PRIVATE EDUCATION ASSISTANCE COMMITTEE

PATRONAGE OF MARY DEVELOPMENT SCHOOL

S. Medida (Extension) Street, Poblacion, Boljoon, Cebu
Tel. No.: (032) 482 – 9302 | Website: www.pmdsbc.com | Email Add.: www.pmdsmamamary@gmail.com
OFFICE OF THE SENIOR HIGH SCHOOL DEPARTMENT
PERSONAL DEVELOPMENT | ADAPTIVE TEACHING GUIDE

MET # 6: THE POWERS OF THE MIND

LESSON # 5: THE POWER OF THE MIND

PREREQUISITE CONTENT
1) Understanding the “Self” 2) One’s Holistic Personal Development 3) Developmental Skills and
KNOWLEDGE
Tasks among Adolescents 4) Gender and Sex

1) Critical Thinking
PREREQUISITE SKILL 2) Creativity
3) Collaboration
4) Communication
LET’S GET STARTED!
SITUATION ANALYSIS:
Mona has never joined any sports activity, not even the popular volleyball team in campus. She would rather
stay inside the library and devour all the books and magazines she can get hold of. At home, like any
teenager, she spends hours playing computer games. Mona also likes to sketch, paint, and fix things. She
PREREQUISITE ASSESSMENT notices the details and specific of things.
Her cousin, Lisa, is into basketball, badminton, and volleyball. She loves to dance and sing. She also has lots
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of friends and sees things from a whole perspective.

Processing Questions:
1. Who do you think is more intelligent between the two girls?
2. What makes one more intelligent than the other?
3. How do you think an intelligent person behave?
4. What does it take to consider someone intelligent?

Pre-lesson Remediation Activity: Offline Blended

For Students with Insufficient Level on
Prerequisite Content-knowledge and/or
Skill(s)
For Students with Fairly Sufficient Level on
Prerequisite Content-knowledge and/or
Skill(s)
(Modular or Printed)
Provide an additional learning instruction and
video links of the contents discussed.
Provide video links with comprehensive
discussion.
(Online/Limited Face-to-Face Classes)
Provide an additional learning instruction and
comprehensive class discussion.
Summarization of the contents and discussion
with simpler terminologies.

INTRODUCTION:
Time Frame: This lesson is good for 4 hours (240 minutes).
At the end of the lesson, the students are expected to:
(a) Demonstrate an understanding on the complexity and power of the human brain;
RUA: (b) Differentiate the capacities of the left and right brains; and
(c) Express appreciation on the importance of the human brain.
As indicated in the objectives on what is expected from the students, the learnings from this topic are very much
Context: applicable to how students will be able to explain how understanding how the brain works can help improve one’s
learning through journal writing.
In this lesson, students will have a clearer understanding of the complexity and power of the human brain, the
Overview of the Lesson: differentiation of capacities between the left and right hemispheres, and the significance of appreciating this
remarkable organ.
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STUDENT’S EXPERIENTIAL LEARNING:

(Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
OFFLINE BLENDED
LESSON CHUNKS FORMATIVE QUESTIONS (MODULAR OR PRINTED) (ONLINE/LIMITED FACE-TO-
FACE CLASSES)

Chunk 1: 1. What is the human brain? Interactive and collaborative

2. What are the basic facts about the Using the printed instructional materials,
THE HUMAN class discussion,
human brain? Picture analysis (integration to science),
BRAIN Picture analysis (integration to
identify the parts of the brain and give its
science), identify the parts of the brain
function in not less than 5 sentences.
and give its function. Share to the class.

Interactive and collaborative

Using the printed instructional materials, class discussion,
Chunk 2: Mind mapping, generate words or concepts Mind mapping, generate words or
THE WHOLE 1. What refers to the whole brain related to the whole brain theory and concepts related to the whole brain
BRAIN THEORY theory? explain in not less than 5 sentences. theory and explain to the class. Provide
2. What are the behavioral Provide examples related to the theory. examples related to the theory.
manifestations?

Using the printed instructional materials, Interactive and collaborative

Chunk 3: 1. What is the difference between Venn diagram, compare and contrast the class discussion,
LATERALIZATIO the left brain and the right brain? left brain and right brain, highlight the Venn diagram, compare and contrast
N OF THE BRAIN main key points of the two. Provide the left brain and right brain, highlight
examples in every hemisphere. the main key points of the two. Provide
examples in every hemisphere.
Synthesis: The teacher will share the main points covered in the lesson and request the students to provide a summary of what was
taught.
Key point(s):
 The brain is the seat of the mind and the one responsible for mental functioning.
 The Brain Dominance Theory states our behavior is a function of the heightened activity of either the left or right brain
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hemisphere.
 The Whole Brain Model explain brain-behavior relationship as a function of the interconnected brain activities.
A. MULTIPLE CHOICE:
1. What is referred to as the awareness of our own thinking preferences and the thinking preferences of those around us?
2. What are the functions of the human brain?
3. What is true about the human brain?
RUA of a 4. Ricardo considers himself as an analytical person. He is good at planning. He is scientific in his approach to solving problems. What
Student’s Learning: brain hemisphere is dominant in Ricardo?
5. Chelsea works as an event organizer in Cebu City. She has been successful in this endeavor because she possesses the abilities to
recognize relationships, integration, and synthesizing information. She is also a sociable and artistic person. What brain hemisphere is well
developed in Chelsea?
6.John is having difficulty in analyzing quantifying and critical thinking. Based on the Ned Hermann mode of preferred thinking styles,
what are self is deficient in John?
7. Being curious, risk-taker and imaginative person, Angela is well-loved by her friends who are mostly exactly like her. What kind of self
is manifested by Angela based on the Herman’s model of preferred thinking styles?
8. Which of the following characteristics are belonging to the left brained person?
9. Aries likes preventive action. He is neat, reliable, and good at handling money and management of time. What behavior manifestation is
highlighted about Aries?
10. How can we make the most out of our brain capacity?
B. ESSAY:
1. Enumerate the differences between an axon and a dendrite.
2. Based on the basic information about the role of the brain, why do you think it is important in learning?
3. What do you think is your mode of thinking? Are you an analytical type of person or experimental? Rational or practical? What
makes you say so?
4. What makes a brain a complex organ?
5. Differentiate the capacities of the left and right brain hemispheres?

C. MY JOURNAL:
Write a journal entry that explains how understanding how the brain works can help improve one’s learning.
Focus question: How are our thinking patters, emotions, and behavior relate to the functioning of the human brain?
With the preceding RUA of Student’s Learning, the students will be able to attain the core values of
Patronage of Mary Development School:
Spirituality,
Honesty,
Integrity,
Nationalism, and
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Excellence
Santos, Ricardo Rubio (2016). Personal Development, Manila: Rex Bookstore.
References: Perez, Aida Maria Hernandez (2016). Personal Development, Quezon City: Vibal Publishing
Cayubit, Ryan Francis and Avelina L. Mandin (2017). Actualizing the Adolescent: Values Approach to Personality
Development. Makati City Don Bosco Press.
(For Students with Insufficient and Sufficient Level on Prerequisite Content-knowledge and/or Skill(s)):
Post-lesson
Remediation Provide materials that will enhance their level of content-knowledge and skills about the topic.
Activity: Learning assessment activities will be given as well as feedback on the results of their performance.


Prepared by: Reviewed by: Approved by:

JOHN REY C. AMPOON MELVIN M. ARIAS DR. ROUEL A. LONGINOS

SUBJECT TEACHER SHS DEPARTMENT, CHAIR SCHOOL PRINCIPAL