1. GRADES 1 to 12
DAILY LESSON LOG
School: Lumangbayan National High School Grade Level: 11
Teacher: Jared A. Leynes Learning Area: Personal Development
Teaching Dates and Time: September 12-14, 2023 Quarter: 1
I. OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learners demonstrate an understanding of… himself/herself during middle and late adolescence.
B. Performance Standards: The learners shall be able to... conduct self-exploration and simple disclosure.
C. Learning Competencies/Objectives:
Write the LC Code for each
After going through this lesson, you are expected to:
• evaluate his/her own thoughts, feelings, and behaviors. EsP-PD11/12DWP-Ib-2.2
show the connections between thoughts, feelings, and behaviors in actual life situations
II. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Developing the Whole Person-Evaluate One’s Personality
III. LEARNING RESOURCES
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
Personal Development- Senior
High School
Alternative Delivery Mode
Quarter 1 – Module 3:
Developing the Whole Person-
Evaluate One’s Personality
First Edition, 2021
Personal Development- Senior
High School
Alternative Delivery Mode
Quarter 1 – Module 3:
Developing the Whole Person-
Evaluate One’s Personality
First Edition, 2021
Personal Development- Senior
High School
Alternative Delivery Mode
Quarter 1 – Module 3:
Developing the Whole Person-
Evaluate One’s Personality
First Edition, 2021
Personal Development- Senior
High School
Alternative Delivery Mode
Quarter 1 – Module 3:
Developing the Whole Person-
Evaluate One’s Personality
First Edition, 2021
B. Other Learning Resources
A. Reviewing Previous Lesson or
Presenting the New Lesson
The students will recall the
previous lesson.
The students will recall the
previous lesson.
WEEKLY ASSESMENT
B. Establishing a Purpose for the Lesson Answering the following
questions will measure your
initial understanding
regarding one’s personality.
These will focus on the
The students are tasked to
answer the activity about
body and mind changes.
The students are tasked to
answer the personality test.
2. characteristics of
adolescent stage of
development,
understanding what
influence your decision
making and evaluating your
own personality. Choose
the letter of the best
answer. Write the chosen
letter on a separate sheet of
paper.
C. Presenting Examples/Instances of the
Lesson
INTRODUCTION
Developing oneself
holistically may be the goal
of everyone. However, there
are times that we lack
awareness of our doings
and actions that leads to
misunderstanding with
others particularly our
parents.
What I Can Do
Sharing one’s thoughts and
feelings is important, but it
should be expressed with
focus and gentleness.
Painting is an outlet for the
expression of your thoughts,
feelings, and emotion. It is
an opportunity to see and
hear your feelings and
emotions through a tangible
and authentic output.
D. Discussing New Concepts and
Practicing New Skills #1
Who would be
responsible in developing
one’s personality?
Every individual undergoes
different phases of
development that form
his/her individuality. Our
personality is a product of
genetic response that we
inherit from our parents and
from the influence of our
environment. This
environment shaped by the
people around us, culture
and practices that we are
being raised and
continuously creates social
interactions that build
relationships. This
interaction contributes to
who we are today and how
we choose and decide for
ourselves. Personality
Since you have already
obtained a clear
understanding of yourself as
you have done all the
activities in the previous
lesson, understanding the
competencies included in
this module will be easy for
you. Thus, you will
eventually use all the skills
developing the whole
person within yourself. So,
get ready to unfold the
reality by removing the
barriers toward
understanding your true
self.
3. development is complex
administration of thoughts,
feelings, emotion and
behavior that influence
personal judgement.
IV. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
What’s In
You are about to discover
and share more of yourself.
Try answering the following
activity below.
Activity 1: Let us know more
about yourself. Recall your
childhood and teenage
days. Share your activities,
thoughts, feelings, strength,
weakness, and other
characteristics that describe
you. Write three or more
descriptions each item.
What’s New
Teenage years give us
unfamiliar feelings and put
us in situations
that form our personal
qualities.
Activity 1: Complete the box
by interviewing 5 people
who are older than you in
your family or friends and
ask them to give 5
emotional adjectives that
they experience in
communicating or building
relationship with others.
These emotional adjectives
will help you understand the
different emotions that are
expressed in different
situations. Take note that it
should not be repeated.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
1. Processing questions:
1. What aspect did you find
difficult to answer? Why
2. How does each aspect
influence each other?
3. Can you share a situation
or experience that prove
your answer?
Processing questions:
1. What did you discover
about yourself?
2. Which aspect of
personality do you give
more priority to be dominant
in developing your well-
being?
3. How will you improve the
weakest aspect of your
personality?
React on the following
situations.
1. You have a classmate
who leads in making your
classmates laugh at you. He
also makes you feel that
you do not belong to their
group. You always choose
to ignore but this time you
can’t stand with it.
4. 2. The end of the semester
is near, and most teachers
require you to submit all the
outputs in their subjects. But
you are still working on
them, and you find it difficult
to handle the situation. They
particularly remind you to
comply because you failed
in the previous grading
period. You must pass this
time because this is your
last chance.
V. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and
Abstractions about the Lesson
The teacher is tasked to ask
the students to generalize
the topic.
The teacher is tasked to ask
the students to generalize
the topic.
The teacher is tasked to ask
the students to generalize
the topic.
I. Evaluating Learning There are a lot of
challenges that would help
us understand ourselves
better. Try answering the
activities below to find out
the relationship of thoughts,
feelings, and actions to
better understand yourself
and how to manage
conflicts between you and
your family, friends and
others. Using the following
situation, complete the
conflict management
diagram. Write the negative
response in letter A and
positive response in letter B.
Situation 1: You’re walking
alone on the road that is so
dark and you heard a
whimper nearby.
Situation 2: You’re working
on your research paper and
Activity 2: Let’s see how
well you can relate to the
situations given. Discuss
how you behaves when you
encounter these scenarios.
Recall some important key
points in understanding
developmental change
experienced by an
adolescent like you.
Assessment
Multiple Choice: To fully
understand the lesson, read
each statement/question
carefully and choose the
best answer. Write the
chosen letter on a separate
sheet of paper.
5. you need to concentrate on
it, but your brother plays his
electric guitar despite you
calling his attention many
times.
J. Additional Activities for Application or
Remediation
Additional Activities
Since you have a wide
range of understanding on
your thoughts and how you
behaved in the past, recall
an instance wherein you
became so unfair to your
parents, siblings or friends
because you were
experiencing adolescence
developmental change
which was broadening and
refining your characteristics
that would help in realizing
your perspective in life.
VI. REMARKS
VII.REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies work
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
6. Prepared by: Inspected by:
JARED A. LEYNES JONATHAN M. POLITICO
SHS – Teacher II Teacher-in-Charge / Teacher III
