School
Grades 1 to 12 Teacher
Daily Lesson Log
I. OBJECTIVES 1.5 to 2
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources Portal
IV. PROCEDURES
A. Before the Lesson
1. Setting the Stage (Drill,
Review and Motivation)
2. Explaining what to do (Tell
the objectives of the Lesson)
Solsona National High School Grade Level 11
Johnver F. Curameng Learning Area Personal Development
Teaching Dates and Time July 17-21 2017 Week 7 Quarter 1st
Monday Tuesday Wednesday Friday
The learners demonstrate understanding of the stress and its sources; various stress responses; and coping strategies for healthful living in middl
late adolescence
The learners demonstrate understanding of the whole brain theory, or two hemispheres of the brain: artistic (right-brain dominant) and linear (le
brain dominant)
The learners shall be able to identify personal ways of coping for healthful living and identify ways to improve learning using both the left and righ
The learners…
Discuss that understanding stress and its sources during adolescence may help in identifying ways to cope and have a healthful life EsP-PD11/12CS-If-5.1
Identify sources of one’s stress and illustrate the effect of stress on one’s system EsP-PD11/12CS-If-5.2
Demonstrate personal ways of coping with stress for healthful living EsP-PD11/12CS-Ig-5.3
Discuss that understanding the left and right brain may help in improving one’s learning EsP-PD11/12PM-Ig-6.1
Stress Stress Response Stress Management Cognitive Developmen
Personal Development. 2016.Teacher’s Guide. First Edition pages
Personal Development. 2016.Learners Material. First Edition pages
Role Play on a specific Review yesterday’s lesson. Motivation: BELLY BREATHING Lateral Thinking Puzzles. Intro
situation in which a the puzzles, one at a time. Te
developmental challenge of students that you can answer
middle adolescence is seen in yes or no questions.
your everyday living.
The learners will be able to: At the end of the lesson, the learners At the end of the lesson, the learners At the end of this module, lea
1. discuss that understanding will be able to: will be able to: will be able to:
stress and its sources during 1. identify ways to cope stress and have 1. list ways to cope stress and have a 1. discuss that understanding
adolescence may help in a healthy life, healthy life, left and right brain functions
identifying ways to cope and 2. identify sources of their stress and 2. cite sources of their stress and help in improving one’s learn
have a healthy life, illustrate the effect of stress on their illustrate the effect of stress on their 2. explore mind-mapping tec
2. identify sources of their system, and system, and suited to right brain- or left b
stress and illustrate the effect 3. demonstrate personal ways of coping 3. show personal ways of coping with dominant thinking styles, and
of stress on their system, and with stress for healthful living. stress for healthful living. 3. make a plan to improve lea

B. Lesson Proper (All
teacher’s Activity)
Presentation through
Modeling, Illustration and
Demonstration)
1. Guided Practice (1st
Assessment)
2. More Practice (2nd
Assessment)
3. Independent Practice
C. After the lesson/Closure
(Summarizing / Generalizing)
1. Application
2. Evaluation (3rd
Assessment)
3. demonstrate personal ways
of coping with stress for
healthful living.
Give a lecturette on Stress
Management. Encourage
discussion.
Have students walk around
and find someone who
participates in one of the
activities listed on the Bingo
sheet.
Conduct the Activity: WHAT
CAUSES YOU TO “LOSE YOUR
COOL”?
Students may choose the top
5 stressors from those listed
and compare with 3 other
classmates. If there is time,
the class can vote on the top
5 stressors for the class.
Stress is the body’s response
to anything that makes us feel
threatened or pressured. It is
caused by any kind of
demand, to which we must
adapt, adjust, or respond. It is
the body’s automatic way of
reacting to changes,
challenges, and demands
placed on us.
Portfolio Output No. 8:
Slogan or Personal
Discuss with students how stress is part
of everyday life, and that there is good
stress and bad stress. Reading: Stress
Response with the students.
Activity 1 : Stress Signals.
Pair up with a partner to share their
responses.
Activity 2: Quiet Time for 15 minutes.
Students learn to recognize what might
be causing them stress and learn
strategies to help control and alleviate
stress.
Portfolio Output No. 9: My Stress
Signals.
Discuss with the class the Reading:
Keep Stress Under Control.
Activity 1: Stress Survival Kit with the
class.
Activity 2A: Project-to do -List.
Do Activity 2B as a group work as
Portfolio Output No. 10 Project To-
Do.
Developing techniques to deal with
the causes of stress.
Plan your Grade 11 year-end fun day
following the Project-To-Do
using both left and right brain
development.
Lecturette on Cognitive
Development with the use of
Reader: Brainpower: Comple
Controls Your Every Thought
Move.
What is the brain and how do
work?
How did you learn to talk? To
To ride a bicycle? To shoot a
What happens inside your br
when you learn something ne
Because the brain's healthy
functioning is essential to livi
determines quality of life, do
emphasize protecting the org
from injury and chemical abu
Check their journals / reflecti
papers.
 Declaration on Being Happy Write about your stress signals. Template. Write this plan down. Then
write a reflection on how your
experience of planning changed with
the use of the planning tool.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%.
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?

Prepared by: JOHNVER F. CURAMENG

SHS Teacher I

Checked by:

MRS. ANGELINA A. PERALTA MR. BUENO L. BRAVO

Head Teacher III School Principal IV