT
Distribute criteria copies
Recall
Area yesterday lesson
to the leader of the group Quarter
and activity.
I
to rate the given
performance of group.
WEDNESDAY
State the mechanics of
the aspects
talents show.
The learner demonstrates understanding of the various
of holistic
development: physiological, cognitive, psychological, spiritual, and social
Remind the class to write
development
their comment or
in feelings,
their journal
The learner is able to illustrate the connections betweenfeedback
thoughts,
and
to
every
performers.
behaviors in a person’s holistic development
Say; The best way to
develop oneself is to
express your talents and
gifts in a way you enjoy.
With this performance
Ask their reaction about;
What they
feel when the
THURSDAY
other group give their
negative
andand
positive
The skills
tasks
feedback
in their
appropriate
for middle
performance?
and
late adolescence, and
preparatory to early
Make a list of ways to
become responsible
Asks:
Did youprepared
know what
adolescents
for
is journal?
adult life
Have you experience to
write a journal? What did
you write in your journal?
FRIDAY
C. Learning
Competencies/Objective
s
The learner…
1. illustrate the
connections between
thoughts, feelings, and
behaviors in a person’s
holistic development
II. CONTENT
The learner…
The learner…
1. illustrate the
1. evaluate his/her own
connections between
thoughts, feelings, and
thoughts, feelings, and
behaviors
behaviors in a person’s
holistic development
Developing the Whole Person
The learner…
1. classifiy various
developmental tasks
according to
developmental stage
Developmental Stages
in Middle and Late
Adolescence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resources
Pages 9-18
Pages 9-18
Pages 9-18
Pages 19-25
Pages 8-16
Pages 8-16
Pages 8-16
Pages 17-23
Pages 14-34
Personal Development,
first edition
By Ricardo Rubio Santos,
2016
Pages 14-34
Personal Development,
first edition
By Ricardo Rubio Santos,
2016
Pages 14-34
Personal Development,
first edition
By Ricardo Rubio Santos,
2016
Pages 40-47
Personal Development,
first edition
By Ricardo Rubio Santos,
2016
Recall last week lesson
and activity.
Recall yesterday lesson
Recall yesterday lesson.
Motivation: Line up
games
Form two group.
Every group form their
shoes largest to smallest.
Ask student for the
definition of the following:
Dreams/Imagination
Process/ Action
Inspiration/Motivation
Trial
Overcome
Hard work
Success
Enlighten the lesson to be
tackled:
1. Explain the recipe for
success
2. Reading
comprehension in the
“Story of Two Wolves”
3. Deepening the power
triad: Thought, Feelings
and Actions
In accordance in
motivation,remind
student about things
have progression or
certain pattern. Life also
has developmental stage.
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a
purpose for the lesson
Cite teacher example
aside the game.
Asks. Have you heard the
term about recipe for
success?
How does; thoughts,
feelings and action
affects in reading a story.
C. Presenting
examples/instances of
the new lesson
Ask. Draw a circle on a
blank sheet of paper and
divide the circle
into 8 segments. Each
segment, write some
descriptions of the
different aspects of
yourself
Intercourse experience to
the class, about a
dreams, trials, support,
overcome,hard work and
success..
Study and explain the two
sample of recipe for
success.
Reinforcing learners in
reading comprehension in
“Three Success
Stories”.
1.Manny Pacquiao’s
Unbelievable
Success Story Will
Reinforcing learners in
reading comprehension in
“The Story of the two
Wolves”
Assist student and cite
possible words to
describe the different
aspects
Example; physical aspect
“4feet 10 inches by
125pounds”.
D. Discussing new
concepts and practicing
new skill #1
Covered topic discuss in
the 8 different aspect of
development as follows;
1. Physical self
2. Intellectual self
3. Emotional self
4. Sensual self
Teacher tell the activity in
making their Personal
Time line.
Orienting student in their
activity.
Says. The activity is not
just about placing all your
experiences, both the
positive or negative but it
is about seeing their
transitions and
developments as they go
through life. You need to
plan your
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
stages, and concentrate
on the developmental
tasks during adolescence
and early adulthood.
5.
6.
7.
8.
E. Discussing new
concepts and practicing
new skill #2
Interaction self
Nutritional self
Contextual self
Spiritual self or life
force
Inspire You
2.The Pia Wurtzbach
Success Story
A Love Affair that Got Me
Close to a Great Doctor
Entertain questions and
discussions on the issues
of this developmental
stage.
Topic is “Aspect of the
Self”, discussion covered
as follows;
1. Three basic
different aspect of
the self
1.a Physical or
tangible aspect
1.b intellectual and
concious aspect
1,c emotional and
intuitive aspects
Comprehensive reading
about the
“HAVIGHURST`S
DEVELOPMENTAL TASKS
DURING THE LIFE SPAN”
and discussion.
Discussion and explain
each developmental task
summary table.
Sharing thought and
understanding by the
student to the lesson.
2. Mention important
detailed and
sample in the
different aspect of
the self.
F. Developing Mastery
G. Finding practical
applications of concepts
& skills in daily living
H. Making
generalizations &
abstractions about the
lesson
Recitation.
Present and explain the
activity regarding their
Portfolio Output No. 3:
“Personal Assessment
of Aspects of
Development with Plan
of Action”
Asks. What is the purpose
of discussing the “Aspect
of the Self”? Why do we
Gather thought and
feelings about The
Success Story
Highlight the good
qualities by letting the
students identify the
characteristics,
right decisions and
perspectives these
individuals exemplify.
Asks. What do you need
to succeed?
Sharing of thoughts,
feelings and opinions
base on the story of the
two wolves.
(evil and good side)
Continuation of their
activity.
Ask. What is the purpose
of reading a story about
the two wolves and the
Recitation.
Present and explain the
activity regarding their
Portfolio Output No. 5:
“My Personal Timeline
with Reflection”.
Ask. What is
developmental stage? In
what areas does the
need to assess ourselves?
I. Evaluating Learning
Give the eight aspect in
assessing your self in
your activity.
Give at least two basic
different aspect of self.
J. Additional activities for
application or
remediation
Search for the definition
of the following terms:
Dreams, Imagination,
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?
Success is about right
mindset, emotional
resilience and proper
behavior.
Essay.
What is your dream?
What are those action to
succeed your dreams?
significant of having
personal recipes?
Search a story about
success.
Assignment.
Bring bond paper and
coloring materials.
Essay.
Give your reflection in the
story of two wolves.
developmental stage
concentrate? Why the
study of developmental
stage is important?
Enumeraton.
1-8 Give the eight
developmental stages of
human.
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.
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
DAILY
LESSO
N
LOG
School
Teacher
Teaching Dates and
Time
NEW TAUGTOG NATIONAL HIGH SCHOOL
GUINA CRISTINA D.
Grade Level
Learning
Area
Quarter
JULY 18- JULY 21, 2016
MONDAY
TUESDAY
WEDNESDAY
11
PERSONALITY DEVELOPMENT
I
THURSDAY
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/Objective
s
The skills and tasks
appropriate for middle
and late adolescence, and
preparatory
to
early
adulthood
Make a list of ways to
become
responsible
adolescents prepared for
adult life
The learners
1. Classify various
1.
developmental
tasks according to
developmental
stage
2. The evaluate one’s
development in
comparison with
persons of the
same age group
3. List ways to become
a responsible
adolescent
prepared for adult
life
The developmental changes in middle and late adolescence, and expectations of
and from adolescents
Clarify and manage the demands of the teen years (middle and late adolescence)
The learners
Discuss that facing the
challenges during
adolescence may able to
clarify and manage the
demands of teen years
The learners
1. Express his/her feelings
on the expectations of the
significant people around
him/her (parents, siblings,
friends, teachers,
community leaders)
The learners
1. Make affirmations that
help one become more
lovable and capable as an
adolescent
FRIDAY
II. CONTENT
Developmental Stages
in Middle and Late
Adolescence
The Challenges of Middle and Late Adolescence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resources
Pages 19-25
Pages 25-32
Pages 25-32
Pages 25-32
Pages 17-23
Pages
Pages
Pages
Pages 40-50
Personal Development,
first edition
By Ricardo Rubio Santos,
2016
Pages 56-72
Personal Development,
first edition
By Ricardo Rubio Santos,
2016
Pages 56-72
Personal Development,
first edition
By Ricardo Rubio Santos,
2016
Pages 56-72
Personal Development,
first edition
By Ricardo Rubio Santos,
2016
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a
purpose for the lesson
Recall yesterday lesson
Recall yesterday lesson
Recall yesterday lesson
Recall yesterday lesson
Present the and explain
activity task to the
student in WORKSHEET
ON DEVELOPMENTAL
TASKS OF BEING IN
GRADE 11
Do the Motivation: Story
of Life with the Wright
Family
Perform “Role play
presentation”
C. Presenting
examples/instances of
the new lesson
Student present the
activity to make a short
oral report to the class on
the similarities and
differences of their own
assessment in
developmental. task.
Asks.(in accordance with
motivation) How much of
the story can you
remember?
What does this activity
tell us about
communication?
What does this activity
tell us about listening
skills?
Cite samples of quest
experience/encounter by
the middle adolescence.
Asks. Class did you heard
the opinions and
comment your colearners/ classmate?
What can you say about
their opinions?
( Pick one representative
of every groups
performed)
Says,Class, always put in
your mind that we need
to accept the opinions of
other people in our
surrounding, because
what they think and how
they feel about
themselves is far more
potent or will give you a
chance to grow up or be
mature.
B. Other Learning
Resources
IV. PROCEDURES
Summarizes the findings
of the triads, using the
processing
questions.
Says. The idea was not to
Asks. How will you
manage these kind of
challenges that you
encountered your life as
an adolescence?
Gather opinions, thoughts
and ways to solve or
D. Discussing new
concepts and practicing
new skill #1
Lead students to do the
second activity on
Mindfulness
get too distracted by the
“rights” and “lefts” and
stay focused on what was
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.
Discuss “The passage to
adulthood: challenges of
Late Adolescence”
manage the challenges
given in the role play and
perform by the groups.
Reading comprehension
about the
ENCOURAGEMENT 101:
The Courage to Be
Imperfect, done by the
student
Read with the class and
lead discussion in; “The
Power of Personal
Declarations.”
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 and practicing
new skill #2
Lead short discussion
following the processing
questions and the reading
on living mindfully.
Recitation (in line with the
discussion on “The
passage to adulthood:
challenges of Late
Adolescence”
F. Developing Mastery
G. Finding practical
applications of concepts
& skills in daily living
Read with the class and
lead discussion “Being
Happy.”
Explain the requirements
for Portfolio Output No. 6:
Mindfulness with
Present the activity about
the “Role Play Situations
on Challenges of Middle
Does the
ENCOURAGEMENT 101:
The Courage to Be
Imperfect makes you a
grow? Or has a big effect
in your self?
How will you encourage a
person who don’t have
any plan to continues
Present the learners
activity to make/create
slogan or personal
declaration on being
happy.
Learners present their
activity
Says.Remember class,
“developing the self may
not be an easy journey
Reflection.
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?
Essay.
Adolescence”
their study? And he/she is
contented in playing
computer games.
towards happiness but it
is worth pursuing”.
What is the essence of
the story to Wright
Family?
Ask. What is essence of
reading the
“ENCOURAGEMENT 101:
The Courage to Be
Imperfect”.
Asks. What is the purpose
of reading the two topics;
The Power of Personal
Declarations and Being
Happy? What is the
information they want
you to realize and
understand?
Essay.
DAILY
LESSO
N
LOG
School
Teacher
Teaching Dates and
Time
MONDAY
NEW TAUGTOG NATIONAL HIGH SCHOOL
GUINA CRISTINA D.
Grade Level
Learning
Area
Quarter
JULY 25- JULY 28, 2016
TUESDAY
WEDNESDAY
11
PERSONALITY DEVELOPMENT
I
THURSDAY
I. OBJECTIVES
A. Content Standards
Stress and its sources; various stress responses; and coping strategies
for healthful living in middle and late adolescence
Identify personal ways of coping for healthful living
B. Performance
Standards
C. Learning
Competencies/Objective
s
II. CONTENT
The learners
1. demonstrate personal
ways of coping with stress
for healthful living
The
whole
brain
theory,
or
two
hemispheres of the
brain: artistic (rightbrain dominant) and
linear
(left-brain
dominant)
Identify
ways
to
improve learning using
both the left and right
brain
The learners
1.Discuss that
understanding the left
and right brain may help
in improving one’s
learning
The learners
The learners
1. discuss that
1. identify sources of
understanding stress and one’s stress and illustrate
its sources during
the effect of stress on
adolescence may help in
one’s system
identifying ways to cope
and have a healthful life
Coping with Stress in Middle and Late
Adolescence
Pages 33-41
Pages 33-41
Pages 33-41
Pages 42-51
Pages 29-35
Pages 29-35
Pages 29-35
Pages 36-44
Pages 76-83
Pages 76-83
Pages 76-83
Pages 85-
The Powers of the
Mind
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material
Pages
3. Textbook Pages
FRIDAY
4. Additional Materials
from Learning
Resources
Personal Development,
first edition
By Ricardo Rubio Santos,
2016
Personal Development,
first edition
By Ricardo Rubio Santos,
2016
Personal Development,
first edition
By Ricardo Rubio Santos,
2016
Personal Development,
first edition
By Ricardo Rubio Santos,
2016
Recall yesterday lesson
Recall yesterday lesson
Recall yesterday lesson
Greetings.
Recalls yesterday lesson
Asks. Class listen, did you
know what are the two
common sources of
stress?
Says.
- Stress is the body’s
response to anything that
makes us feel threatened
or pressured. It is caused
by any kind of demand to
which we must
adapt,adjust, or respond.
- It is the body’s
automatic way of reacting
to changes,challenges,
and demands placed on
us.
- Some stress is
necessary, however too
much stress may cause
wear and tear on the
body and mind. Major life
events, such as moving,
separation or divorce of
parents, death of a loved
one, changing schools or
losing a friend, may cause
anxiety and distress.
- Other day-to-day
situations, including being
late or leaving a project
until the last minute, can
also cause stress. It is
important that students
learn to recognize what
might be causing them
Explain and clearly give
the direction on the “Belly
Breathing” as their
motivation.
Initiate motivation about
“Lateral Thinking Puzzle”
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a
purpose for the lesson
Says. The two common
sources of stress are
change and loss.
Reactions to loss are
individually different and
can vary for many
reasons
Common experiences of
students are migration,
parents’ separating,
breaking up with
boyfriends or girlfriends,
changes in peer group
and death of a
grandparent.
.
Finding ways to cope and
adjust to the changes and
losses are critical for
students
experience/encounter this
kind of stress.
Directions;
Relax your arms and
hands.
3. Relax your body.
4. Close your eyes.
5. Focus on lower
abdomen (belly) and
imagine a small balloon in
that space.
6. Breath in slowly and
deeply through nostrils,
imagining the balloon
inflating
(getting
bigger/larger/growing)
slowly, hold a few
seconds
7. Slowly exhale through
the mouth, imagining the
balloon gently deflating
(getting smaller,
shrinking); blow out of the
mouth as if blowing out a
candle
8. Tip: Place a hand over
the lower abdomen to
feel it go up and down,
stress and learn
strategies to help control
and alleviate stress.
C. Presenting
examples/instances of
the new lesson
Says. For you to know
how to cope this kind of
stress. These will be our
topic for today
“STRESS”.
Asks. Did you know what
is stress? Did you
encounter or experience
stress? In what way?
D. Discussing new
concepts and practicing
new skill #1
(Student brainstorm)
Asks. How stress is part of
everyday life, and that
there is good stress and
bad stress.
Teacher tasks. Review the
previous activity
worksheet, “What causes
you to lose your cool?”
Present and explain the
instruction on the Activity
about “Stress Bingo”.
Asks. How do you feel
when you “lose you cool
temper.”
Says. How they found the
activity. Was it stressful?
How did they cope with
the stress?
Says. You need to
complete Activity 1:
Stress Signals.
and
make sure you’re not
breathing with the chest
9. Repeat at least 10
times.
Asks. How different your
bodies feel after doing
the ‘Belly Breathing’?( Did
you
relaxed/calm? Do you feel
lighter? Great? Tired?)
Says. Belly breathing is
one
of the strategies that one
can do in stressful
situations, but there are
others too.
Discuss and explain about
“Keeping Stress under
Control”.
Read processing
questions; As you were
thinking of solutions to
the puzzles, what was
going on inside you?
What organ was working?
Give a lecture on
Cognitive Development
with the use of the
Reader: Brainpower:
Complex Organ Controls
Your Every Thought and
Move.
Teacher tasks. Pair up
student to share their
responses.
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
Lecture and discussion
about “STRESS
MANAGEMENT”.
Recitation
Conduct Activity: WHAT
CAUSES YOU TO “LOSE
YOUR COOL”?
Asks. What are the two
common source as
stress?
Discuss the Reading:
“Stress Response”
Initiate Activity No. 1;
Stress Survival Kit
Recitation.
Initiate Activity 2: Quiet
Time for 15 minutes.
Recitation
Explained and give proper
instruction in Activity No.
2; Project to-d- list
What are those tips that
we need to know to
control our stress?
Asks. How stress
response into our body?
How stress response to
us?
Cite or give brief
discussion that synthesize
“Cognitive Development”.
Recitation
Asks. Does cognitive
development is essential
in your daily live? How?
What are the organ that
controls your thought and
movement?
I. Evaluating Learning
Essay.
Essay.
Essay.
Essay.
J. Additional activities for
application or
remediation
Search and read about
stress response.
Present and give
instruction to the Portfolio
Output No. 9: My Stress
Signal
Clearly delivered
instruction regarding to
their Portfolio Output no.
10; “Project To-D0”.
Search the following:
1. What is Critical
Thinking?
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
LESSO
N
LOG
School
Teacher
Teaching Dates and
Time
MONDAY
NEW TAUGTOG NATIONAL HIGH SCHOOL
GUINA CRISTINA D.
Grade Level
Learning
Area
Quarter
AUGUST 01 - AUGUST 04 , 2016
TUESDAY
WEDNESDAY
11
PERSONALITY DEVELOPMENT
I
THURSDAY
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
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
The concepts about mental health and wellbeing in middle and late adolescence
Identify his/her own vulnerabilities and make a
FRIDAY
C. Learning
Competencies/Objective
s
the left and right brain
The learners
The learners
1. Discuss that
1.Explore mind-mapping
understanding the left
techniques suited to right
and right brain functions
brain- or left
may help in
braindominant
improving one’s learning, thinking styles, and
2. Make a plan to improve
learning using both left
and right brain
development.
plan on how to stay mentally healthy
The learners
The learners
1. interpret the
1. make a mind map
concepts of mental
on ways of
health and
achieving
psychological wellpsychological wellbeing in everyday
being
observations about
2. create a plan to
mental health
stay mentally
problems during
healthy during
adolescence
adolescence
2. identify his/her own
vulnerabilities
The Powers of the Mind
Mental Health and Well-being in Middle and
Late adolescence
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resources
Pages 42-51
Pages 42-51
Pages 51-68
Pages 51-68
Pages 36-44
Pages 36-44
Pages 45-53
Pages 45-53
Pages 85Personal Development,
first edition
By Ricardo Rubio Santos,
2016
Pages 85Personal Development,
first edition
By Ricardo Rubio Santos,
2016
Pages 85Personal Development,
first edition
By Ricardo Rubio Santos,
2016
Pages 85Personal Development,
first edition
By Ricardo Rubio Santos,
2016
Recall last session lesson
https://www.youtube.com/
watch?v=w0BQKX_lszY
Recall yesterday lesson
Recall yesterday lesson
Recalls yesterday lesson
Asks. How many of you
have been sick
last year?"
Why are you sick?
How long are you sick?
Says. Ok, class our topic
for today is all about
Anxiety disorders.
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a
purpose for the lesson
Start the class with
motivation. “ lateral
thinking puzzle”.
Instruct student on how
to answer the lateral
thinking puzzle.
Start/do motivation about
Brain Dominance.
Says. Ok, class before
C. Presenting
examples/instances of
the new lesson
Introduce the topic on
cognitive development by
asking the following
question;
1. What is the brain
and how does it
work?
2. What happens
inside your brain
when you learn
something new?
D. Discussing new
concepts and practicing
new skill #1
Leave for a few minutes
to answer the question.
Follow up question;
3. How did you learn to
talk? To read? To
ride a bicycle? To shoot a
basket?
Read and discuss the
topic about Brain power.
Says/Asks. Kindly raise
you hands those “Who
are the right brain
dominant? How about the
left brain dominant, who
are they? (Raise your
hand please).
1. Read and discuss about
“The Dominant side of
the Brain”.
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?
Teacher task. 1. Present
and explain about the
twelve statement by
answering if is fiction or
fact.
2. Give the result after
they answered all the 12
statement.
3. Read and discuss about
the “Change Your Mind
about Mental Health.” to
be able to correct the
student perception.
Group the class into3
groups and look for every
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.
E. Discussing new
concepts and practicing
new skill #2
Watch video about the
brain function.
1. Provide lecture on new
Research Study on “The
brain’s left and right
sides”.
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.
Present the activity
regards on the chosen
advertisement and
answered the decode
questionnaire.
Read and Explain the
Additional Information
about “Strategies for
Becoming a Critical
Viewer of the Media”.
[Show of hands.]
F. Developing Mastery
G. Finding practical
applications of concepts
& skills in daily living
Recitation.
What are the three major
parts of brain?
What is the function of
cerebrum in our brain?
What is the function of
cerebellum?
What is the function of
brain stem?
Asks. How drugs affect in
our brains?
I. Evaluating Learning
Asks. What are the three
major part of the brain
and how it functions? And
what are the effect of
using drugs and drinking
alcohol in our brain?
Short quiz.
J. Additional activities for
application or
remediation
Search for some theories
about the brain side
dominance.
H. Making
generalizations &
abstractions about the
lesson
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
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
mapping. Make an
example
Present and explain the
tasks in “Portfolio Output
11: Make a Mind Map”.
Asks.
Assist learners to read”
the The Myth of Michael
Jordan”. And watch video
of Michael Jordan.
Bring some print ads of
body beautifying
products, clothes, or
fashion.
Sharing their opinion and
thought about their
advertisement present by
the group.
Discussing “self-esteem
and body-esteem”
Essay. How does the
advertisement affect
yourself?
explain the tasks in
“Portfolio Output no. 12
Media Influences (How
Ads Affected My SelfEsteem)”.
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
LESSO
N
LOG
School
Teacher
Teaching Dates and
Time
NEW TAUGTOG NATIONAL HIGH SCHOOL
CRISTINA D. GUINA
Grade Level
Learning
Area
Quarter
AUGUST 08 - AUGUST 12 , 2016
MONDAY
TUESDAY
WEDNESDAY
11
BREAD AND PASTRY PRODUCTION
I
THURSDAY
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
3. Textbook Pages
4. Additional
Materials from
Pages 11-15
Pages 11-15
Pages 11-15
Pages 11-15
N/A
N/A
N/A
N/A
Pages 15-20
Pages 15-20
Pages 15-20
Pages 15-20
FRIDAY
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
LESSO
N
LOG
School
Teacher
Teaching Dates and
Time
NEW TAUGTOG NATIONAL HIGH SCHOOL
CRISTINA D. GUINA
Grade Level
Learning
Area
Quarter
AUGUST 15 - AUGUST 19 , 2016
MONDAY
TUESDAY
WEDNESDAY
11
BREAD AND PASTRY PRODUCTION
I
THURSDAY
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
3. Textbook Pages
Pages 11-15
Pages 11-15
Pages 11-15
Pages 11-15
N/A
N/A
N/A
N/A
Pages 15-20
Pages 15-20
Pages 15-20
Pages 15-20
FRIDAY
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
LESSO
N
LOG
School
Teacher
Teaching Dates and
Time
NEW TAUGTOG NATIONAL HIGH SCHOOL
CRISTINA D. GUINA
Grade Level
Learning
Area
Quarter
AUGUST 22 - AUGUST 26 , 2016
MONDAY
TUESDAY
WEDNESDAY
11
BREAD AND PASTRY PRODUCTION
I
THURSDAY
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
Pages 11-15
Pages 11-15
Pages 11-15
Pages 11-15
N/A
N/A
N/A
N/A
FRIDAY
Material Pages
3. Textbook Pages
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
Pages 15-20
Pages 15-20
Pages 15-20
Pages 15-20
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
LESSO
N
LOG
School
Teacher
Teaching Dates and
Time
MONDAY
NEW TAUGTOG NATIONAL HIGH SCHOOL
CRISTINA D. GUINA
Grade Level
Learning
Area
Quarter
AUGUST 29 - SEPTEMBER 02 , 2016
TUESDAY
WEDNESDAY
11
BREAD AND PASTRY PRODUCTION
I
THURSDAY
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
FRIDAY
Pages
2. Learner’s
Material Pages
3. Textbook Pages
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
N/A
N/A
N/A
N/A
Pages 15-20
Pages 15-20
Pages 15-20
Pages 15-20
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
LESSO
N
LOG
School
Teacher
Teaching Dates and
Time
MONDAY
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
NEW TAUGTOG NATIONAL HIGH SCHOOL
CRISTINA D. GUINA
Grade Level
Learning
Area
Quarter
SEPTEMBER 05- SEPTEMBER 09, 2016
TUESDAY
WEDNESDAY
11
BREAD AND PASTRY PRODUCTION
I
THURSDAY
FRIDAY
1. Teacher’s Guide
Pages
2. Learner’s
Material Pages
3. Textbook Pages
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
Pages 11-15
Pages 11-15
Pages 11-15
Pages 11-15
N/A
N/A
N/A
N/A
Pages 15-20
Pages 15-20
Pages 15-20
Pages 15-20
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
LESSO
N
LOG
School
Teacher
Teaching Dates and
Time
MONDAY
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
NEW TAUGTOG NATIONAL HIGH SCHOOL
CRISTINA D. GUINA
Grade Level
Learning
Area
Quarter
SEPTEMBER 12- SEPTEMBER 16, 2016
TUESDAY
WEDNESDAY
11
BREAD AND PASTRY PRODUCTION
I
THURSDAY
FRIDAY
1. Teacher’s Guide
Pages
2. Learner’s
Material Pages
3. Textbook Pages
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
Pages 11-15
Pages 11-15
Pages 11-15
Pages 11-15
N/A
N/A
N/A
N/A
Pages 15-20
Pages 15-20
Pages 15-20
Pages 15-20
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
LESSO
N
LOG
School
Teacher
Teaching Dates and
Time
MONDAY
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
NEW TAUGTOG NATIONAL HIGH SCHOOL
CRISTINA D. GUINA
Grade Level
Learning
Area
Quarter
SEPTEMBER 19- SEPTEMBER 22, 2016
TUESDAY
WEDNESDAY
11
BREAD AND PASTRY PRODUCTION
I
THURSDAY
FRIDAY
1. Teacher’s Guide
Pages
2. Learner’s
Material Pages
3. Textbook Pages
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
Pages 11-15
Pages 11-15
Pages 11-15
Pages 11-15
N/A
N/A
N/A
N/A
Pages 15-20
Pages 15-20
Pages 15-20
Pages 15-20
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
LESSO
N
LOG
School
Teacher
Teaching Dates and
Time
MONDAY
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
NEW TAUGTOG NATIONAL HIGH SCHOOL
CRISTINA D. GUINA
Grade Level
Learning
Area
Quarter
SEPTEMBER 26- SEPTEMBER 29, 2016
TUESDAY
WEDNESDAY
11
BREAD AND PASTRY PRODUCTION
I
THURSDAY
FRIDAY
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Material Pages
3. Textbook Pages
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
Pages 11-15
Pages 11-15
Pages 11-15
Pages 11-15
N/A
N/A
N/A
N/A
Pages 15-20
Pages 15-20
Pages 15-20
Pages 15-20
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
LESSO
N
LOG
School
Teacher
Teaching Dates and
Time
MONDAY
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
NEW TAUGTOG NATIONAL HIGH SCHOOL
CRISTINA D. GUINA
Grade Level
Learning
Area
Quarter
OCTOBER 03 - OCTOBER 06, 2016
TUESDAY
WEDNESDAY
11
BREAD AND PASTRY PRODUCTION
I
THURSDAY
FRIDAY
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Material Pages
3. Textbook Pages
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
Pages 11-15
Pages 11-15
Pages 11-15
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N/A
N/A
N/A
N/A
Pages 15-20
Pages 15-20
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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
LESSO
N
LOG
School
Teacher
Teaching Dates and
Time
MONDAY
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
NEW TAUGTOG NATIONAL HIGH SCHOOL
CRISTINA D. GUINA
Grade Level
Learning
Area
Quarter
OCTOBER 10 - OCTOBER 13, 2016
TUESDAY
WEDNESDAY
11
BREAD AND PASTRY PRODUCTION
I
THURSDAY
FRIDAY
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Material Pages
3. Textbook Pages
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
Pages 11-15
Pages 11-15
Pages 11-15
Pages 11-15
N/A
N/A
N/A
N/A
Pages 15-20
Pages 15-20
Pages 15-20
Pages 15-20
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
LESSO
N
LOG
School
Teacher
Teaching Dates and
Time
MONDAY
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
NEW TAUGTOG NATIONAL HIGH SCHOOL
CRISTINA D. GUINA
Grade Level
Learning
Area
Quarter
OCTOBER 17- OCTOBER 20, 2016
TUESDAY
WEDNESDAY
11
BREAD AND PASTRY PRODUCTION
I
THURSDAY
FRIDAY
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Material Pages
3. Textbook Pages
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
Pages 11-15
Pages 11-15
Pages 11-15
Pages 11-15
N/A
N/A
N/A
N/A
Pages 15-20
Pages 15-20
Pages 15-20
Pages 15-20
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?