Content: Challenges of Middle and Late

Semester: First Adolescence

Lesson Plan
Grade Level: 11 PERSONAL DEVELOPMENT Date: July 10, 2019
Teacher:

Content Standards: Performance Standards:

The developmental changes in middle and late adolescence  Clarify and manage the demands of the teen years
and expectations of and from adolescents (middle and late adolescence)

 Learning Competencies:
 Make affirmations that help one become more lovable and capable as an adolescent EsP-PD11DS-ld-4.3
(EsP-PD11DS-Ic-3.3)

I OBJECTIVE:

 Evaluate your own thought, feelings and actions.

 Show the connection of these power triad to actual life situation.

 II CONTENT The challenges of Middle and Late Adolescence

.
III LEARNING RESOURCES: www. Google Challenges in life
A. References
1. Teacher's Guide pages PerDev 16

2. Learner's Materials pages;

3. Textbook pages PerDev 14
4. Additional Materials from Learning: videos (good viibes)
B. Other Learning Resources:
Help yourself Journal by Dave Pezler
IV. PROCEDURES: PerDev Teachers Guide pages 16
A. Reviewing previous lesson or presenting the new lesson: 3 Successful Story of Manny Pacquiao , Pia
Wurtzbach, Dr Rose

B. Establishing a purpose for the lesson: How would you like your story to be told

C. Presenting examples/instances of the new lesson: A real Winner

D. Discussing new concepts and practicing new skills no.1 .

How aware are you of the two different opposing “wolves” operating within your mind, one of which leads to
pain and a diminished sense of life and the other to a joyous, meaningful and fulfilling life.

E. Discussing new concepts and practicing new skills no.2. Perform accordance with the plan
F. Developing Mastery: Round 3
POWER THOUGHT
FEELING
TRIAD Successfull ACTION
life stories Two (TFA)
Wolves
ASSESSMENT
FORMS OF ASSESSMENT:
 Written Work  Data handling
 Presentations  Map reading and interpretation
 Demonstrations  OBE Tests
 Performances: Dramatisation  Essays
 Journals  Debates
 Interviews  Oral
 Field Work/Site Visits  Art processes and products
 Models  Projects: individual and group
 Reading  Investigations
 Context analysis  Exhibitions


G. Finding practical applications of concepts and skills of daily living:

Processing Questions
Textbook page 14
H. Making generalization and abstractions about the lesson.
Sharing – we are not cistern of hounding, we are channel of sharing –Bill Graham
Evaluation:
Answer the question: ( in checking we using our Rubrics and Essay)
When was the time you feel disappointed by the choice of behaviour because you knew that there was a more
positive option but you just didn’t choose it? Explain your answer.
J. Additional activities for application of remediation
Peer teaching and learn to practice Listening with understanding.
Value one another, we go fast when we are alone but we go far with the help of other people.
Write the eight segment of your development on your journal

VI. REFLECTION

A. No. of Learners who earned 80% in the evaluation - Picasso ________and Raphael __________
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 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? Students experience

“God is Good” ^”All the Time”