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 3
I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4
A. Content Standards The learner understands the different types of emotions and how they are expressed The concepts about social influence, group leadership and followership
B. Performance The learners shall be able to understand ways to Identify the different roles of leaders and followers in society.
Standards communicate and manage emotions in a healthy manner.
C. Learning At the end of the lesson, learners should be able to: At the end of the lesson learners:
Competencies/Objecti 1. Recognize how their own identity has been defined by others 1. Conduct a mini-survey on Filipino relationships (family, school, and community)
ves 2. Compare your self-perception and how others see you
Compare one’s perception of himself/herself and how others see him/her Conduct a mini-survey on Filipino relationships (family, school, and community)
EsP-PD11/12PR-IIc-10.2 EsP-PD11/12SR-IIc-10.3
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
Direction: Analyze the picture below. Let us try to test your wisdom on how well you manage to become responsible in handling
B. Establishing a
your relationship with the people around you. Kindly read each of the situations and give
purpose for the
your thoughts. (Choose the situation applicable to you/your gender)
lesson
Situation 1: Conflict with the Parents You had an agreement with your parents that you
would finish senior high school without engaging in a relationship. However, you fell in
love with this guy/girl that made you more inspired to study hard and make a lot of
achievements. How will you handle this kind of situation?
Situation 2: Conflict with your best friend. You were courted by a varsity player who is so
popular in your school. You are also aware that he is your best friend’s long-time crush.
How would you keep the friendship without sacrificing your own happiness?
Situation 3: You are courting a student who is not so popular in your school. You know well
that your friends will mock her for she is not their type. Though you found her so important
and very special to you. How would you make your friends accept her as your special
someone?
1. At first glance, do you know these personalities?
2. How do these personalities affect and influence our community?
3. What are the roles of these personalities in our society? Explain.
C. Presenting
examples/
instances of the new
lesson
D. Discussing new CONCEPT OF LEADERSHIP Importance of relationships are:
concepts and GOLEMAN’S SOCIAL INTELLIGENCE THEORY 1. Lead us to make healthy relationships. All kinds of relationships can give you the
practicing new opportunities to establish a stronger relationship with your shared experiences and feelings
skills #1 SOCIAL INFLUENCE with your loved ones.
According to Rashotte, the authors: Defined social influence as things such as behavior, 2. Help us see our potential. People who love you will always see the wonderful things in
actions attitude, concepts, ideas, communications, wealth, and other resources that bring you. Through this loving and supportive atmosphere, you little by little grow as a person,
about changes in the beliefs, attitudes, and/or behavior of persons as a result of the action/s of seeing your worth with your capabilities and unique gift and talent.
another person. 3. Boost our confidence. It makes you feel you’re the luckiest person in the world whenever
someone trusts you sufficiently enough. It makes your spirit enthusiastic and gives you the
VARIETIES OR TYPES OF SOCIAL INFLUENCE delightful feeling of self-assurance.
Herbert Kelman, a Harvard psychologist, suggested that there are three (3) varieties of social 4. Give you a sense of direction. The idea and feeling of sense of belongingness is such a
influence, namely: great source of direction. If you care to give yourself the reward of having a good life and
1. Compliance reputation, you will absolutely do more for the people you dearly love.
2. Identification 5. Clear our life goals and aspirations. Relationships will help you focus on one goal and
3. Internalization concentrate in achieving it because as the sun sets you know you have someone whom you
can pleasingly offer and share the blissful feeling of a victorious life with. 6. Build a
beautiful person within you. Having all the positive attitudes towards life and oneself can
OTHER TYPES OF SOCIAL INFLUENCE really create a good aura. Portraying good personalities can even make you appear and feel
Social scientists and psychologists identified other types of social influence as: young and lovely.
2. Conformity / Pagsang-ayon
3. Conversion / Pagbabagong-loob 6 Major Elements of Becoming Responsible in a Relationship
4. Minority influence
5. Reactance These six elements of becoming responsible in any form of relationship will make you gain
6. Obedience and maintain a stronger relationship with your family, friends, and special someone.
7. Persuasion
1. Mutual Respect Lack
AUTHENTIC LEADERSHIP 2. Value Quality Time
THERE ARE SEVERAL EXISTING THEORIES OF LEADERSHIP 3. Trust and Honesty
1.Trait Theory 4. Well-Communicated Love
2. Behavioral Theory 5. Reliability and Security
3. Participative Theory 6. Non-judgmental Listening and Presence
4. Situational Theory
AUTHENTIC LEADERSHIP THREE (3) BASIC AXIOMS OF LEADERSHIP by Rob
Goffee and Gareth Jones (2006)
1. Leadership is situational
2. Leadership is not-hierarchical
3. Leadership is relational
E. Discussing new
concepts and
practicing new
skills #2
If you are to name five essential keys to become responsible in a relationship, what values or
personalities would you include to draw your own concept of being responsible? Write them
1. In this exercise, you will let your sister/ brother /friends fill in the table below as many inside each box, then explain your conceptual paradigm using the guide questions below.
descriptions as they can for you to have the opportunity to get feedback about your own
personality and character as a person.
F. Developing mastery
(leads to formative
assessment )
1. Why did you choose the values you have given above? How can these values help one
person become responsible in a relationship?
2. Discuss with your sister/ brother/ friends on how you see yourself. How do they see you,
and how do you see others.
The Person I Want to be in Life Activity.
Thumbs Up, Thumbs Down Evaluate each expression as to whether they will contribute to
This activity aims to help you recognize the different individuals in your community and building good and strong relationships between individuals. Circle the thumbs up if you
how they affect and influence you through their leadership and fellowship. agree with the statement in each item and thumbs down if you disagree. Explain your
Directions: thoughts to the facilitator after answering the survey.
A. Think of an individual in your community who made a big impact and significant
change in your locality. Choose one or two whom you admire and have influenced you to be 1. What made you decide to mark some statements with thumbs up?
like him/her in the future. Write your essay in your notebook. 2. How did you find your ideas about expressions to build and keep a strong relationship?
3. What have you discovered regarding your point of view about expressions to build and
keep a strong relationship? 4.How can you connect your personal experience regarding these
words?
G. Finding practical
applications
of concepts and
skills in daily
living
H. Making
generalization and
abstraction about
the lesson
1. Explain why social relationships are necessary for the survival of human beings. Directions: What is conveyed by this picture if you incorporate this in the real-life
2. How important are social relationships to adolescents? situations? How does it affect ones personality in knowing what is real about yourself
3. Give an example of how social influence works in your classroom. through others perception and practical observation? Write your answers in your notebook.
4. Give an example of each type of social influence in your personal life.
I. Evaluating learning
1. What are your social groups, its nature, activities, and benefits? Include a photo of
yourself with the group.
2. Conduct a mini-survey on Filipino relationships family, school, and community.
Use the template below.
J. Additional activities
for
application /
remediation
Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued :
V. REMARKS
Lesson done : Lesson done : Lesson done : Lesson done :
VI. REFLECTION
___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to the next
A. No. of learners who
objective. objective. next objective. objective.
earned
80% in the evaluation ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
____of the pupils got 80% mastery ____of the pupils got 80% mastery ____of the pupils got 80% mastery ____of the pupils got 80% mastery
B. No. of learners who ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
require activities for remediation activities for remediation activities for remediation activities for remediation
additional activities
for
remediation
C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lessons work ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
? No. of learners who
have lesson lesson lesson lesson
caught up with the
lesson
D. No. of learners who ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
continue activities for remediation activities for remediation activities for remediation activities for remediation
to require remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games
___ Power PointPresentation ___ Power PointPresentation ___ Power PointPresentation ___ Power PointPresentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
E. Which of my teaching ___ Rereading of ___ Rereading of ___ Rereading of ___ Rereading of
strategies worked well
? Why Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories
did this work ? ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ 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
F. What difficulties did __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principal or supervisor
can help __ Colorful Ims __ Colorful Ims __ Colorful Ims __ Colorful Ims
__ Unavailable Technology Equipment __ Unavailable Technology Equipment __ Unavailable Technology Equipment __ Unavailable Technology Equipment
(AVR/LCD) (AVR/LCD) (AVR/LCD) (AVR/LCD)
__ 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
