GRADE 1 TO 12 School A.O.

FLOIRENDO NATIONAL HIGH SCHOOL Grade Level GRADE 11

DAILY LESSON Teacher DEEMA R. MACLA Learning Area PERSONAL DEVELOPMENT
LOG Teaching Dates JUNE 07, 2023 / 9:45-10:45 am Quarter/Week QUARTER III
and Time

ANNOTATION RPMS INDICATOR

I. OBJECTIVES
A. Content Standards:
The learner demonstrates an
understanding of:
B. Performance Standards:
The learner shall be able to:
C. Learning Competencies/
Terminal Objectives:
At the end of the session, learners are
expected to:
(Write the LC code for each)
D. Specific/Enabling
Objectives: At the end of the
session, at least 75% of the learners
should be able to:
Discuss that understanding the left and right brain may help in
improving one’s learning.
Make a plan to improve learning using left and right brain through
activities (ESP-PD11/12PM-lg-6.1)
a. Determine that understanding the left and the right brain OBJECTIVE 7: Planned , managed and
functions may help in improving one’s learning. implemented developmentally
sequenced teaching and learning
b. Develop skills in explaining own ideas about the lateral
processes to meet curriculum
thinking styles. requirements and varied teaching
c. Appreciate the main tasks of the brain in everyday life. contexts) PPST 1.4.2

II. CONTENT
A. Topic POWER OF THE MIND
B. Philosophy of Teaching
* Constructivism – learners construct knowledge based on them
beliefs and experiences rather than passively take in information.

C. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Personal Development textbook – (Quarter 3 ,Module 6 ) page 36-39
2. Learner’s Materials Personal Development textbook – (Quarter 3 ,Module 6 ) page 36-39
pages
3. Textbook pages Page 36-39
4. Additional Materials N/A
 from Learning
Resources (LR) portal
B. Other Learning Laptop, Power Point Presentation
Resources
D. PROCEDURES
A. Preliminary Activities (Prayer, Energizer(optional), Checking of Attendance, Checking of classroom furniture,
arrangement/structuring and cleanliness as part of classroom management.

Note: Chairs should be arranged in such a way that students will be able to do hands-on learning activities in a
comfortable and spacious environment (Indicator 4)
House Rules (inject GMRC); apply the principles of ‘Positive Discipline’ (Indicator 5)

Note: Divide the house into three groups. Each group shall be given of manila paper, marker and a molecular model for
their presentation later and direct them to have their paper and pen for taking down notes .

B. Reviewing previous WORD CRYPTOGRAM

lesson or presenting the Directions: Unscramble the letters by placing the correct letter
new lesson/Prior sequence in the boxes to come up with the correct answer for each (KRA 1 OBJECTIVE 2: Used a range of
Knowledge number. Use the numbered boxes to complete the answers to the teaching strategy that enhance
learner achievement in literacy and
(ELICIT) riddle below.
numeracy skills) PPST 1.4.2

C. Establishing a purpose LATERAL THINKING PUZZLES

for the lesson (ENGAGE) CONTEXT: The teacher will give scenarios to the students. Let the
students think of solutions to the puzzles by analyzing logically the KRA 1 Objective 3: Applied a
situation. They can give many guessing as they like. range of teaching strategies to
develop critical and creative
Guide questions: thinking, as well as other higher-
1. As you were thinking of solutions to the puzzles, what was order thinking skills) PPST 1.5.2
going on inside you?
2. What organ was working the moment you THINK of solutions
to the puzzles?

D. Presenting
examples/instances of Context: The teacher here will introduce and explain the brain Integrated across KRA 1 Objectives 1; Applied

Brain Dominance
 the new lesson functions and its dominant sides. Science curriculum – knowledge of content within and
(ENGAGE) “The Nervous System”. across curriculum teaching areas)
(GRADE 10) PPST 1.1.2

and integrated within

ESP curriculum -
“Personal
Development”

E. Discussing new concepts KRA 1 Objective 4: Managed

and practicing new skills BRAIN DOMINANCE TEST – WHICH ONE ARE YOU? classroom structure to engage
#1 (EXPLORE) Context: the students will test their own selves if which part of their learners individually or in groups,
brain are dominant side. in meaningful exploration,
discovery and hands-on activities
within a range of physical learning
environments) PPST 2.3.2
F. Discussing new concepts Context: the students here will watch a video clip explaining the KRA 1 Objective 4: Managed
and practicing new skills difference of right and left brain. They need to list down important classroom structure to engage
#2 (EXPLORE) traits of each side in the manila paper provided to them and will learners individually or in groups,
choose a representative that will explain their outputs in the class. in meaningful exploration,
discovery and hands-on activities
within a range of physical learning
environments) PPST 2.3.2
G. Developing mastery Context:
(Leads to Formative The students will be given an opportunity to present their works in KRA 1 Objective 3: Applied a range of
Assessment 3) (EXPLAIN) front of the class. They will be asked to post their outputs on the teaching strategies to develop critical
board. Set A- Left Brain and creative thinking, as well as other
Set B – Right Brain higher-order thinking skills) PPST
Rubrics: (is also presented) 1.5.2

H. Finding practical Context: the teacher will ask practical question after reporting such KRA 1 Objective 3: Applied a range of
applications of concepts teaching strategies to develop critical
and skills in daily living 1. What is the main role the brain has with respect to an and creative thinking, as well as other
(ELABORATE) individual thoughts and actions? higher-order thinking skills) PPST
2. What would happen if our Brain does not function properly? 1.5.2

I. Making generalizations
and abstractions about Context: The teacher will give generalizations about the topic.
 the lesson (ELABORATE)

J. Valuing (WATCH, Culture WATCH – all activities are time-bounded and students are made aware KRA 2 Objective 6: Used
of Peace & of the time allotment. differentiated, developmentally
Environmental Encourage students to submit output finish or not finish but may appropriate learning experiences
Sustainability) extend time if needed. to address learners’ gender,
needs, strengths, interests and
Culture of Peace - orderliness in classroom and following class rules as experiences.) PPST 3.1.2
presented during preliminaries and imposing positive
discipline.

Environmental Sustainability – cleaning up before and after class.

Student’s answer in practical ways in handling polar and
non-polar bonds.

K. Evaluating learning
(EVALUATE)
Pen and Paper Test ¼ sheet of paper Objective 9: Designed , selected ,
organized and used diagnostics,
formative and summative assessment
strategies consisted with curriculum
requirements) PPST 1.5.2

L. Additional activities for Context: Since social media is the fastest and effective tool for sending
application or awareness nowadays, I want you to create an INFOGRAPHICS or Objective 8: Selected, develop,
remediation (EXTEND) MEMES highlighting the brainpower of an individual and share it in organized and used appropriate
teaching and learning resources,
including ICT, to address learning
 your facebook walls or in your instagrams accounts. goals.) PPST 1.5.2

Rubrics: ( is also presented)

E. REMARKS

F. 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 works?
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 ; Checked and reviewed by: Class observer: Approved By;

DEEMA R. MACLA JO JANINE NIKKIE T. RANOLAS CECILIA S. ESTILO MARIVENE P. ESPINOSA

Teacher I Core Subject Coordinator/TII Master Teac her II Principal III