School STO.

TOMAS Grade 12
GRADES 1 to 12 SENIOR HIGH Level Week 3
DAILY LESSON LOG SCHOOL
Teacher Jesusa E. Learning Personal Development
Ambrosio Area
Teaching Dates November 28 – Quarter 2 Second
December 2, 2022
8:00-9:00 Mon Integrity / 9:20-10:20 Mon Zeal
9:20-10:20 Tue Zeal / 10:20-11:20 Integrity
Time, Days and Section
9:20- 10:20 Wed Zeal
7:00-8:00 Fri Integrity / 9:20-10:20 Fri Integrity 12:00-1:00 Zeal
I. OBJECTIVES
Content Standards The learners demonstrate the concepts about social influence, group leadership and followership .

Performance Standards
The learners shall be able to identify the different roles of leaders and followers in society.
DAY 1 DAY 2 Holiday DAY 3 DAY 4
A. Learning EsP-PD11/12SR-IIj-10.3
Competencies/Objective EsP-PD11/12SR-IIj- EsP-PD11/12SR-IIj-
s EsP-PD11/12SR-IIj-10.2
10.2 10.2
Write LC Code for each
The learners shall be able to compare one’s perception of himself/herself and how others see him/her.
II. CONTENT
The learners shall be able to conduct a mini survey on Filipino Relationships (family, school and community)
III. LEARNING
RESOURCES
References
Teacher’s Guide pages PD Pages 78-84 PD Pages 78-84 PD Pages 78-84 PD Pages 78-84
Learner’s Materials pages
Textbook pages
Additional Materials from
Learning Resource (LR)
portal
Other Learning Resources
IV. PROCEDURES
Reviewing previous lesson Let the students recall Recall on leadership The teacher lets the student recall Let the students recall from the
or presenting the new from the previous and membership. the SERVANT LEADERSHIP as previous lesson about "servant-
lesson lesson what you can "servant-leader" leader" and "traditional
get from being leader"
involved in
community
activities?

Establishing a purpose for Group the learners into The learners will Discuss SERVANT LEADERSHIP As an adolescent who can
the lesson 6 and identify the answer the activity as "traditional leader" be both a leader and a
lesson being taught “QUESTIONNAIRE follower, what type of
by each story on ON ETHICAL AND leadership are you attracted
page 81 and 82. Each SERVANT to and you think will work
best for you?
group will report. LEADERSHIP” on
page 82.
Presenting The learners will .
examples/instances of the
new lesson
answer the
difference between
servant leader and
traditional leader.
Discussing new concepts Discuss LESSONS ON 1. Why being a servant
and practicing new skills
#1
LEADERSHIP AND leader is worth the
MEMBERSHIP FROM work?
FABLES.
Discussing new concepts Discuss SERVANT This activity aims to help you identify This activity aims to help you identify
and practicing new skills the different individuals in your the different individuals in your
#2
LEADERSHIP as community and how they influence community and how they influence
"servant-leader" you through their leadership and you through their leadership and
followership. followership.

Instructions:
1. Think of the individuals in your
community who make it a better.
Choose one whom you admire and
has influence you to be like him or
her in the future. For example, you
admire your "barangay kagawad" for
having aggressively promoted the
welfare of the youth in your
barangay. Another example is you
have been closely influenced by your
teacher in values education and you
have an interest to be like him or her.
2. Interview your chosen person
about his or her position and his or
her ways of fulfilling the roles.
Include identifying data,
accomplishments, challenges, and
ways in overcoming the challenges.
3. Consolidate all information you
have gathered PUT IT IN A LONG
BOND PAPER concerning about your
chosen person, whom you want to be
like in the future. Highlight the things
Instructions:
1. Think of the individuals in your
community who make it a better.
Choose one whom you admire and
has influence you to be like him or
her in the future. For example, you
admire your "barangay kagawad" for
having aggressively promoted the
welfare of the youth in your
barangay. Another example is you
have been closely influenced by your
teacher in values education and you
have an interest to be like him or her.
2. Interview your chosen person
about his or her position and his or
her ways of fulfilling the roles.
Include identifying data,
accomplishments, challenges, and
ways in overcoming the challenges.
3. Consolidate all information you
have gathered PUT IT IN A LONG
BOND PAPER concerning about your
chosen person, whom you want to be
like in the future. Highlight the things
 you admire about him or her. you admire about him or her.
A. Developing mastery Quick Recitation Quick Recitation Quick Recitation Quick Recitation
(Leads to Formative
Assessment)
Let the students Let the students Let the students discuss why
Finding practical
discuss on leadership discuss "servant- social relationships are
applications of concepts
and membership. necessary for the survival of
and skills in daily living leader" human beings.
Making generalizations and Students will explain Students will explain Students will explain the things Students will have a quiz about
abstractions about the the things they have the things they have they have learned from the lesson the things they have learned from
lesson learned from the lesson learned from the and will give quick summary of the the lesson.
and will give quick lesson and will give discussed topics
summary of the quick summary of the
discussed topics discussed topics
Evaluating learning
Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
No. of learners who earned
80% in the evaluation
No. of learners who require
additional activities for
remediation
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
No. of learners who continue
to require remediation
Which of my teaching
strategies worked well? Why
did these work?
What difficulties did I
encounter which my principal
or supervisor can help me
solve?

What innovation or localized

materials did I use/discover
which I wish to share with
other teachers?

Prepared by: Checked and Verified by: Noted by:

JESUSA E. AMBROSIO WILMA A. AGUSPINA GIGI C. CORPUZ, Ed.D
Teacher II Master Teacher II Principal II