GRADES 1 to 12
DAILY LESSON
LOG
School:
CAYETANO ARELLANO HIGH SCHOOL
Grade Level:
Teacher:
Teaching Dates and Time:
JASON RAY MATALUBOS
AUG29- SEPT 1, 2023 (WEEK 1)
Learning Area:
Quarter:
MONDAY
TUESDAY
WEDNESDAY
11
PERSONAL
DEVELOPMENT
1ST QUARTER
THURSDAY
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding oFhimself/herself during middle and late adolescence.
B.
Performance Standards
The learners shall be able to conduct self-exploration and simple disclosure.
C.
Learning Competencies
1.
2.
3.
II. CONTENT
(Subject Matter)
II.
LEARNING RESOURCES
A. References
1. Textbook pages
2. Other Learning Resources
III.
PROCEDURE
A. Reviewing previous Lesson or
presenting new lesson
B.
Establishing a purpose for the
lesson
explain that knowing oneself can make a person accept his/her strengths and limitations and dealing with others
better. EsP-PD11/12KO-Ia-1.1
share his/her unique characteristics, habits, and experiences. EsP-PD11/12KO-Ia-1.2
maintain a journal. EsP-PD11/12KO-Ia-1.3
Taking a Look at Oneself
Discovering My Uniqueness
None
Quipper
–
Development,
Video Lesson
None
Quipper
–
Personal
Development, Worksheet,
Video Lesson
Personal
Worksheet,
The teacher provides a
diagnostic test for learners.
Teacher provides TRUE or
FALSE questions to review
the previous lesson.
Motivation: Geeting to know
you
In this activity, you need to
have a blank piece of paper
tape
on
your
back.
Afterwards, you may go
around the room and make
sure to write on your
Motivation: Instructions:
The class will be divided into
several groups with a
maximum of 5 members
each. Each group is tasked to
choose an object and “sell”
them by highlighting the
alternative uses for this
classmate’s backs about their
first impression on you. It can
be a simple word or phrase
that best describes your
classmates during your first
day of meeting. You will be
given 10 minutes to do the
activity.
a.
Presenting examples/ instances of
the new lesson.
What did you discover about
yourself from others that you
didn’t know before?
object. They will be given 10
minutes to prepare their
sales pitch. Each object has
the same price of 10 small
pieces of paper. After the
sales pitch of each group, all
members of the class will
walk around the classroom
to put their pieces of paper
on the objects they would
“buy.” The group with the
greatest number of pieces of
paper is considered as the
group with the best sales
pitch.
After the activity, you may
reflect on this question:
“What made you decide to
choose an object despite its
imperfection?”)
Show picture presentation
about the look alike
celebreties
local
and
international.
impressions were right, and
which ones were wrong?
b.
Discussing new concepts and
practicing new skills #1
The self-concept regarding its
three basic components
c.
Discussing new concepts and
practicing new skills #2.
Factors that influence selfconcept and self-esteem:
individual
compares himself to others
individual identifies
these other people
with
Discuss the Social Learning
Theory.
Different startegies of Social
Learning
Apply the conditions for
Effective modeling.
d.
e.
Developing Mastery
(Lead to Formative Assessment 3)
Finding practical application of
concepts and skills in daily living
f.
Making
Generalizations
and
Abstraction about the Lesson.
g.
Evaluating Learning
h.
Additional
Activities
Application or Remediation
IV.
REMARKS
How does feedback help you
in becoming self-aware?
Joel wants to get to know
himself better through welldocumented
and
wellconstructed test types. What
can you suggest to him?
Why is it important to know
how different we are from
others?
After the activity, you may
reflect on this question:
“What made you decide to
choose an object despite its
imperfection?”
Kevin feels stressed that what
he thinks of himself doesn’t
match
what
he
is
experiencing in real life. Why
does he feel this way?
What have you learned from
our lesson today?
What have you learned from
our lesson today?
Task 1: Personal SWOT
Analysis
Materials: pen, paper
Instructions:
In 10-15 minutes, make your
SWOT analysis. List down
your Strengths, Weaknesses,
Opportunities, and Threats.
Give at least two examples
for each. It can be a skill, a
talent, a character trait, or
anything that you think gives
you an edge or puts you a
step behind. You will find
some guide questions for
each quadrant to help you.
Write a short explanation of
your analysis. Share with the
class after.
for
Group Research: Aside from
the discussion on the
process
of
conducting
exercises, list other basic or
personal ways in keeping
yourself
safe
when
performing
physical
activities.
V.
REFLECTION
Reflect often. Taking time to
think quietly through meditation
or simple reflection will help you
become more self-aware. Keep a
journal to see how your thoughts
and actions progress. Learn from
the mistakes you have made,
and always keep yourself in
check.
A. No. of learners earned 80%in
the evaluation.
B. No. of learners who required
additional
activities
for
remediation who scored below
80%
C. Did the remedial lesson work? No.
of learners who have caught up
with the lesson.
D. No. of learner who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
teachers?
Prepared by:
JASON RAY MATALUBOS
Teacher I
Checked by:
DELIA TOLEDANA
Master Teacher II
Noted:
ELVIRA C. CABALUNA
Assistant Principal II
GRADES 1 to 12
DAILY LESSON
LOG
School:
CAYETANO ARELLANO HIGH SCHOOL
Grade Level:
Teacher:
Teaching Dates and Time:
JASON RAY MATALUBOS
SEPT 4- SEPT 9, 2023 (WEEK 2)
Learning Area:
Quarter:
MONDAY
VI.
WEDNESDAY
THURSDAY
OBJECTIVES
D. Content Standards
The learners demonstrate an understanding of the various aspects of holistic development: physiological, cognitive,
psychological, spiritual, and social development.
E.
Performance Standards
The learners shall be able to illustrate the connections between thoughts, feelings, and behaviors in a person’s holistic
development.
F.
Learning Competencies
1.
2.
3.
II. CONTENT
(Subject Matter)
VII. LEARNING RESOURCES
B. References
3. Textbook pages
4. Other Learning Resources
C.
TUESDAY
11
PERSONAL
DEVELOPMENT
1ST QUARTER
VIII.
PROCEDURE
Reviewing previous Lesson or
presenting new lesson
D. Establishing a purpose for the
lesson
discuss the relationship among physiological, cognitive, psychological, spiritual, and social development to understand
his thoughts, feelings, and behaviors; EsP-PD11/12DWP-Ib-2.1
evaluate his/her own thoughts, feelings, and behaviors; and EsP-PD11/12DWP-Ib-2.2
show connections between thoughts, feelings, and behaviors in actual life situations. EsP-PD11/12DWP-Ib-2.3
Holistic Development of the Intergration of Thoughts, Intergration of Thoughts,
Self
Feelings and Behaviors
Feelings and Behaviors
(Continuation)
None
Quipper
–
Development,
Video Lesson
Personal
Worksheet,
None
Quipper
–
Personal
Development, Worksheet,
Video Lesson
None
Quipper
–
Personal
Development, Worksheet,
Video Lesson
The teacher provides a
diagnostic test for learners.
An oral questioning will
conduct by the teacher.
An oral questioning will
conduct by the teacher.
Motivation: Puzzles
In this activity, 5 or 6 identical
puzzles are presented that
are cut into 5-6 pieces only.
Motivation:
Materials: Power point
presentation
Instructions:
Motivation: Oal Recitation
Do you agree that if there is
a motto that says “You are
what you eat.” then we can
i.
Presenting examples/ instances of
the new lesson.
j.
Discussing new concepts and
practicing new skills #1
k.
l.
Discussing new concepts and
practicing new skills #2.
Developing Mastery
(Lead to Formative Assessment 3)
m. Finding practical application of
concepts and skills in daily living
.
You need to solve the puzzles
in the shortest possible time.
The class will be divided into
several groups with a
maximum of 6-7 members.
Each group will assign a
member that will act as the
observer. This observer will
do two things: he/she will
observe the group and will
discourage
them
from
speaking to one another or
making gestures while solving
the puzzle and the second
task is to time the number of
seconds/minutes it took
them to solve the puzzle.
The teacher will show
famous trios in local and
international showbiz like
Tito, Vic, and Joey or the
Three Musketeers. You will
be asked what you think is
the role of each member in
these groups. You may also
be asked a hypothetical
question like: “If this
member is included, do you
think the group will still be
the same?”
You will share your thoughts
on how the absence of these
members will affect the
performance of the group.
also say that “You are what
you think.”?
Oral questioning:
What are the different areas
of personal development?
Show picture presentation
about dualism.
Example:
JoWaPao of Eat Bulaga in
GMA Kapuso network
Show picture presentation
about dualism.
Example:
TVJ of Eat Bulaga in GMA
Kapuso network
Discuss the five areas of
development.
Explain the cycle of behavior
of an individual.
Explain the principle of
dualis.
Understand the elements of
attitude.
Understand the Cognitive
behavioral therapy.
How can one illustrate the
connection between
thoughts, feelings, and
behaviors?
How can you monitor your
thoughts and reactions to
the things around you?
Understand the difference
between
duality
and
body/mind connection?
How can you relate the
mind/body connection to
mental health?
How do these connections
affect how a person views
himself/herself,
the
relationships with other
people,
and
his/her
interpretation of the world
around him/her?
How Does a Person Take
Care of the Mind and Body?
How do emotions and
thoughts influence the
behavior? Give a specific
example.
n.
Making
Generalizations
and
Abstraction about the Lesson.
What have you learned from
our lesson today?
What have you learned from
our lesson today?
What have you learned from
our lesson today?
o.
Evaluating Learning
Task 1: Human Mirror
Materials: paper, pen
Instructions:
Choose a partner. Find a
place where the two of you
could talk without
disruptions. Face each other
and take turns in giving each
other one genuine
compliment. The two of you
should have a total of 5
compliments each. Explain
why this is the compliment
you gave.
You can volunteer what you
and partner have felt during
the
activity.
Write
a
paragraph
about
your
feelings and thoughts while
doing the task.
Task 1: Short Story Writing
Materials: paper, pen
Instructions:
Pick a partner. The two of
you will create a story book
that shows how these three
factors
affected
the
character/s
and
the
outcome of the story. The
output
should
show
illustrations. Present your
output to the class.
Task 2: Mini-documentary
Materials: camera, video
presentation
Instructions:
Make a short documentary
about the integration of the
thoughts, feelings, and
behaviors. Find significant
facts about diseases that are
affected by an unhealthy
body or statistics related to
the topic. You can also
interview mental health
professionals. The video
should be for 3 minutes
only.
p.
Additional
Activities
Application or Remediation
Albert Bandura, a well-know
psychologist, believes that
the capacity of people to
control their own lives is the
core of humanness. He said
that “people are selfregulating, proactive, selfreflective
and
selforganizing.”
Post your picture and
describe how this person
takes care of his/her mind
and body. Write at least five
ways. You can also describe
at least three beliefs that
make him/her happy and
sad. How do these beliefs
affect
your
behavior?
Explain how.
B.
IX.
REMARKS
X.
REFLECTION
for
No. of learners earned 80%in
the evaluation.
B. No. of learners who required
additional
activities
for
remediation who scored below
80%
C. Did the remedial lesson work? No.
of learners who have caught up
with the lesson.
E. Which of my teaching strategies
worked well? Why did this
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
teachers?
Prepared by:
JASON RAY MATALUBOS
Teacher I
Checked by:
DELIA TOLEDANA
Master Teacher II
Noted:
ELVIRA C. CABALUNA
Assistant Principal
GRADES 1 to 12
DAILY LESSON
LOG
School:
CAYETANO ARELLANO HIGH SCHOOL
Grade Level:
Teacher:
Teaching Dates and Time:
JASON RAY MATALUBOS
SEPT 11 - SEPT 15, 2023 (WEEK 3)
Learning Area:
Quarter:
MONDAY
XI.
THURSDAY
The learners demonstrate an understanding oFhimself/herself during middle and late adolescence.
H. Performance Standards
The learners shall be able to conduct self-exploration and simple disclosure.
Learning Competencies
II. CONTENT
(Subject Matter)
XII. LEARNING RESOURCES
C. References
5. Textbook pages
6. Other Learning Resources
F.
WEDNESDAY
OBJECTIVES
G. Content Standards
I.
E.
TUESDAY
11
PERSONAL
DEVELOPMENT
1ST QUARTER
XIII.
PROCEDURE
Reviewing previous Lesson or
presenting new lesson
Establishing a purpose for the
lesson
1.
classify various developmental tasks according to developmental stage; EsP-PD11/12DS-Ic-3.1
2.
3.
evaluate one’s development in comparison with persons of the same age group; and EsP-PD11/12DS-Ic-3.2
list ways to become a responsible adolescent prepared for adult life. EsP-PD11/12DS-Ic-3.3
Developmental Tasks of
Developmental Tasks of
Developmental Tasks of
Developmental Tasks of
Middle and Late Adolescents Middle and Late Adolescents I Middle and Late Adolescents Middle and Late Adolescents
I
II
II
None
Quipper
–
Personal
Development, Worksheet,
Video Lesson
None
Quipper
–
Development,
Video Lesson
None
Quipper
–
Personal
Development, Worksheet,
Video Lesson
None
Quipper
–
Personal
Development, Worksheet,
Video Lesson
An oral questioning will
conduct by the teacher.
Teacher provides TRUE or
FALSE questions to review
the previous lesson.
An oral questioning will
conduct by the teacher.
An oral questioning will
conduct by the teacher.
Motivation:
Group yourselves in class.
Watch a video of a baby
who is learning how to walk.
Think about what the baby
had to go through to be able
Motivation:
Oral questioning
1. Why does an adolescent’s
risk-taking behavior lessen in
late adolescence?
Motivation:
Think about your very first
day in school when you were
young. You did not know
anyone
back
then.
Remember your first friend.
Motivation:
Do you think there are a lot
of developmental changes?
Don’t memorize! It’s better
to imagine yourself while
reading, it will make you
Personal
Worksheet,
to walk. How did he learn to
do it? Note down your
observations.
q.
r.
s.
t.
Is he/she still your friend up
until now? If not, what
happened
and
what
changed? Write down and
compare the activities you
did before with friends and
the activities you do now
with your current set of
friends. How are they the
same and different?
Show video presentation
about developmental task of
an individual.
appreciate and understand
it better.
Presenting examples/ instances of
the new lesson.
After watching the video,
reflect on how it relates to
the stage of life you are in at
present. What does that
teach you about growth and
development? What are the
things that you need to
understand in order to
appreciate changes and
challenges in life?
Discussing new concepts and
practicing new skills #1
Explain the Stages of Human
Development and Domain
of Development
Understand
the
Consequences of Change of
andolescent. (Identity vs
Identity Confusion)
Establish mature
relationships with peers of
both sexes.
Build and embrace socially
acceptable behavior and
become socially
responsible.
Discussing new concepts and
practicing new skills #2.
Understand the Principle of
Development
Explain the Developmental
Tasks in Relation to the SELF
Recreate their relationships
with their parents.
Be knowledgeable about
family life and home
management matters.
Developing Mastery
(Lead to Formative Assessment 3)
How would you describe
your current situation as an
adolescent? Is it a period of
stress or are you slowly
strengthening
your
identity?
Show video presentation
about human development
stages.
How will establishing a
strong self-identity help an
adolescent?
Are there any differences in
the
conversations
or
activities you had with your
friends before and those
that you had recently? Even
with your parents or any
adults, think about the
things you recently talked
about with them. Surely,
you have noticed changes in
how you relate with people
nowadays. As we grow
older, this can be expected.
What can be the reason
behind this?
u.
v.
Finding practical application of
concepts and skills in daily living
Making
Generalizations
and
Abstraction about the Lesson.
w. Evaluating Learning
Analyze the situation given.
Analyze the situation given.
Analyze the scenario.
Analyze the scenario.
Peter enjoys playing
basketball, but does not
play at all because his
friends would rather play
video games. He doesn’t
tell them about this and
simply follows their lead.
He convinces himself that
playing basketball isn’t as
cool as playing video
games. Do you think this is
a healthy attitude? Why or
why not?
James is already an adult
and has been moving from
one job to the next. He
cannot seem to stay long in
one job and always finds
reasons to quit. He
complains about his present
work but does not really
know what to do for a living.
Why do you think James is
unsatisfied in his
professional life?
Nathan was not that close to
his parents back in his Grade
9 years. He always preferred
spending
time
alone,
listening to music after
school in his room, and
talking to his friends online.
He does not share much
about what happens to him
in school. But later on, when
he got into Grade 12, he
started asking his parents
for advices. He asked them
about what life is like
working in the corporate
world and how they were
able to build a life for their
family. How will this change
affect
Nathan’s
development?
Carissa, Elmer, Xavier, and
Lyka have been friends since
they
were
in
their
elementary years. They
encourage each other to
pursue their dreams are free
to be themselves around
each other. They are
confident that they will still
be friends even after they
graduate senior high school.
When one of them has a
problem,
they
always
support each other’s back.
How will this affect their
development?
What have you learned
from our lesson today?
What have you learned from
our lesson today?
What are some things you
have done during your
childhood that you are not
doing anymore?
Task 1: Throwback
Look for these pictures: 1
photo in Grade 3, 1 photo in
Grade 7, and 1 recent
photo. Compare the way
you look and behave during
these three different time
Task 2: What I Need to Do
Grab a partner from your
classroom. Construct a table
with 3 columns. With your
partner,
listdown
the
changes or conflicts that the
both of you are currently
All developmental tasks are
expected responsibilities to
be fulfilled by an adolescent
to be able to prepare you for
adulthood. These tasks
prepare you for your
interactions with other
adults,
and
also
in
establishing your place in
your community as a
responsible adult.
Task 1: Throwback 2.0
Get a copy of either past
family pictures or past
pictures with your friends.
Compare it to the most
recent picture you have with
the same group of people.
Task 2: One, Two,
Three…Action!
Group yourselves in class. As
a group, make a short story
that
would
reflect
interpersonal
developmental tasks of a
periods by producing a
write-up of the changes you
have noted. Take note of
the use of the terminologies
learned from this lesson.
x.
Additional
Activities
Application or Remediation
for
experiencing at this age on
one column. Beside each
conflict or change, list down
what domain is being
developed. On the last
column, write down how that
change or conflict affects
another domain of your
development.
Essay:
Why is it important for an
adolescent to accept and
care for one’s body?
C.
XIV.
REMARKS
XV.
REFLECTION
No. of learners earned 80%in
the evaluation.
B. No. of learners who required
additional
activities
for
remediation who scored below
80%
C. Did the remedial lesson work? No.
of learners who have caught up
with the lesson.
Oxytocin is the hormone
produced by the brain that
is linked to feeling selfconscious.
During
adolescence, this is linked to
the development of the
concept of an “imaginary
audience.”
Think about the changes
your relationship with them
has changed over the years.
Make sure to use the
concepts learned from this
lesson.
middle or late adolescent.
Tell your teacher what
developmental tasks your
group is going to focus on.
The short story should be in
a form of a script, for the
groups to read and share in
front of the class. Make it as
enjoyable
as
possible,
something that your whole
class can relate on.
D. No. of learner who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
teachers?
Prepared by:
JASON RAY MATALUBOS
Teacher I
Checked by:
DELIA TOLEDANA
Master Teacher II
Noted:
ELVIRA C. CABALUNA
Assistant Principal
GRADES 1 to 12
DAILY LESSON
LOG
School:
CAYETANO ARELLANO HIGH SCHOOL
Grade Level:
Teacher:
Teaching Dates and Time:
JASON RAY MATALUBOS
SEPT 17 - SEPT 22, 2023 (WEEK 4)
Learning Area:
Quarter:
MONDAY
XVI.
TUESDAY
WEDNESDAY
11
PERSONAL
DEVELOPMENT
1ST QUARTER
THURSDAY
OBJECTIVES
J.
Content Standards
The learners demonstrate an understanding the developmental changes in middle and late adolescence, and expectations
of and from adolescents.
K.
Performance Standards
The learners shall be able to clarify and manage the demands of the teen years (middle and late adolescence).
L.
Learning Competencies
1.
2.
3.
II. CONTENT
(Subject Matter)
XVII.
D.
7.
8.
LEARNING RESOURCES
References
Textbook pages
Other Learning Resources
XVIII.
PROCEDURE
G. Reviewing previous Lesson or
presenting new lesson
H. Establishing a purpose for the
lesson
discuss that facing the challenges during adolescence may able to clarify and manage the demands of teen years.
EsP-PD11/12CA-Id-4.1
express his/her feelings on the expectations of the significant people around him/her (parents, siblings, friends,
teachers, community leaders) EsP-PD11/12CA-Ie-4.2
make affirmations that help one become more lovable and capable as an adolescent. EsP-PD11/12CA-Ie-4.3
Peer Social Comparison
Peer Social Comparison
Setting Expectations
Setting Expectations
None
Quipper
–
Personal
Development, Worksheet,
Video Lesson
None
Quipper
–
Personal
Development, Worksheet,
Video Lesson
None
Quipper
–
Personal
Development, Worksheet,
Video Lesson
None
Quipper
–
Development,
Video Lesson
An oral questioning will
conduct by the teacher.
Teacher provides TRUE or
FALSE questions to review
the previous lesson.
An oral questioning will
conduct by the teacher.
An oral questioning will
conduct by the teacher.
Motivation: Try to recall
movies that you have seen
recently
wherein
the
antagonist or villain was
jealous of
the
lead
character
or
the
Motivation: Geeting to know
you
In this activity, you need to
have a blank piece of paper
tape
on
your
back.
Afterwards, you may go
Motivation:
Instructions:
Think of an unfortunate
event in your life that
happened
because
of
something you did or did not
Motivation:
Video
Presentation
Do
you
have
new
responsibilities
as
an
adolescent that you did not
have when you were
Personal
Worksheet,
protagonist. What do you
think were the villain’s
thoughts and feelings?
What were the traits of the
lead character which the
villain was so jealous about?
How did he or she address
the feelings of jealousy?
y.
z.
Presenting examples/ instances of
the new lesson.
Discussing new concepts and
practicing new skills #1
Materials: pen, paper
People tend to compare
themselves with others.
One may feel insecure and
tend to be jealous. Another
may feel inspired and tend
to do better. Do you think it
is okay to compare yourself
to others? When does
comparing become an
unhealthy habit?
Roles
of
Adolescence
Peers
in
aa. Discussing new concepts and
practicing new skills #2.
bb. Developing Mastery
(Lead to Formative Assessment 3)
cc. Finding practical application of
concepts and skills in daily living
around the room and make
sure to write on your
classmate’s backs about their
first impression on you. It can
be a simple word or phrase
that best describes your
classmates during your first
day of meeting. You will be
given 10 minutes to do the
activity.
What did you discover about
yourself from others that you
didn’t know before?
do. Try to imagine how
things would have turned
out if you were able to do
what you were supposed to
do. Share your thoughts
with the class.
younger? How do you deal
with them?
Show video presentation
about responsibility of a
filipino citizen.
Oral questioning:
Describe an adolescent who
is prepared for adulthood.
Types of Responsibility
Implications
Responsibility
impressions were right, and
which ones were wrong?
Social Comparison Theory
1.
Effects of Peer Social
Comparison
Managing Peer Social
Comparison
Leadership and social skills.
2.
When is comparing oneself
to others considered
healthy? When is it
unhealthy?
What do you know about
development that can
explain why adolescents
compare?
Sarie only dwells on what
she doesn’t have. She is
always envious of her
friend’s new and expensive
Patrick used to feel bad
about not being goodlooking enough. But then he
observed that his peers
made fun of Richard who
had a severe case of acne.
Nature of Responsibility
Do
you
have
new
responsibilities
as
an
adolescent that you did not
have when you were
younger? How do you deal
with them?
Nathan’s
groupmates
assigned him to be in-charge
of submitting their final
paper on the day of the
deadline. However, he
overslept and was not able
of
Developing Responsibility in
Preparation for Adulthood
How can taking more
responsibility make one
more responsible?
How does knowing about
oneself develop a sense of
responsibility?
clothes. What can you
advise Sarie?
dd. Making
Generalizations
and
Abstraction about the Lesson.
Role
of
Adolescence:
Peers
in
support.
and beliefs.
Task 1: You’re Not So Bad
Yourself
Materials: pen; paper
Instructions:
Using the list in Task 1, pair
up and discuss what was
written on the paper. Add
an additional column.
Exchange lists and have
your partner write down a
new list of things or traits
that he thinks makes you
better than your idolized
friend or celebrity in Task 1.
Be specific about your
partner’s strengths. Give
back each other’s lists and
discuss the items written in
the new column.
ee. Evaluating Learning
ff. Additional
Activities
Application or Remediation
XIX.
REMARKS
XX.
REFLECTION
for
The first step toward
change is awareness. The
second step is acceptance.
- Nathaniel Branden
He now feels good about
himself. Is Patrick right to
feel this way? What can you
tell him about this situation?
Comparing oneself against
others may be healthy or
unhealthy for an adolescent.
It can be a source of
inspiration or motivation to
better oneself; or it can be a
source of insecurity and low
self-worth.
Task 2: What Envy Does
Materials: marker, Manila
(craft) paper.
Instructions:
Group yourselves in class.
Discuss among yourselves
what the feeling of envy does
to a person. Draw a symbol to
represent this and explain it
in class.
to submit on time. What can
he do to show that he takes
personal responsibility for
his actions?
What have you learned from
our lesson today?
Task 1: I Am Ready for
Adulthood
Materials: paper, pen
Instructions:
Think
of
a
possible
challenging situation you
might face in your adult
years. It can be from any
aspect of your adult lives –
relationships/marriage,
work, education, etc. Look
for a partner and share your
situation and try to address
the challenge in the most
responsible and mature way
that you can think of. Take
note of the concepts learned
from this lesson.
What have you learned
from our lesson today?
Task 2: Model for
Adulthood
Materials: glue, scissors,
craft/Manila paper, old
magazines
Instructions:
In a group of 4 to 5
members, discuss among
yourselves what you think
an adolescent who is
prepared for adulthood is
like.
Make
a
visual
representation of this ideal
model.
D. No. of learners earned 80%in
the evaluation.
B. No. of learners who required
additional
activities
for
remediation who scored below
80%
C. Did the remedial lesson work? No.
of learners who have caught up
with the lesson.
D. No. of learner who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
teachers?
Prepared by:
JASON RAY MATALUBOS
Teacher I
Checked by:
DELIA TOLEDANA
Master Teacher II
Noted:
ELVIRA C. CABALUNA
Assistant Principal
GRADES 1 to 12
DAILY LESSON
LOG
School:
CAYETANO ARELLANO HIGH SCHOOL
Grade Level:
Teacher:
Teaching Dates and Time:
JASON RAY MATALUBOS
SEPT 25 - SEPT 29, 2023 (WEEK 5)
Learning Area:
Quarter:
MONDAY
XXI.
WEDNESDAY
THURSDAY
OBJECTIVES
M. Content Standards
The learners demonstrate an understanding the developmental changes in middle and late adolescence, and expectations
of and from adolescents.
N. Performance Standards
The learners shall be able to clarify and manage the demands of the teen years (middle and late adolescence).
O. Learning Competencies
1.
2.
3.
II. CONTENT
(Subject Matter)
XXII.LEARNING RESOURCES
E. References
9. Textbook pages
10. Other Learning Resources
XXIII.
PROCEDURE
I. Reviewing previous Lesson or
presenting new lesson
J.
TUESDAY
11
PERSONAL
DEVELOPMENT
1ST QUARTER
Establishing a purpose for the
lesson
discuss that facing the challenges during adolescence may able to clarify and manage the demands of teen years.
EsP-PD11/12CA-Id-4.1
express his/her feelings on the expectations of the significant people around him/her (parents, siblings, friends,
teachers, community leaders) EsP-PD11/12CA-Ie-4.2
make affirmations that help one become more lovable and capable as an adolescent. EsP-PD11/12CA-Ie-4.3
Setting the Stage
Setting the Stage
Effective Comunication
Effective Comunication
None
Quipper
–
Personal
Development, Worksheet,
Video Lesson
None
Quipper
–
Development,
Video Lesson
Personal
Worksheet,
None
Quipper
–
Personal
Development, Worksheet,
Video Lesson
None
Quipper
–
Personal
Development, Worksheet,
Video Lesson
An oral questioning will
conduct by the teacher.
An oral questioning will
conduct by the teacher.
An oral questioning will
conduct by the teacher.
An oral questioning will
conduct by the teacher.
Motivation: You need to
create an enough space for
the activity. You will be
shown a power point
presentation about the
issues that you are facing.
Motivation: Circle sitting
1. Stand in a circle
behind each other.
2. Slowly sit down
(work together!)
Until everyone is on
Motivation: Human
pyramid
Divide the group so that
most of them are in a
crawling position at the
bottom shoulder to
Motivation: Consciously
imitate someone
1. Make pairs. One
person is A and
one person is B.
These issues will come in
the form of questions that
are answerable by Yes or
No. If you are facing the
chosen dilemma, you will go
to the ‘Yes’ side and if not,
you will go to the ‘No’ side.
gg. Presenting examples/ instances of
the new lesson.
hh. Discussing new concepts and
practicing new skills #1
ii.
2.
3.
4.
The music is
turned on.
Person A mimics
Person B’s dance
moves.
Make it as difficult
as possible for
each other!
Show a documentary video
presentation
about
parenting.
Oral Questioning:
How do you handle
expectations? Do you see
them as challenges or
potential failures? Do you
thrive on challenges or do
you shrink away from them?
Oral Questioning:
The Importance of Facing
Challenges:
The
Development of Initiative
Types of Psychoactive Drugs
Self-Fulfilling
Prophecies:
The Pygmalion Effect
Social Causation Model
Discussing new concepts and
practicing new skills #2.
Developing Mastery
(Lead to Formative Assessment 3)
shoulder. Now put a second
layer of people on top of
the first layer. These are of
course fewer people, so
that a pyramid shape is
already created. Make the
following layers as
well. More and more help
and cooperation is needed
at each layer
The activity will be
processed by answering
the following questions:
Was it easy for you to
identify the issues that you
are facing right now?
Do you think that these
issues affect how you see
the world around you?
Why or why not?
As an adolescent, do you
try to solve these problems
on your own? Why or why
not?
Who are the people who
support you in times of
crisis?
1.
Issues
during
Adolescent Period
jj.
3.
their knees behind
them.
Now also stand
together again at
once, so that there
is a standing circle
again.
the 2.
Do you believe that
adolescence is a period of
stress and storm? Why?
Relationships
among
Adolescents
Academic Concerns and
Career Options
How does too much alcohol
consumption affect the
safety of a person?
Expectancy Effect
There is an expression “Birds
of the same feather flock
together.” How can this be
related to the participation
What
makes
expectations necessary
for setting goals?
Overwhelming
Expectations: Their Effects
on Adolescents
Coping with Emotions:
Express Yourself
What is the Pygmalion
Effect? How is this related to
expectations?
of teens
behaviors?
kk. Finding practical application of
concepts and skills in daily living
When Annie became a
teenager, she noticed a lot
of changes in her body. She
gained weight and this
bothered her a lot. She
became preoccupied with
losing weight and to solve
this problem, she began to
eat less and less. How can
this behavior affect Annie?
ll.
What have you learned
from our lesson today?
Making
Generalizations
and
Abstraction about the Lesson.
mm.
Evaluating Learning
Task 1: People Watching
Materials: paper, pen
Instructions:
Pick a partner in class. Think
of a fictional character that
you and your partner both
like (Ex. Harry Potter or
Katniss Everdeen). Discuss
the issues that confronted
this character and how
he/she was able to
overcome these obstacles.
Share your output to the
class using your discussion
and an image of this
character.
in
unwanted
Leo is a 16-year-old who
insists on riding his scooter
without wearing a helmet
because it makes him
uncomfortable. His parents
always remind him to wear
his helmet but he makes it a
point to avoid this by saying
to himself that he drives
carefully so he will not
experience an accident. How
can you explain this
behavior?
What have you learned from
our lesson today?
Daisy is a consistent honor
student since elementary.
Her parents think that she
can achieve her goal of
becoming a brilliant lawyer.
Her sister, Reign is not
showing any inclination to
high academic performance.
Their parents are not sure
about what course Reign
would take. How can their
lack of specific expectation
for Reign be explained?
What have you learned from
our lesson today?
Dennis is mad. People are
always saying that he is the
bad boy in the family. How
can Dennis deal effectively
with his anger if he is being
constantly accused of being
the bad boy in the family?
Task 2: Debate
Instructions:
Your class will be divided into
two. Your task is to debate on
the issue “Should Filipino
Adolescents (those 18 and
above) be encouraged to live
on their own?” Each group is
given enough time to do your
research. You will be given a
set rule of engagement that
each of your group must
follow together with the
corresponding criteria.
Task 1: Scene Analysis
Materials: pen, paper
Instructions:
Divide the class into several
groups with a maximum of
five members each. You will
watch a short video. Each
group will be asked to
choose the pivotal moment
that caused the change in
the character. Then you will
illustrate that particular
moment and share why they
chose that part of the video
and explained the reasons
for
highlighting
that
scene/moment. They must
use the concepts learned
when
explaining
their
choice.
Note: Your teacher will
select a video that must
show an adolescent that is
Task 2: My So-Called Life
Materials: paper, pen
Instructions:
Pick a partner. With the use
of the Internet, search for
sayings or quotes that
reflect your feelings about
the expectations of the
people around you. Make a
simple scrapbook containing
these quotes. You can print
or write them on colored
paper to make each one of
them attractive. Share your
output to the class together
with your insights and the
feelings while you are
making the scrapbook. Take
note that this activity should
be properly guided by the
teacher.
What have you learned
from our lesson today?
undergoing major changes
in his/her life.
nn. Additional
Activities
Application or Remediation
XXIV.
REMARKS
XXV.
REFLECTION
for
“The hardest thing about
adolescence is that everything
seems too big. There's no way
to get context or perspective.
Pain and joy without limits. No
one can live like that forever, so
experience finally comes to our
rescue. We come to know what
we can endure, and also that
nothing endures.”
-Sara Paretsky
E.
No. of learners earned 80%in
the evaluation.
B. No. of learners who required
additional
activities
for
remediation who scored below
80%
C. Did the remedial lesson work? No.
of learners who have caught up
with the lesson.
D. No. of learner who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this
work?
Non-suicidal self-injury is the
deliberate,
self-inflicted
destruction of body tissue
without suicidal intent and
for purposes not socially
sanctioned
includes
behaviors such as cutting,
burning,
biting,
and
scratching the skin.
You are prone to belong to a
group that has the same
characteristics because you
choose people who are
similar to you.
When you befriend a
particular set of people, you
have the tendency to
imitate the traits or the
behaviors they show.
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
teachers?
Prepared by:
JASON RAY MATALUBOS
Teacher I
Checked by:
DELIA TOLEDANA
Master Teacher II
Noted:
ELVIRA C. CABALUNA
Assistant Principal