This document outlines a lesson plan for a homeroom guidance program discussing factors in sound decision-making. The lesson plan includes objectives to describe decision-making factors, recognize the importance of sound decisions, and develop strategies for making sound decisions. Students will complete activities like a concept map of a significant personal decision and a collaborative chart discussing topics like relationships, stress, and family issues. The teacher will discuss considerations for sound decisions like personal needs, family opinions, community standards, and religion. Students will then assess their understanding of why sound decisions are important and when they know a decision is sound.

1. Republic of the Philippines
Department of Education
Region III
SAN VICENTE - SAN FRANCISCO HIGH SCHOOL
MACABEBE
LESSON LOG IN HOMEROOM GUIDANCE PROGRAM
SY 2022-2023
DIVISION PAMPANGA GRADE LEVEL 11
TEACHER RONALD FRANCIS S. VIRAY LEARNING AREA Homeroom Guidance Program
TEACHING DATE/TIME
January 10, 2023
7:30 - 8:30
Grade 11 –SERVIRE
QUARTER 2ND Quarter
I. OBJECTIVES
A. Content Standards The learner understands the factors in decision-making.
B. Performance Standards The learner is able to develop strategies in making a sound decision.
C. Learning
Competencies/Objectives
1. describe the factors in decision-making;
2. recognize the importance of sound decision-making; and
3. develop strategies in making a sound decision.
II. CONTENT
Quarter 2 Module 5: High Five! Factors in Sound Decision-making
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Materials pages Quarter 2 Module 5: High Five! Factors in Sound Decision-making
3. 3. Textbook pages/
Additional Materials
NA
B. B. OTHER LEARNING
RESOURCES
Reference of the information:
•https://ab.edu/counseling-services/common-issues-for-college-students/
Reference of the information:

2. A. Reviewing the previous
lesson
 PRAYER
 ATTENDANCE
 CLEANING
 REVEW AND CHECKING OF THE ASSIGNMENT
What is the definition of the word “decision”? What is decision making?
B. Establishing a purpose
for the lesson
SITUATIONAL ANALYSIS (Checking the assignment and establishing a purpose for the lesson)
Direction: You and your family will be joining a charity event in a remote island for three days. What are the five most important
things that you need to bring? Answer the processing questions afterwards. Write your answers on a clean sheet of paper.
After knowing the situation, ask the following Processing Questions:
1. What made you choose those things?
2. What would happen if you don’t bring those things?
C. Presenting examples /
instances of the
new lesson
ACTIVITY 1: CONCEPT MAP
On a piece of paper, the student will try to recall their most significant decision they have
made in their life. After completing the concept map, they have to explain why they considered
their answer as the most significant decision.
DIRECTION: Complete the concept map below. Write on the box the most significant decision
you have made in your life and provide the factors that influence or affects your decision on each
ray or the light bulb.
D. Discussing new concepts OPEN DISCUSSION

3. The teacher will have a short and minimal interactive discussion about the following notes to consider for a sound decision.
The following are some considerations in making a sound decision:
 Personal needs and wants: We often prioritize this as we are mostly concerned of the things that we have to satisfy during the situation.
 Family: Opinions of the members of the family are also considered as vital in decision-making, especially of our parents before making
a choice. This is because we know that our parents know better about life therefore, their advice matters. In some cases however, the
parents have the choice over life decisions of a person.
 School and Community: We often ponder if our decisions are the same as to what we have learned from our experiences and
interaction with society, and what was taught to us through our formal education. We adapt to the standards set by society and we also
carefully see the impact of our decision to ourselves and to the community to which we belong.
 Religious affiliations: Our religious affiliation plays a significant role in our decision-making process as we should always contemplate
if our decisions obey the teachings and values instilled upon us by our faith.
 Media and technology: With the widespread of media forms (mass media and social media), communication is made with much ease as
compared to those of the previous generations. Media and technology made a huge influence on how we send and receive information,
assess our situation and make judgments and choices.
Since in decision-making, the main focus is on the solution to a particular problem/concern, we also use different approaches in dealing with
it, depending on the call of the situation. Whichever it is, we must ask ourselves the following:
What do your feelings tell you? Is it reasonable? What are the available facts? Which solutions are possible? What alternatives do you
have? What is the best solution?
E. Developing Mastery
F. Finding practical
application
ACTIVITY 2: COLLABORATIVE DATA RETRIEVAL/ROAD CHART (MODIFIED)
Direction: The class will be divided to four groups, each group will be presenting and completing a retrieval chart about a sound
decision. The template for the activity will be modified by the teacher. Each group will receive a topic together with the materials for this
activity.
 Family expectations or problems

4.  Relationship difficulties (emotional and physical aspects of intimate relationships)
 Sexuality or gender identity questions
 Stress, procrastination, time management
After this activity the students will present their work in-front of the class and will answer processing questions.
G. Making generalizations/
abstractions about the lesson
GENERALIZATION
In summary, the teacher will provide the following the steps that we/students must consider in the decision making process. The
teacher will also use visuals or materials to highlights the importance of this steps.
 Gather information
 Identify the alternatives
 Choose from alternatives
 Identify the decision to be made
 Take action
 Review the decision
H. Evaluating Learning
ASSESSMENT
Directions: Provide your personal reflection on the following questions. Write your answer on your answer sheet.
1. Why should decision always be sound?
2. When do you know that you’re doing a sound decision?
I. Other Activities
POSTER MAKING
Direction: On a short bond paper, the students will make a poster illustrating the experience they had in the past that they considered as
a sound decision.The students will be graded based on the Content (10 points), Creativity (5 points) and Impact (5 points). The detailed rubric
will be provided to the students.

5. IV. REMARKS
V. REFLECTION
Prepared by: Observed by: Observed by:
RONALD FRANCIS S. VIRAY MARIA CARMEN B. MALLARI ELMER L. MENESES
Teacher II Assistant Principal II Principal IV