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GRADE 11 & 12
DAILY LESSON LOG
School Juan R. Liwag Memorial High School - SHS Grade Level 11-12
Teacher Lucio D. Parcutela Subject
Psychosocial for
*Empowerment Technologies
*General Mathematics
Teaching Dates and Time August 22-26, 2022 Quarter 1st
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall derived from the
curriculum guides.
A. Content Standards
C. Learning
Competencies/Objectives
Write the LC Code for each
At the end of the session, the
students are expected to:
1. Respond to questions
about themselves and their
expectations for Senior High
School
2. Brainstorm how their class
can be harmonious and
effective for learning.
3. Contribute to class rules,
regulations, and agreements2
At the end of the session, the
students should be able to:
1. Follow instructions for the
examination.
2. Complete the examination
properly.
3. Assess own knowledge about
the topics to be tackled.
At the end of the session, the
students should be able to:
1. Identify the question items
that they found to be difficult.
2. Reflect on how they can
improve answering difficult items
through analyzing.
3. Assess what they already
know and they want to know
which are covered in the
examination.
At the end of the session, the
students should be able to:
1. Explain that knowing oneself
can make a person accept
his/her strengths and
limitations and dealing with
others better.
2. Share his/her unique
characteristics, habits, and
experiences.
II. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Class Orientation Diagnostic Exam / Pre-Test Diagnostic Exam Item Analysis
Knowing and Understanding
Oneself during Middle and Late
Adolescence
III. LEARNING RESOURCES
List the materials to be used the different days. Varied sources of materials sustain children’s interest in the lesson and i n learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Republic ofthe Philippines
Department of Education
REGION III-CENTRAL LUZON
SCHOOLS DIVISION OF GAPAN CITY
JUAN R. LIWAG MEMORIAL HIGH SCHOOL – SENIOR HIGH SCHOOL
A. References Psychosocial Activity
Teachers Guide
Personal Development by Ricardo Rubio Santos Chapters 1-16
Organization and Management Textbook Chapters 1-9
Fundamentals of Accountancy Business and Management II
Textbook Chapters 1-10
Psychosocial Activity Teachers
Guide
1. Teacher’s Guide Page
2. Learner’s Material Page
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
B. Other Learning Resources Test Papers Test Papers and Answer Key
IV. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students wil learn well. Always b e guided by demonstration of learning by the
students which can infer from formative assessment activities. Sustain learning systematically by providing students with mul tiple ways to learn new things, practice their
learning, question their learning processes and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the ti me
allotment for each step.
A. Reviewing previous lesson
or presenting the new
lesson
Welcome and introduction to
the class about the teacher’s
(specialization, background).
Recapitulation and sharing of
experiences about yesterday’s
activity.
Ask the students of their
expectations from the teacher
and of the subject with the
following statements:
1. I like a teacher who is ____.
2. I like a subject which is ___.
3. I like a classroom which is __.
4. I will learn effectively if my
classmates are ___.
5. I will learn effectively if our
classroom are ___ .
The students will be called
randomly to share their answers
and reflect with the class.
The teacher will give a brief
description of the different topics
included in the examination
from yesterday.
The teacher will introduce about
Knowing and Understanding
Oneself during Middle and Late
Adolescence
B. Establishing a purpose for
the lesson Asked the students with the
following guide questions:
1. What excites you about
SHS?
2. What makes you nervous
about SHS?
3. What do you know about
Senior High School?
The teacher will ask the
students:
How important is it to have a
prior knowledge before
proceeding to the lesson proper?
The first stage of knowing
yourself is to identify what are
your strengths and weaknesses.
This may help you to guide in
getting to know more yourselves
and become more acceptable on
what you can do, and what your
limitations.
C. Presenting examples/
instances of the new lesson Getting to Know Activity
With a piece of paper the
students will be asked to
answer the sentence
structure provided:
a: “Hello, my name is
___________. The object that
The teacher will orient the
students about the purpose of
the pre-test and the procedures
to follow when taking the
examination.
The teacher and students will
analyze each item in the test and
the number of students who got
the correct responses.
The teacher will ask the students
to identify their strengths,
weaknesses, abilities, and
hobbies. Tell the students to
write as many as they can. And
let them explain.
best represents me is a/an
__________because ______.”
For questions 2 and 3: “Hello,
my name is _____. I am
from_____. I am excited for
_______.
I am nervous about _______.“
Model to students how to
respond using the suggested
sentence structure.
D. Discussing new concepts
and practicing new skills #
1
After the getting to know the
teacher will open the class for
the election of Class Officers.
Make an agreement on which
activities, practices, routines,
strategies will be adopted by
both to make the class learn
harmoniously and effectively.
During adolescence, the child
continues to grow physically,
cognitively, and emotionally,
changing from a child into an
adult. The body grows rapidly in
size, and the sexual and
reproductive organs become fully
functional. At the same time, as
adolescents develop more
advanced patterns of reasoning
and a stronger sense of self, they
seek to forge their own identities,
developing important
attachments with people other
than their parents.
E. Discussing new concepts
and practicing new skills #
2
Let the students watch the
lesson on Mental Health “
The Stigma of Mental
Illness”
The students will take the
examination.
The teacher will discuss the Area
of Development to enlighten the
learners about the psychosocial
matters.
F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
Ask the students with the
following guide questions:
a. Who has similar
responses?
b. In what ways are they
similar?
c. How can our differences
bring about positive effect/s
The teacher will give pointers on
how to answer difficult questions
in the exam. The teacher will
also discuss the importance of
having a prior knowledge as
guide for effective learning.
for the learners, class and
school?
Provide a proper ending by
emphasizing that SHS is a
new beginning and a proper
venue to start anew as an
individual, learner, and as a
class, that their similarities
and differences will help the
class achieve their goals.
Cite examples on how this
can happen.
I. Evaluating learning Checking of the students
responses to the test questions.
Instructions: Write down to each
process the changes you
undergone. Write your answers
on a sheet of paper.
 Physical Development
 Emotional Development
 Social Development
 Mental Development
 Personal Identity
J. Additional activities for
application or remediation
The students will be asked to
bring a piece of paper and
ballpen for tomorrow’s Pre-
Test.
The students will be instructed
to have an advance reading
about the subject in-order to
have some knowledge on the
next meeting.
V. REMARKS
VI. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What el se needs to be done to help the students learn?
Identify what help you instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work?
No. of learners who have
caught up 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: Checked and reviewed by:
LUCIO D. PARCUTELA MS. NOIME O.VILLEGAS
Teacher II Principal II

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GRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTS
 

PSYCHOSOCIAL-DLL-1.docx

  • 1. GRADE 11 & 12 DAILY LESSON LOG School Juan R. Liwag Memorial High School - SHS Grade Level 11-12 Teacher Lucio D. Parcutela Subject Psychosocial for *Empowerment Technologies *General Mathematics Teaching Dates and Time August 22-26, 2022 Quarter 1st Session 1 Session 2 Session 3 Session 4 I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall derived from the curriculum guides. A. Content Standards C. Learning Competencies/Objectives Write the LC Code for each At the end of the session, the students are expected to: 1. Respond to questions about themselves and their expectations for Senior High School 2. Brainstorm how their class can be harmonious and effective for learning. 3. Contribute to class rules, regulations, and agreements2 At the end of the session, the students should be able to: 1. Follow instructions for the examination. 2. Complete the examination properly. 3. Assess own knowledge about the topics to be tackled. At the end of the session, the students should be able to: 1. Identify the question items that they found to be difficult. 2. Reflect on how they can improve answering difficult items through analyzing. 3. Assess what they already know and they want to know which are covered in the examination. At the end of the session, the students should be able to: 1. Explain that knowing oneself can make a person accept his/her strengths and limitations and dealing with others better. 2. Share his/her unique characteristics, habits, and experiences. II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two. Class Orientation Diagnostic Exam / Pre-Test Diagnostic Exam Item Analysis Knowing and Understanding Oneself during Middle and Late Adolescence III. LEARNING RESOURCES List the materials to be used the different days. Varied sources of materials sustain children’s interest in the lesson and i n learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development. Republic ofthe Philippines Department of Education REGION III-CENTRAL LUZON SCHOOLS DIVISION OF GAPAN CITY JUAN R. LIWAG MEMORIAL HIGH SCHOOL – SENIOR HIGH SCHOOL
  • 2. A. References Psychosocial Activity Teachers Guide Personal Development by Ricardo Rubio Santos Chapters 1-16 Organization and Management Textbook Chapters 1-9 Fundamentals of Accountancy Business and Management II Textbook Chapters 1-10 Psychosocial Activity Teachers Guide 1. Teacher’s Guide Page 2. Learner’s Material Page 3. Textbook pages 4. Additional Materials from Learning Resources (LR) B. Other Learning Resources Test Papers Test Papers and Answer Key IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students wil learn well. Always b e guided by demonstration of learning by the students which can infer from formative assessment activities. Sustain learning systematically by providing students with mul tiple ways to learn new things, practice their learning, question their learning processes and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the ti me allotment for each step. A. Reviewing previous lesson or presenting the new lesson Welcome and introduction to the class about the teacher’s (specialization, background). Recapitulation and sharing of experiences about yesterday’s activity. Ask the students of their expectations from the teacher and of the subject with the following statements: 1. I like a teacher who is ____. 2. I like a subject which is ___. 3. I like a classroom which is __. 4. I will learn effectively if my classmates are ___. 5. I will learn effectively if our classroom are ___ . The students will be called randomly to share their answers and reflect with the class. The teacher will give a brief description of the different topics included in the examination from yesterday. The teacher will introduce about Knowing and Understanding Oneself during Middle and Late Adolescence B. Establishing a purpose for the lesson Asked the students with the following guide questions: 1. What excites you about SHS? 2. What makes you nervous about SHS? 3. What do you know about Senior High School? The teacher will ask the students: How important is it to have a prior knowledge before proceeding to the lesson proper? The first stage of knowing yourself is to identify what are your strengths and weaknesses. This may help you to guide in getting to know more yourselves and become more acceptable on what you can do, and what your limitations. C. Presenting examples/ instances of the new lesson Getting to Know Activity With a piece of paper the students will be asked to answer the sentence structure provided: a: “Hello, my name is ___________. The object that The teacher will orient the students about the purpose of the pre-test and the procedures to follow when taking the examination. The teacher and students will analyze each item in the test and the number of students who got the correct responses. The teacher will ask the students to identify their strengths, weaknesses, abilities, and hobbies. Tell the students to write as many as they can. And let them explain.
  • 3. best represents me is a/an __________because ______.” For questions 2 and 3: “Hello, my name is _____. I am from_____. I am excited for _______. I am nervous about _______.“ Model to students how to respond using the suggested sentence structure. D. Discussing new concepts and practicing new skills # 1 After the getting to know the teacher will open the class for the election of Class Officers. Make an agreement on which activities, practices, routines, strategies will be adopted by both to make the class learn harmoniously and effectively. During adolescence, the child continues to grow physically, cognitively, and emotionally, changing from a child into an adult. The body grows rapidly in size, and the sexual and reproductive organs become fully functional. At the same time, as adolescents develop more advanced patterns of reasoning and a stronger sense of self, they seek to forge their own identities, developing important attachments with people other than their parents. E. Discussing new concepts and practicing new skills # 2 Let the students watch the lesson on Mental Health “ The Stigma of Mental Illness” The students will take the examination. The teacher will discuss the Area of Development to enlighten the learners about the psychosocial matters. F. Developing Mastery (Leads to Formative Assessment 3) G. Finding practical applications of concepts and skills in daily living H. Making generalizations and abstractions about the lesson Ask the students with the following guide questions: a. Who has similar responses? b. In what ways are they similar? c. How can our differences bring about positive effect/s The teacher will give pointers on how to answer difficult questions in the exam. The teacher will also discuss the importance of having a prior knowledge as guide for effective learning.
  • 4. for the learners, class and school? Provide a proper ending by emphasizing that SHS is a new beginning and a proper venue to start anew as an individual, learner, and as a class, that their similarities and differences will help the class achieve their goals. Cite examples on how this can happen. I. Evaluating learning Checking of the students responses to the test questions. Instructions: Write down to each process the changes you undergone. Write your answers on a sheet of paper.  Physical Development  Emotional Development  Social Development  Mental Development  Personal Identity J. Additional activities for application or remediation The students will be asked to bring a piece of paper and ballpen for tomorrow’s Pre- Test. The students will be instructed to have an advance reading about the subject in-order to have some knowledge on the next meeting. V. REMARKS VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What el se needs to be done to help the students learn? Identify what help you instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up the lesson. D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work?
  • 5. 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: Checked and reviewed by: LUCIO D. PARCUTELA MS. NOIME O.VILLEGAS Teacher II Principal II