Grade 11 STEM-Au, Hg, Sb, ICT, EIM, HE,

GRADES 1 to 12 School: Grade Level: SPORTS

DAILY LESSON LOG Teacher: Learning Area: PERSONAL DEVELOPMENT
Teaching Dates and
Time: Quarter: FOURTH QUARTER/ WEEK 4

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

The learner understands the impact of one’s family on his/her personal
A. Content Standards
development during middle and late adolescence.
B. Performance To identify the firm and gentle sides of family care that affect a person’s
Standards development during middle and late adolescence.
C. Learning
Competencies/Objecti At the end of the lesson, learners should be able to:
1. Illustrate the family history of which you belong and the relationship with each
ves
other that would help you in understanding yourself better;
The learner understands the impact of one’s family on his/her personal
development during middle and late adolescence.
To identify the firm and gentle sides of family care that affect a person’s
development during middle and late adolescence.
At the end of the lesson learners:
1. Trace certain personal attributes in generation by creating a genogram; and
2. Appreciate the importance of family genogram; and
3. Make a family genogram and trace physical, social, emotional, or behavioral
attributes through generations.

Appraise one’s family structure and the type of care he/she gives and receives, which may Make a genogram and trace certain physical, personality, or behavioral attributes through
help in understanding himself/herself better generations
EsP-PD11/12FSL-IId-11.1 EsP-PD11/12FSL-IId-e-11.2

II. CONTENT / SOCIAL RELATIONSHIPS IN MIDDLE AND LATE ADOLESCENCE SOCIAL RELATIONSHIPS IN MIDDLE AND LATE ADOLESCENCE
TOPIC

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 53-56 Pages 56-58 Pages 56-58
pages
2. Learner’s Pages 38-41 Pages 44-47 Pages 44-47
Materials pages
3. Textbook pages
4. Additional Personal Development, first edition By Personal Development, first edition By Personal Development, first edition By Personal Development, first edition By
materials from Ricardo Rubio Santos, 2016 Ricardo Rubio Santos, 2016 Ricardo Rubio Santos, 2016 Ricardo Rubio Santos, 2016
LRMDS portal
B. Other Materials
IV. PROCEDURES
A. Reviewing Ask random student from the class to share what he/she has learned from the past lesson Ask random student from the class to share what he/she has learned from the past lesson
previous lesson or before moving forward to the new one. Incentives will be given to those who will recite. before moving forward to the new one. Incentives will be given to those who will recite.
presenting the new
lesson
B. Establishing a The V-CHART Directions.
 Think about your traditional family tree. Make a comparison between a family tree and
purpose for the
family genogram. Refer to the pictures and write your description according to your own
lesson
understanding. You can use a separate sheet of paper.
The following are some situations that describe a family. On the blank provided, write what
structure of family is indicated.

George and Mirriam were already married for 17 years. Their eldest is ten years old named
Nathan and their youngest is seven years old named Hannah. They are living in Palawan
together with their witty dog, Bantay. While the couple are working, George’s father, Lolo
C. Presenting Berting is the one who fetches the two kids at school; while Lola Pasing does the household
examples/ chores and the cooking. Since Nathan was born, both Lolo Berting and Lola Pasing lived
instances of the new together with George’s family to assist the couple in parenting Hannah and Nathan.
lesson
Lita was twelve years old when she knew that she was adopted. Mr. Benjamin and Mrs.
Linda had three kids and all of them were boys. Since the couple wanted to have a baby girl,
they decided to adopt because they were too old to have another baby. It was Lina’s birthday
when the couple talked to her and told her the truth. Lina wholeheartedly accepted the truth
and embraced Mr. and Mrs. Santos. Lina’s biological parents died on a car accident, that is
why the couple adopted Lina.
Traditional Family Structure What is Genogram
Basic Genogram Symbols
There are various types of family that exist in todays’ society, and some of the more common Additional Genogram Symbol
structures include: Emotional Relationships Genogram Symbols
1. Nuclear family Medical Genogram Symbol
2.Extended family
D. Discussing new
3. Step-families
concepts and
4.Single parent family
practicing new
5.Adoptive family
skills #1
6.Blended family
7.Conditionally separated families
8.Foster family
9. Gay or Lesbian family;
10. Bi- racial or multi-racial family;
11.Trans –racial adoptive family;

E. Discussing new
concepts and
practicing new
skills #2
F. Developing mastery Read the following statements below, write the word TRUE if the statement is correct and Activity 1: Worded Problem
(leads to formative FALSE if the statement is incorrect. Directions: Make a family genogram using the situation below.
assessment ) _______ 1. Adoptive family is also known as “blended” family which is a combination of
two families. Use another sheet of paper if needed. Juan, 48 years old, had been married to Maria, 42
_______ 2. Immigrant family is a family that transferred together from one place to another years old, since 2000. They were blessed with two children, Fe and Jose. Fe, 22 years old,
because of the employment status or the job of the head of the family. was the eldest and Jose, 20 years old, was the youngest. However, as time went by,
_______ 3. Foster family is a type of family wherein one member of the family is a problems and misunderstanding of the couple had caused them to divorce their marriage.
 temporary member of a household whether related by blood or not. Eventually, due to the divorced of their parents, Fe had decided to get married to Mateo, 26
_______ 4. A family is considered gay or lesbian family if both parents are members of the years old, last 2019. Later, they were blessed with twins named Noel and Noela. On the
LGBT community. other hand, Maria then found her long-distance relationship to Nena, a 40-year-old lesbian.
_______ 5. A nuclear family consists of mother, father, children, grandparents, aunts, uncles, While at present, Jose is living alone with his favorite pet, Lassie.
and cousins living together in one household.
Activity: Understanding My Own Family Structure Directions: Make genogram of your family by using the symbols that you have learned.
Consider the family physical, social and emotional relationships, and other family attributes.
In this activity, you will need a family picture. Paste it on your notebook. If you do not have
a recent family picture, you can cut out pictures from the magazines and just put name of
G. Finding practical your family member on each picture. You may also draw your family picture.
applications Identify what family structure you have at home. Write the names of each member of your
of concepts and family below the picture. In a short paragraph, describe your family. Explain your family’s
skills in daily social, emotional and spiritual legacies.
living

H. Making
generalization and
abstraction about
the lesson
Family contributes to the development of an individual. Most of the youth nowadays are very Ask learners:
considerate about their future. At this time, most of you are imagining your ideal partner, and 1. How do you compare family tree from genogram?
what your future life will be. 2. How is genogram made? Are you ready to explore one?
Looking forward to your future, seven to ten years from now, many of you might be married 3. Do you like to make your own family genogram?
or are getting married.
I. Evaluating learning
After our discussion with regard family, write down what family structure do you like to
have.
Describe what your future family would be. You can adopt rules from your parents on how
you want to train your future child. You can do this activity either through a poem, a short
story, or through illustration.
J. Additional activities Activity 2: Illustrated Problem Directions: Study the family genogram below and describe
for the family relationships in the form of an essay. Write your answer on a separate sheet of
application / paper
remediation
 Lesson to be continued :
V. REMARKS
Lesson done :
VI. REFLECTION
___Lesson carried. Move on to the next
A. No. of learners who
objective.
earned
80% in the evaluation ___Lesson not carried.
____of the pupils got 80% mastery
B. No. of learners who ___ of Learners who require additional
require activities for remediation
additional activities
for
remediation
C. Did the remedial ___Yes ___No
lessons work ____ of Learners who caught up the
? No. of learners who
have lesson
caught up with the
lesson
D. No. of learners who ___ of Learners who require additional
continue activities for remediation
to require remediation
E. Which of my teaching Strategies used that work well:
strategies worked well ___ Group collaboration
? Why
did this work ? ___ Games
___ Power PointPresentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
Lesson to be continued :
Lesson done :
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
____of the pupils got 80% mastery
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who require additional
activities for remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power PointPresentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
Lesson to be continued :
Lesson done :
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
____of the pupils got 80% mastery
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who require additional
activities for remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power PointPresentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
Lesson to be continued :
Lesson done :
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
____of the pupils got 80% mastery
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who require additional
activities for remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power PointPresentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
 ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete Ims ___ Complete Ims ___ Complete Ims ___ Complete Ims
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in Group member’s Cooperation in doing
doing their tasks doing their tasks doing their tasks their tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
F. What difficulties did __ Colorful Ims __ Colorful Ims __ Colorful Ims __ Colorful Ims
my __ Unavailable Technology Equipment __ Unavailable Technology Equipment __ Unavailable Technology Equipment __ Unavailable Technology Equipment
principal or supervisor (AVR/LCD) (AVR/LCD) (AVR/LCD) (AVR/LCD)
can help __ Science/ Computer Internet Lab __ Science/ Computer Internet Lab __ Science/ Computer Internet Lab __ Science/ Computer Internet Lab
me solve ?
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
G. What innovation or __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
localized __ Making use big books from views of __ Making use big books from views of __ Making use big books from views __ Making use big books from views of
materials did I
the locality the locality of the locality the locality
use/discover
which I wish to share __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
with Instructional Materials Instructional Materials Instructional Materials Instructional Materials
other teachers ? __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Flashcards __Flashcards __Flashcards __Flashcards