Based on Annex 2B.6 to DepEd Order No. 42, s.

2016
DAILY School MANAY NATIONAL HIGH SCHOOL Grade Level & Quarter Grade 12 &
LESSON 3rd Quarter
LOG Teacher GIESTHY LOVE JOICE R. DONGGON SHS Track All Track
SENIOR HIGH Inclusive MAY 26 - 31, 2023 Learning Area PERDEV
SCHOOL Dates
Scheduled STEM – MAHOGANY MON – 1:00 – 2:00 Topic:
WED – 9:47 – 10:47
Time THU FRI – 7:30 – 8:30 Building and
HUMSS – NARRA MON – TUE & THUR - FRI – 2:02 – 3:02
Maintaining
Relationships
HUMSS – GEMELINA MON – TUE & THUR - FRI – 8:32 – 9:32

ABM – YAKAL MON – THU – 1:00 – 2:00

TVL ICT – LAWAAN MON – TUE 10:49 – 11:49

WED – FRI – 10:49 – 11:49

TVL H.E – MOLAVE TUE – 7:30 – 8:30

WED – 8:32 – 9:32
THU – 10:47 – 11:49

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. .Content The dynamics of The dynamics of The dynamics of attraction, love, and The dynamics of
Standard attraction, love, attraction, love, and commitment. attraction, love, and
and commitment. commitment. commitment.
B. Performance Appraise one’s Appraise one’s present Appraise one’s present relationships and Appraise one’s present
Standards present relationships and make make plans for building responsible future relationships and
relationships and plans for building relationships. make plans for
make plans for responsible future building responsible
building relationships. future relationships.
responsible future
relationships.
C. Learning Discuss an Discuss an understanding Express his/her ways of showing attraction, love, and Express his/her ways of
understanding of of teen – age relationships, commitment. showing attraction, love, and
Competencies / EsP-PD11/12PR-lla-9.2 commitment.
Objectives (Write teen – age including the acceptable EsP-PD11/12PR-lla-9.2
the LC Code) relationships, and unacceptable
including the expressions of attractions
acceptable and EsP-PD11/12PR-lla-9.1
 unacceptable
expressions of
attractions
EsP-PD11/12PR-
lla-9.1

II. CONTENT Personal Relationship

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Page 77 - 93
pages
2. Learners’
Materials pages
3. Textbook pages Page 73 - 89
4. Additional
Materials from
Learning
Resources
Portals
B.Other Learning http://www.takingcharge.csh.umn.edu/enhance-your-
Resources wellbeing/relationships/what-do-mean-personal-
relationships

IV. PROCEDURES
A. Revising previous Recall the learners on Recall the learners on what Recall the learners on what Recall the learners on
lesson or what they’ve learned they’ve learned yesterday. they’ve learned yesterday. what they’ve learned
presenting the new yesterday. yesterday.
lesson
B.Establishing a Motivation: Motivation/Activity Start the lesson by
purpose for the How does knowing Reading the ‘Letter from Mom’ discussing the response
lesson more about attraction, letter done by the students
love, and commitment as homework. Have some Summative Test
help adolescents students share their
become more response with the class.
responsible in a
relationship?
C.Presenting The teacher will ask Draw out answers from the class Activity:
examples/ the students. to the following: Have students swap their
instances of the What you understand a. What kind of relationship letter with a partner. Instruct
new lesson by the following does the letter describe? the students to imagine them
words/terms: b. Who are involved in the being mom / dad of their
1. Relationship relationship? Describe partner and then respond to
2. Personal each character. his/her letter.
relationship c. What role does each Processing Questions:
3. Love character play in the a. How did you feel being
4. Commitment relationship? the mom/dad
5. Attraction d. Are you satisfied with this explaining yourself to
type of relationship? your child?
Explain your answer b. How did you feel as the
 e. Do you agree that this child being explained
type of relationship can be to by your mom/dad?
improved? Explain c. How would you
f. In what ways can the describe the
characters show they are communication that
responsible to maintain a happened to you as a
good relationship? parent and to your
classmates as your
child or vice versa?
d. Do you think you are
successful with the
way you
communicated with
each other? explain
D.Discussing new Give a lecturette on: The teacher will facilitate more The teacher will have the
concepts and Basic Definitions to discussion on specific parts of students answer the activity
practicing new clarify the meanings of the letter using the 16 questions ‘Healthy Relationship Item
skills #1 these words. found after the letter. Set’.
Processing Question:
1. What were your
thoughts and feelings
while answering the
activity?
2. What did you discover
about yourself after
doing the activity?
3. With previous
activities, how would
you describe your
relationship with your
parents? Siblings?
Possible or current
romantic relationship?
Friends?
4. Which relationship is
important to you?
5. In what ways do you
express your feelings,
 whether positive or
negative?
6. If your relationship is
not doing very well,
what can you do about
it?
E.Discussing Activity To introduce the next reading Activity:
concepts and Statements of ‘Nurture your relationships, and The students will answer the
practicing new relationship by asking: Ten rules for finding love and activity ‘I know the signs of a
skills #2 1. What are the creating long lasting, authentic healthy relationship’.
basic of a relationships. Write each of
relationship? these questions on small pieces
2. What do we of paper and have a student
really know pick a paper to be answered by
about anyone from the class:
relationship? a. What 3 words describe
3. Are our ideas your relationship with
about your family? Parents?
relationships Siblings?
true or false? b. What 3 words describe
your relationship with
your friends? Peers?
Boyfriend? Girlfriend?
c. Which relationships are
important to you?
d. In what ways do you
express your feelings
toward your loved ones?
e. Do we really need to find a
lifetime partner? (our
forever) explain
f. What 5 qualities are you
looking for in lifetime
partner? Why?
g. What 5 qualities do you
possess that would make
you the right person?
Why?
 h. Why does some
relationship fail?
i. How does one prepare for
a relationship?
F. Developing Call students to share Recitation Recitation
mastery their answers with
(Leads to Formative class.
Assessment)
G.Finding practical Why do we say ‘No Can you have a good
applications of man is an island’? relationship in your life?
concepts and skills Relate that into your
in daily living lives
H.Making Why are relationships How important the
generalizations important to us relationship in humans?
and abstractions humans?
about the lesson
I. Evaluating Essay: Essay Check students
learning Give some time, the understanding through
class to read the reading an article and they
articles. The class will write their ideas about it.
divided into 4 groups, Summative Test
with each group
reading.
The students will write
a paragraph as a
reaction to the article.
J. Additional Assignments: Assignment: Assignment:
activities for Portfolio Output No. Portfolio Output No. 17: Portfolio Output no. 18:
application or 17: Reflection on Response to Mom’s Letter Poster on Basic Rights in
remediation Personal Relationships. Relationships

V. REMARKS

VI. REFLECTION
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
worked well? Why
did it 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
learners?

Prepared by: Checked by:

GIESTHY LOVE JOICE R. DONGGON GIRLIE J. BALANTE
Teacher II Principal VI
--
Based on Annex 2B.6 to DepEd Order No. 42, s. 2016
DAILY School MANAY NATIONAL HIGH SCHOOL Grade Level & Quarter Grade 12 &
LESSON 3rd Quarter
LOG Teacher GIESTHY LOVE JOICE R. DONGGON SHS Track
SENIOR HIGH SCHOOL Inclusive Dates June 1 - 6, 2023 Learning Area PERDEV
Scheduled Time STEM – MAHOGANY MON – 1:00 – 2:00 Topic:
WED – 9:47 – 10:47
THU FRI – 7:30 – 8:30 Social Relationship in
HUMSS – NARRA MON – TUE & THUR -
Middle and Late
FRI – 2:02 – 3:02 Adolescence
HUMSS – GEMELINA MON – TUE & THUR -
FRI – 8:32 – 9:32
ABM – YAKAL TUE – THU – 1:00 –
 2:00
TVL ICT – LAWAAN MON – TUE 10:49 –
11:49
WED – FRI – 10:49 –
11:49
TVL H.E – MOLAVE TUE – 7:30 – 8:30
WED – 8:32 – 9:32
THU – 10:47 – 11:49

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standard The concepts about social The concepts about social The impact of The impact of one’s family The impact of one’s family on
influence, group leadership influence, group one’s family on on his/her personal his/her personal development
and followership leadership and his/her personal development during during middle and late
followership development middle and late adolescence
during middle adolescence
and late
adolescence
B. Performance Identify the different roles Identify the different Identify the firm Identify the firm and Identify the firm and gentle
Standards of leaders and followers in roles of leaders and and gentle sides gentle sides of family sides of family care that
society followers in society of family care care that affect a affect a person’s
that affect a person’s development development during middle
person’s during middle and late and late adolescence
development adolescence
during middle
and late
adolescence
C.Learning Distinguish the various Compare one’s Appraise one’s Make a genogram and trace
roles of different perception of certain physical, personality, or
Competencies / family structure behavioural attributes through
Objectives (Write the LC individuals in society and himself/herself and and the type of generations
Code) how they can influence how others see him/her care he/she gives EsP-PD11/12FSL-lld-e-11.2
people through their EsP-PD11/12SR-llc- and receives,
leadership or followership 10.2 which may help in
EsP-PD11/12SR-llb-10.1 understanding
himself/herself
better
EsP-
PD11/12FSL-lld-
11.1
II. CONTENT Groups and Organization Family Structure
III. LEARNING
 RESOURCES
A. References
1. Teacher’s Guide Pages 94 - 101 Pages 94 - 101 Pages 102 - Pages 102 - 112
pages 112
2. Learners’ Materials Pages 92 - 99 Pages 92 - 99 Pages 1 0 0 - Pages 1 0 0 - 1 1 0
pages 110
3. Textbook pages
4. Additional Materials Personal Development, Personal Personal Personal
from Learning first edition Development, first Development, Development, first
Resources Portals By Ricardo Rubio Santos, edition first edition edition
2016 By Ricardo Rubio By Ricardo By Ricardo Rubio
Santos, 2016 Rubio Santos, Santos, 2016
2016
5. Other Learning
Resources
IV. PROCEDURES
A. Revising previous Recall last week lesson Recall yesterday lesson Recall the Recall the learners on Recall the learners on what
lesson or presenting and activity. learners on what what they’ve learned they’ve learned yesterday.
the new lesson they’ve learned yesterday.
yesterday.
B. Establishing a Ask the students who Start by asking volunteer Motivation: Motivation: The students will watch a
purpose for the belong to the following students to read aloud The teacher The students will video about A Tribute To
lesson groups/clubs/organizatio the fables in the reader. will read the watch video about Families
n Explain that fables have quote by family legacy.
 Choir been written for people to Jane Processing question:
 Dance group learn lesson from. Ask Howard on What can you say about the
 Play cheer leading students to identify the Families:
Processing question: video?
team lesson each fable is “Call it a What can you say
 School paper trying to teach. clan, call it a about the video?
 others network,
and call it a
family.
Whatever
you call it,
whoever you
are, you
need one.
Processing
Question:
Do you
 agree with
what Ms.
Howard
quote?
How you
need your
respective
families in
your life?
C.Presenting examples/ The teacher will ask the Introduce the activity Activity: To introduce the topic The teacher will ask the
instances of the new following questions and “Questionnaire on The students the teacher will say students
lesson have the students share Ethical and Servant will make their “The activity that we How do you feel about your
their answer with the Leadership” by asking: own genogram. are about to do will relationships?
class: a. What is a true How you feel about your various
identify the legacies
a. Why did you choose to leader? relationships? (family, friends,
be in that particular
Processing our family /parents
b. How do we know partner, and
group/organization? questions: has/have passed on community/social/organizations)
that a leader is a Why you think to us.
b. What was the biggest
true leader? we need to make Are you aware of
factor that made you
c. How do we know your own these legacies? Is
decide to be in that
organization? that the person genogram? there a chance that
c. Who decided on your we are following is This will be we can change the
role in that worth our trust included in their legacy we received
organization? and loyalty? portfolio output from our parents?
d. How do you fulfill your no. 22
responsibilities in that
organization?
e. How do you find the
leaders of the
organization?

D.Discussing new Activity: Ask the students to Reading on Have the students The teacher will let the
concepts and practicing ‘My Organizations’ answer the activity Family answer the activity on students answer the activity
new skills #1 Have the students write sheet on their journal. Structure: Emotional, social and sheets.
down the name of The teacher will discuss The teacher will spiritual legacy.
organizations they belong why the statements are
ask volunteers The teacher will spend
to, the type of organization True or False.
and the student’s
to describe their some time for the
position/role in the respective students to share
organization. families in terms their thoughts with
of people in their the class.
 family, physical
set
up/agreement,
place of
residence, who
leads/makes
decisions in the
family.
E.Discussing concepts Readings ‘How culture Give time for students Have the Reading: ‘ Family Reading the Poem “A Tribute to
and practicing new shapes many aspects of to read the article students write a Legacies’ Families”
skills #2 adolescent development, “Servant Leadership”. poem about Are you happy with
teenagers’ who join youth After which the teacher their respective your legacy scores?
groups and other clubs are may do any or families using Let us reverse the
happier and less likely to combinations of the the guideline for roles, suppose you are
drink, and Community following: the activity the parents, what
activity: get involved. a. Think of a leader ‘Poem writing’ legacies are you ready
that fits in the Call volunteer to to pass on to your
description share their children?
“Servant Leader” poems to the
share with the class.
class
b. Think of an
organization that
has a servant
leader. Share with
the class
c. Share their
comments/reactio
ns about article.
F. Developing mastery The students will discuss Sharing their ideas and Recites Have the students How do you feel about your
(Leads to Formative the readings and the thoughts. share with the class relationship?
Assessment) insights. their ideas on the Where do you see yourself
concept of legacy, in going?
particular, family Are you happy with your
legacies. relationships?
G.Finding practical The students will write How can you show your How do you
applications of concepts an essay about the leadership to the show your love
and skills in daily living importance of the community? to your family?
 organization?
H.Making generalizations What the purpose of What is the What unique
and abstractions about organization to humans? importance of qualities does
the lesson leadership? your family
have?
I. Evaluating learning Essay Essay. Essay. Essay.

J. Additional activities for  Bring several Assignment: Study our Portfolio output no. Portfolio Output no. 24:
application or sheets of blank Portfolio Output No. 21: lesson for the 23 Insights on Relationships and
remediation paper for the Reflection on next session. Reactions to the Tribute to My Family.
genogram to be Leadership and Emotional, Social,
done next session. Membership. and Spiritual Legacy
 Portfolio output Evaluation
no. 20 ‘Description
of My Social
Group’

V. REMARKS

VI. REFLECTION
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 worked well?
 Why did it 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
learners?

Prepared by: Checked by:

GIESTHY LOVE JOICE R. DONGGON GIRLIE J. BALANTE
Teacher II Principal VI

--
Based on Annex 2B.6 to DepEd Order No. 42, s. 2016
DAILY School MANAY NATIONAL HIGH SCHOOL Grade Level & Grade 12 &
LESSON Quarter 3rd Quarter
LOG Teacher GIESTHY LOVE JOICE R. DONGGON SHS Track All Track
SENIOR HIGH SCHOOL Inclusive Dates June 13- 19, 2023 Learning Area PERDEV
Scheduled Time STEM – MAHOGANY MON – 1:00 – 2:00 Topic:
WED – 9:47 – 10:47
THU FRI – 7:30 – 8:30 PERSONS AND
HUMSS – NARRA MON – TUE & THUR -
CAREERS
FRI – 2:02 – 3:02
HUMSS – GEMELINA MON – TUE & THUR - FRI
– 8:32 – 9:32
ABM – YAKAL MON – THU – 1:00 – 2:00

TVL ICT – LAWAAN MON – TUE 10:49 – 11:49

WED – FRI – 10:49 –
11:49

TVL H.E – MOLAVE TUE – 7:30 – 8:30

WED – 8:32 – 9:32
THU – 10:47 – 11:49

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

 a. Content Standard The concepts of The concepts of The concepts of The concepts of
career career career career development,
development, life development, life development, life life goals, and
goals, and goals, and goals, and personal personal factors
personal factors personal factors factors influencing influencing career
influencing career influencing career career
choices
A. Performance Set a personal Set a personal Set a personal Set a personal
Standards career goal based career goal based career goal based career goal based on
on the results of on the results of on the results of the results of self-
self-assessment of self-assessment of self-assessment of assessment of
various personal various personal various personal various personal
factors
B.Learning Explain that Identify the Take a self – The students will be
Competencies / through personal factors assessment tool to able to answer the
Objectives (Write the understanding of influencing career know his/her summative test.
LC Code) concepts of career choice personality traits
and life goals can EsP- and other personal
help in planning PD11/12PCllf- factors in relation
his/her career 12.2 to his/her life goals
EsP-PD11/12PC- EsP-PD11/12PCllg-
llf-12.1 12.3
II. CONTENT Persons and Careers
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learners’ Materials
pages
3. Textbook pages
4. Additional Materials Personal Personal Personal Personal
from Learning Development, Development, Development, first Development,
Resources Portals first edition By first edition By edition first edition
Ricardo Rubio Ricardo Rubio By Ricardo Rubio By Ricardo Rubio
Santos, 2016 Santos, 2016 Santos, 2016 Santos, 2016
C.Other Learning
Resources
VIII.PROCEDURES
A. Revising previous Recall the Recall the learners Recall the learners
lesson or presenting learners on on what they’ve on what they’ve
the new lesson what they’ve learned yesterday. learned yesterday.
learned
yesterday.
B. Establishing a Ask the class: The students will This is a twin The teacher will
purpose for the “Para kanino ka watch videos about session, since the conduct a
lesson bumabangon sa Career. students will be Career
umaga? Processing taking several Assessment
The teacher will
Question: survey part 1
explain that a
popular coffee
What can you say instruments to
drink used this about the video? gauge their
tag line in one of aptitudes,
their banner personality,
commercials in interests, and
2001. It is a work values, in
question that order to make
prompts an more informed
individual to ask career decisions.
about one’s life
purpose – that
one thing that
drives them to
wake up early in
the morning and
embark on a
mission that
enables them to
provide for the
needs of the
people that they
hold dear.
C.Presenting examples/ Activity: Activity: Career Motivation: From the group of 4
instances of the new Agree or Disagree Wheel The Teacher will members each and
lesson Processing Start the activity say: One of the ask them to discuss
Question: by saying: “One’s most important the summarized
1.What was the career is the
facets of career scores within the
easiest/difficult roadmap that you
planning would group. Allow them
statement to follow through
decide on? Why? your lifetime. be exploring 15 minutes to do the
2.What made you 15 minutes to one’s strengths, sharing. Have
agree/disagree accomplish this potentials and plenary processing.
with the task. temperaments.
statements? Processing One of the most
3.What or who Question: popular career
influenced you in 1.How did you go development
making a decision about naming theories
as to whether to events, situations, espouses the
agree or disagree needs and facts
need for a fit
on the statements about yourself?
2.Looking at these
between one’s
read?
many facets in career choice
your life, which and that of
among them do his/her skills
you think are and potentials.
major Today we will be
considerations exploring these
when deciding on facets through
future career the use of
options? several
measures that
will examine
your skills,
abilities, interest
and traits that
will prove to be
essential
information
about the self
that will be very
helpful in
planning your
 career.
D.Discussing new Discuss the ten Lecturette: Career The Teacher will
concepts and Myths about Concepts give a copy of the
practicing new skills career planning Processing assessment tool.
#1 busted! Question: The students may
write their answers
What do you want
to the various
to be in the future? exercises in their
journal.
E.Discussing concepts Have the Assign students to The teacher walks
and practicing new students interact read the 3 readings: them through
skills #2 and share their each assessment
thoughts about tool. Give them
the topic.
time allotment of
15 – 20 minutes
for each of the self
– reports to be
able to control the
time.
F. Developing mastery Activity: Ask the students
(Leads to Formative Peer discussion to consolidate
Assessment) Guide questions: their score. Make
1.What are the them write down
mistakes young the top three
people make while skills, strong
deciding their personality traits,
careers? lowest
2.Where exactly propensities,
are they going interest and
wrong? values.
3.What can you
do to avoid getting
into a situation
like that?
G.Finding practical how career choices
applications of can help you in the
concepts and skills in future?
daily living
 H.Making generalizations Refer the students to
and abstractions about 2 additional
the lesson readings: Career
Interest Areas and
How to choose a
Major and a Job
Path Using Career
Cluster
I. Evaluating learning 5 item quiz 5 item quiz Essay
J. Additional activities for Portfolio output no.
application or 26 Assessment
remediation Profile

K. REMARKS

L. REFLECTION
M. No. of learners who
earned 80% in the
evaluation.
N.No. of learners who
require additional
activities for
remediation
O.Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
P. No. of learners who
continue to require
remediation.
Q.Which of my teaching
strategies worked well?
Why did it work?
R.What difficulties did I
encounter which my
principal or supervisor
 can help me solve?
S. What innovation or
localized materials did
I used/discover which
I wish to share with
other learners?

Prepared by: Checked by:

GIESTHY LOVE JOICE R. DONGGON GIRLIE J. BALANTE
Teacher II Principal VI

--
Based on Annex 2B.6 to DepEd Order No. 42, s. 2016
DAILY School MANAY NATIONAL HIGH SCHOOL Grade Level & Quarter Grade 12 &
LESSON 3rd Quarter
LOG Teacher GIESTHY LOVE JOICE R. DONGGON SHS Track
SENIOR HIGH SCHOOL Inclusive Dates June 14 – 19, 2023 Learning Area PERDEV
Scheduled Time STEM – MAHOGANY MON – 1:00 – 2:00 Topic:
WED – 9:47 – 10:47
THU FRI – 7:30 – 8:30 Developing the Whole
HUMSS – NARRA MON – TUE & THUR -
Person.
FRI – 2:02 – 3:02
HUMSS – GEMELINA MON – TUE & THUR -
FRI – 8:32 – 9:32
ABM – YAKAL TUE – THU – 1:00 –
2:00
TVL ICT – LAWAAN MON – TUE 10:49 –
11:49
WED – FRI – 10:49 –
11:49
 TVL H.E – MOLAVE TUE – 7:30 – 8:30
WED – 8:32 – 9:32
THU – 10:47 – 11:49

H. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

D. Content Standard The various aspects of The various aspects of The various The various aspects of
holistic development: holistic development: aspects of holistic holistic development:
Physiological, Physiological, development: Physiological,
cognitive cognitive Physiological, cognitive
psychological, psychological, cognitive psychological,
spiritual and spiritual and psychological, spiritual and
Social development. Social development. spiritual and Social development.
Social
development.
E. Performance Illustrate the Illustrate the Illustrate the Illustrate the connections
Standards connections between connections between connections between thoughts,
thoughts, thoughts, between Feelings and
Feelings and Feelings and thoughts, Behaviours in
Behaviours in Behaviours in Feelings and A person’s
A person’s A person’s Behaviours in Holistic development
Holistic development. Holistic development A person’s
Holistic
development
F. Learning Discuss the relationship
Competencies / among physiological, Evaluate his/her own
Show the connections
Objectives (Write the LC cognitive, thoughts, between thoughts,
Code) psychological, Feelings, and feelings, and
spirit, and social Behaviours. behaviours in actual
development to EsP – PD11/12DWP – life situations.
EsP – PD11/12DWP –
understand his/her lb - 2 lc - 2
thoughts, feelings, and
behaviours.
EsP-PD11/12DWP-lb-
2.1

I. CONTENT Developing the Whole Person

J. LEARNING
 RESOURCES
T. References
U.Teacher’s Guide Pages 9-18 Pages 9-18 Pages 9-18 Pages 9-18
pages
V. Learners’ Materials Pages 8-16 Pages 8-16 Pages 8-16 Pages 8-16
pages
W. Textbook pages
X.Additional Materials Personal Development, Personal Personal Personal
from Learning first edition Development, first Development, Development, first
Resources Portals By Ricardo Rubio edition first edition edition
Santos, 2016 By Ricardo Rubio By Ricardo By Ricardo Rubio
Santos, 2016 Rubio Santos, Santos, 2016
2016
Y. Other Learning
Resources
K. PROCEDURES
K. Revising previous Recall last week lesson Recall yesterday lesson Recall the Presentation of talent
lesson or presenting and activity. learners on what showcase/variety
the new lesson they’ve learned shows presentation.
yesterday.
L. Establishing a Ask. Draw a circle on a Ask student for the Enlighten the
purpose for the lesson blank sheet of paper and definition of the lesson to be
divide the circle following: tackled:
into 8 segments. Each Dreams/Imagination 1. Explain the
segment, write some Process/ Action recipe for
descriptions of the Inspiration/Motivation success
different aspects of Trial /Overcome/ 2. Reading
yourself Hard work /Success comprehension
in the “Story of
Assist student and cite Two Wolves”
possible words to 3. Deepening the
describe the different power triad:
aspects Thought,
Feelings and
Example; physical Actions.
aspect “4feet 10 inches Asks. Have you
by 125pounds”. heard the term
about recipe for
success?
How does;
 thoughts,
feelings and
action
affects in
reading a
story.
M. Presenting examples/ Covered topic discuss Intercourse experience Study and
instances of the new in the 8 different to the class, about explain the two
lesson aspect of development dreams, trials, support, sample of recipe
as follows; overcome, hard work for success.
1. Physical self and success.
2. Intellectual self
3. Emotional self
4. Sensual self
5. Interaction self
6. Nutritional self
7. Contextual self
8. Spiritual self or life
force

9. Discussing new Topic is “Aspect of the Reinforcing learners Reinforcing

concepts and practicing Self”, discussion in reading learners in
new skills #1 covered as follows; comprehension in reading
Three basic different “Three Success comprehension
aspect of the self Stories”. in “The Story
1. Physical or 1. Manny Pacquiao’s of the two
tangible Unbelievable Success Wolves”.
aspect Story will Inspire You
2. b intellectual 2.The Pia Wurtzbach
and Success Story
conscious 3. A Love Affair that Got
aspect Me Close to a Great
3. emotional Doctor
and intuitive
aspects

Mention important
detailed and sample in
the different aspect of
the self.
 10. Discussing concepts
and practicing new
skills #2
11. Developing mastery Recitation. Gather thought and Sharing of
(Leads to Formative feelings about The thoughts,
Assessment) Success Story feelings and
opinions base
on the story
of the two
wolves.
(evil and good
side)
12. Finding practical Present and explain Highlight the good Continuation of
applications of concepts the activity regarding qualities by letting the their activity.
and skills in daily living their Portfolio students identify the
Output No. 3: characteristics, right
“Personal decisions and
Assessment of perspectives these
Aspects of individuals exemplify.
Development with
Plan of Action”
13. Making Asks. What is the Asks. What do you Ask. What is
generalizations and purpose of discussing need to succeed? the purpose of
abstractions about the the “Aspect of the Self”? reading a story
lesson Why do we need to about the two
assess ourselves? wolves and the
significant of
having personal
recipes?
14. Evaluating learning Give the eight aspects Essay. Essay. Portfolio Output No. 1:
in assessing yourself What is your dream? Give your Talent / Variety Show
in your activity. What are those actions reflection in the Presentation Each group
Give at least two basic to succeed your story of two shall have a presentation
different aspect of self. dreams? wolves. in front of the class. The
leaders of each group
shall rate the
performance of each
group based on the
following criteria:
originality (4 points),
creativity/resourcefulness
 (4 points), teamwork (4
points), and audience
impact (4 points), for a
maximum of 16 points.
Each student computes
the average rating for
their group and records it
in their journal. They
write about their
experience as a group
leader/member in this
activity.
15. Additional activities Search for the Search a story about Prepare for
for application or definition of the success. variety show
remediation following terms: presentation
Dreams, Imagination,
Process, Action
Inspiration,
Motivation, Trial,
Overcome, Hard work,
Success.

L. REMARKS

M. REFLECTION
Z. No. of learners who
earned 80% in the
evaluation.
AA. No. of learners who
require additional
activities for
remediation
BB. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
CC. No. of learners who
continue to require
 remediation.
DD. Which of my teaching
strategies worked well?
Why did it work?
EE. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
FF. What innovation or
localized materials did I
used/discover which I
wish to share with other
learners?
Prepared by: Checked by:
GIESTHY LOVE JOICE R. DONGGON GIRLIE J. BALANTE
Teacher II Principal VI