MONDAY TUESD WEDNESD THURSD FRIDAY

AY AY AY
DAIL
I. OBJECTIVES Schoo NEW TAUGTOG NATIONAL HIGH Grade 11
A. ContentYStandards The learnersl demonstrate
SCHOOL GUINA anCRISTINA
understanding
D. of himself/herselfLevel
during middle and
PERSONALITY
LESS
late adolescence Teache Learnin
O N r JULY 04- JULY 8, 2016 g DEVELOPMENT I
B. Performance
LOG The learners shall be able to conduct self-exploration and simple
Area
disclosure Teaching Dates and Quarter
Time

Competencies/
Objective s 1. Explain that 1. Share his/her 1. maintain a journal
knowing oneself can unique
make a person accept characteristics,
his/her strengths and habits, and
limitations and dealing experiences
with others better
II. CONTENT Knowing Oneself
III. LEARNI
NG
RESOURCE
S Pages 2-4
A. References
1. Teacher’s Pages 1-7
Guide Pages
2. Learner’s Pages 14-19
Material Pages Personal Development, first
3. Textbook Pages edition By Ricardo Rubio
4. Additional Santos, 2016
Materials from
Learning Resources http://www.ted.com/talks/ze_frank_are_you_human
B. Other http://www.ted.com/talks/hetain_patel_who_am_i_think_again
Learning http://lighthouse8.com/wp-content/uploads/2012/12/myers-briggs-test.jpg
Resources http://study.com/academy/lesson/social-roles-definition-and-types-of-social-
roles.html http://study.com/academy/lesson/ideal-self-vs-real-self-definition-
lesson-quiz.html
DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11
IV. PROCEDURES
LESSO Teacher GUINA CRISTINA D. Learning PERSONALITY DEVELOPMENT
A. Reviewing previous Recall the learner on Distribute criteria copies to the leader of the group
N
lesson or presenting Area
Teaching Dates and
what they’ve learned to rate
JULY
the given performance
11- JULY 14, 2016
of group.
Quarter I
LOG
the new lesson yesterday.
Time B. Establishing a
purpose for the lesson State the mechanics of the talents show.
MONDAY TUESDAY WEDNESDAY THURSDAY
FRIDAY Remind the class to write their comment or
I. OBJECTIVES feedback in their journal to every performers.
A. Content Standards The learner demonstrates understanding of the various aspects of holistic Say; The
The bestand
skills way to develop oneself is to express
your talents and gifts
tasks development: physiological, cognitive, psychological, spiritual, and social appropriate forin a way you enjoy. With this
performance R group give their negative
e r and positive feedback in
c e their performance?
a a
l c
l t
i Asks: Did you know
y o what is journal?
e n Have you experience
s to write a journal?
t a What did you write in
e b your journal?
r o
d u
a t
y ;

l W
e h
s a
s t
o
n t
h
a e
n y
d
f
a e
c e
t l
i
v w
i h
t e
y n
.
t
A h
s e
k
o
t t
h h
e e
i r
r
C. Learning The learner… The learner… The learner… The learner…
Competencies/Objecti 1. illustrate the 1. illustrate the 1. evaluate his/her own 1. classifiy various
ve s connections between connections between thoughts, feelings, and developmental tasks
thoughts, feelings, thoughts, feelings, behaviors according to
and behaviors in a and behaviors in a developmental stage
person’s holistic person’s holistic
development development
II. CONTENT Developing the Whole Person Developmental
Stages in Middle
and Late
Adolescence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 9-18 Pages 9-18 Pages 9-18 Pages 19-25
Pages
2. Learner’s Material Pages 8-16 Pages 8-16 Pages 8-16 Pages 17-23
Pages
3. Textbook Pages Pages 14-34 Pages 14-34 Pages 14-34 Pages 40-47
4. Additional Personal Personal Personal Development, Personal
Materials from Development, first Development, first first edition Development, first
Learning Resources edition edition By Ricardo Rubio edition
By Ricardo Rubio By Ricardo Rubio Santos, 2016 By Ricardo Rubio
Santos, 2016 Santos, 2016 Santos, 2016
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Recall last week Recall yesterday lesson Recall yesterday lesson. Motivation: Line up
lesson or presenting lesson and activity. games
the new lesson Form two group.
Every group form their
shoes largest to
smallest.

B. Establishing a Ask student for the Enlighten the lesson to In accordance in

purpose for the definition of the be tackled: motivation,remind
lesson following: 1. Explain the recipe student about things
Dreams/Imagination for success have progression or
Process/ Action 2. Reading certain pattern. Life
Inspiration/Motivation comprehension in also has
Trial the “Story of Two developmental stage.
Overcom Wolves”
e Hard 3. Deepening the Cite teacher example
work power triad: Thought, aside the game.
 Success Feelings and Actions

Asks. Have you heard

the term about recipe
for success?

How does; thoughts,

feelings and action
affects in reading a
story.
C. Presenting Ask. Draw a circle on a Intercourse experience Study and explain the Teacher tell the activity
examples/instances blank sheet of paper to the class, about a two sample of recipe for in making their
of the new lesson and divide the circle dreams, trials, success. Personal Time line.
into 8 segments. Each support,
segment, write some overcome,hard work Orienting student in
descriptions of the and success.. their activity.
different aspects of Says. The activity is not
yourself just about placing all
your experiences, both
Assist student and the positive or negative
cite possible words to but it is about seeing
describe the different their transitions and
aspects developments as they
go through life. You
Example; physical need to plan your
aspect “4feet 10 inches personal timeline
by 125pounds”. carefully and be
mindful of the events
that made you grow,
that you have learned
important wisdom in
life and where you
rise from the
Challenges. In this way,
you can see you future
progress and full of
hope.
D. Discussing new Covered topic discuss Reinforcing learners Reinforcing learners in Expound and
concepts and in the 8 different in reading reading comprehension familiarize the
practicing new skill aspect of comprehension in in “The Story of the developmental
#1 development as “Three Success two Wolves” stages, and
follows; Stories”. concentrate on the
1. Physical self 1.Manny Pacquiao’s developmental tasks
 2. Intellectual self Unbelievable during adolescence
3. Emotional self Success Story and early adulthood.
4. Sensual self Will

5. Interaction self Inspire You Entertain questions

6. Nutritional self 2.The Pia Wurtzbach and discussions on
7. Contextual self Success Story the issues of this
8. Spiritual self or A Love Affair that Got developmental stage.
life force Me Close to a Great
Doctor
E. Discussing new Topic is “Aspect of the Comprehensive
concepts and Self”, discussion reading about the
practicing new skill covered as follows; “HAVIGHURST`S
#2 1. Three basic DEVELOPMENTAL
different aspect TASKS DURING THE
of the self LIFE SPAN”
1. Physical or and discussion.
tangible
aspect Discussion and
2. b intellectual explain each
and concious developmental task
aspect summary table.
1,c emotional and
intuitive aspects Sharing thought and
understanding by the
2. Mention student to the lesson.
important
detailed and
sample in the
different aspect
of the self.
F. Developing Mastery Recitation. Gather thought and Sharing of thoughts, Recitation.
feelings about The feelings and opinions
Success Story base on the story of
the two wolves.

(evil and good side)

G. Finding practical Present and explain Highlight the good Continuation of their Present and explain the
applications of the activity regarding qualities by letting the activity. activity regarding their
concepts & skills in their Portfolio students identify the Portfolio Output No. 5:
daily living Output No. 3: characteristics, “My Personal Timeline
“Personal right decisions and with Reflection”.
Assessment of perspectives these
Aspects of individuals exemplify.
Development with
Plan
of Action”
H. Making Asks. What is the Asks. What do you Ask. What is the Ask. What is
generalizations & purpose of discussing need to succeed? purpose of reading a developmental stage?
abstractions about the “Aspect of the story about the two In what areas does
the Self”? Why do we wolves and the the
lesson

need to assess Success is about right significant of having developmental stage

ourselves? mindset, emotional personal recipes? concentrate? Why the
resilience and proper study of
behavior. developmental
stage is important?
I. Evaluating Learning Give the eight aspect Essay. Essay. Enumeraton.
in assessing your self What is your dream? Give your reflection in 1-8 Give the eight
in your activity. What are those action the story of two wolves. developmental stages of
Give at least two to succeed your human.
basic different aspect dreams? 9-10 give at least two
of self. developmental task of
infancy and early
childhood.
11-12 give at least two
developmental task of
middle child.
13-15 give at least two
developmental task of
adolescence.
J. Additional activities Search for the Search a story about Assignment.
for application or definition of the success. Bring bond paper and
remediation following terms: coloring materials.
Dreams, Imagination,
Process, Action
Inspiration,
Motivation, Trial,
Overcome, Hard
work, Success.
V. REMARKS
VI. 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 lesson
work? No. of learners who
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 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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESS Teacher GUINA CRISTINA D. Learning PERSONALITY DEVELOPMENT
O N Area
LOG Teaching Dates and JULY 18- JULY 21, 2016 Quarter I
Time

MOND TUESDAY WEDNESDAY THURSDAY FRIDA

AY Y
I. OBJECTIVES
A. Content Standards The skills and tasks
appropriate for middle The developmental changes in middle and late adolescence, and
and late adolescence, expectations of and from adolescents
and preparatory to
early
adulthood
B. Make a list of ways
Performance to become Clarify and manage the demands of the teen years (middle and late
Standards adolescence)
responsible
adolescents prepared
for adult life
C. Learning The learners The learners The learners The learners
Competencies/Objecti 1. Classify various Discuss that facing the 1. Express his/her 1. Make affirmations
ve s challenges during feelings on the that help one become
1. developmental adolescence may able expectations of the more lovable and
tasks according to to clarify and manage significant people capable as an
developmental the demands of teen around him/her adolescent
stage years (parents, siblings,
2. The evaluate friends, teachers,
one’s community leaders)
development in
comparison with
persons of the
same age group
3. List ways to
become a
responsible
adolescent
prepared for
adult life

II. CONTENT Developmental The Challenges of Middle and Late

Stages in Middle Adolescence
and Late
Adolescence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 19-25 Pages 25-32 Pages 25-32 Pages 25-32
Pages
2. Learner’s Material Pages 17-23 Pages Pages Pages
Pages
3. Textbook Pages Pages 40-50 Pages 56-72 Pages 56-72 Pages 56-72
4. Additional Personal Personal Personal Personal
Materials from Development, first Development, first Development, first Development, first
Learning Resources edition edition edition edition
By Ricardo Rubio By Ricardo Rubio By Ricardo Rubio By Ricardo Rubio
Santos, 2016 Santos, 2016 Santos, 2016 Santos, 2016
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson
lesson or presenting
the new lesson
B. Establishing a Present the and Do the Motivation: Perform “Role Asks. Class did you
purpose for the explain activity task Story of Life with play heard the opinions and
lesson to the student in the Wright Family presentation” comment your co-
WORKSHEET ON learners/ classmate?
DEVELOPMENTAL What can you say
TASKS OF BEING IN about their opinions?
GRADE 11 ( Pick one
representative of
every groups
performed)
C. Presenting Student present the Asks.(in accordance Cite samples of quest Says,Class, always put
examples/instances activity to make a short with motivation) How experience/encounter in your mind that we
of the new lesson oral report to the class much of the story can by the middle need to accept the
on the similarities and you remember? adolescence. opinions of other
differences of their own What does this activity people in our
assessment in tell us about Asks. How will you surrounding, because
developmental. task. communication? manage these kind of what they think and
What does this activity challenges that you how they feel about
Summarizes the tell us about listening encountered your life themselves is far more
findings of the triads, skills? as an adolescence? potent or will give you
using the processing a chance to grow up or
questions. Says. The idea was not Gather opinions, be mature.
to thoughts and ways to
solve or

get too distracted by manage the challenges

the “rights” and “lefts” given in the role play
and stay focused on and perform by the
what was happening in groups.
the story.
Similarly, in our
everyday lives, we often
have tasks that pull us
in many directions, but
we should always
remember what is
important - the health of
young people.
D. Discussing new Lead students to do the Discuss “The passage Reading Read with the class and
concepts and second activity on to adulthood: comprehension about lead discussion in; “The
practicing new skill Mindfulness challenges of Late the ENCOURAGEMENT Power of Personal
#1 Adolescence” 101: Declarations.”
The Courage to Be
Imperfect, done by the
student

Discuss and give some

insight or sample about
the topic
“ENCOURAGEMENT
101:
The Courage to Be
Imperfect, done by the
student”
E. Discussing new Lead short discussion Read with the class and
concepts and following the processing lead discussion “Being
practicing new skill questions and the Happy.”
#2 reading on living
mindfully.
F. Developing Mastery Recitation (in line with Does the Present the learners
the discussion on “The ENCOURAGEMENT activity to
passage to adulthood: 101: make/create slogan or
challenges of Late The Courage to Be personal declaration
Adolescence” Imperfect makes you on being happy.
a grow? Or has a big
effect in your self? Learners present their
activity
G. Finding practical Explain the Present the activity How will you encourage Says.Remember class,
applications of requirements about a “developing the self
concepts & skills in for Portfolio Output No. the “Role Play person who don’t have may not be an easy
daily living 6: Mindfulness with Situations on any plan to continues journey
Challenges of Middle

Reflection. Adolescence” their study? And he/she towards happiness but

is contented in playing it is worth pursuing”.
computer games.

H. Making What is the essence Ask. What is essence of Asks. What is the
generalizations & of the story to Wright reading the purpose of reading the
abstractions about Family? “ENCOURAGEMENT two topics; The Power
the lesson 101: of Personal
 The Courage to Be Declarations and Being
Imperfect”. Happy? What is the
information they want
you to realize and
understand?
I. Evaluating Learning Essay. Essay.

J. Additional activities
for application or
remediation

V. REMARKS
VI. 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 lesson
work? No. of learners who
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 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?
 DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11
LESS Teacher GUINA CRISTINA D. Learning PERSONALITY DEVELOPMENT
O N Area
LOG Teaching Dates and JULY 25- JULY 28, 2016 Quarter I
Time

MOND TUESDAY WEDNESDAY THURSDAY FRIDA

AY Y
I. OBJECTIVES
A. Content Standards Stress and its sources; various stress responses; and The whole brain
coping strategies for healthful living in middle and theory, or two
late adolescence hemispheres of the
brain: artistic
(right- brain
dominant) and
linear (left-
brain
dominant)
B. Identify personal ways of coping for Identify ways to
Performance healthful living improve learning
Standards using both the left
and right
brain
C. Learning The learners The learners The learners The learners
Competencies/Objecti 1. discuss that 1. identify sources of 1. demonstrate personal 1.Discuss that
ve s understanding stress one’s stress and ways of coping with understanding the
and its sources during illustrate the effect of stress for healthful left
adolescence may help stress on one’s system living and right brain may
in identifying ways to help in improving
cope and have a one’s learning
healthful life
II. CONTENT Coping with Stress in Middle and Late The Powers of
Adolescence the
Mind
III. LEARNING
RESOURCES
A. References
 1. Teacher’s Guide Pages 33-41 Pages 33-41 Pages 33-41 Pages 42-51
Pages
2. Learner’s Material Pages 29-35 Pages 29-35 Pages 29-35 Pages 36-44
Pages
3. Textbook Pages Pages 76-83 Pages 76-83 Pages 76-83 Pages 85-
4. Additional Personal Personal Personal Personal
Materials from Development, first Development, first Development, first Development, first
Learning Resources edition edition edition edition
By Ricardo Rubio By Ricardo Rubio By Ricardo Rubio By Ricardo Rubio
Santos, 2016 Santos, 2016 Santos, 2016 Santos, 2016
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson Greetings.
lesson or presenting Recalls yesterday
the new lesson lesson
B. Establishing a Asks. Class listen, did Says. Explain and clearly give Initiate motivation
purpose for the you know what are - Stress is the body’s the direction on the about “Lateral
lesson the two common response to anything “Belly Breathing” as Thinking Puzzle”
sources of stress? that makes us feel their motivation.
threatened or
Says. The two pressured. It is caused Directions;
common sources of by any kind of demand Relax your arms and
stress are change to which we must hands.
and loss. adapt,adjust, or 3. Relax your body.
Reactions to loss are respond. 4. Close your eyes.
individually different - It is the body’s 5. Focus on lower
and can vary for many automatic way of abdomen (belly) and
reasons reacting to imagine a small balloon
Common experiences changes,challenges, in that space.
of students are and demands placed 6. Breath in slowly
migration, parents’ on us. and deeply through
separating, breaking - Some stress is nostrils, imagining
up with boyfriends or necessary, however too the balloon inflating
girlfriends, changes in much stress may cause (getting
peer group and death wear and tear on the bigger/larger/growing)
of a grandparent. body and mind. Major slowly, hold a few
. life events, such as seconds
Finding ways to cope moving, separation or 7. Slowly exhale
and adjust to the divorce of parents, through the mouth,
changes and losses are death of a loved one, imagining the balloon
critical for students changing schools or gently deflating
 experience/encounter losing a friend, may (getting smaller,
this kind of stress. cause anxiety and shrinking); blow out of
distress. the mouth as if blowing
- Other day-to-day out a candle
situations, including 8. Tip: Place a hand
being late or leaving a over the lower
project until the last abdomen to feel it go
minute, can also cause up and down,
stress. It is important
that students learn to
recognize what might
be causing them

stress and learn and

strategies to help make sure you’re not
control and alleviate breathing with the chest
stress. 9. Repeat at least 10
times.
C. Presenting Says. For you to (Student brainstorm) Asks. How different Read processing
examples/instances know how to cope your bodies feel after questions; As you
of the new lesson this kind of stress. Asks. How stress is doing the ‘Belly were thinking of
These will be our part of everyday life, Breathing’?( Did you solutions to the
topic for today and that there is good relaxed/calm? Do you puzzles, what was
“STRESS”. stress and bad stress. feel lighter? Great? going on inside you?
Tired?) What organ was
Asks. Did you know Teacher tasks. Review working?
what is stress? Did the previous activity Says. Belly breathing
you encounter or worksheet, “What is one
experience stress? In causes you to lose your of the strategies that
what way? cool?” one can do in stressful
situations, but there are
others too.
D. Discussing new Present and explain the Asks. How do you feel Discuss and explain Give a lecture on
concepts and instruction on the when you “lose you about “Keeping Stress Cognitive
practicing new skill Activity about “Stress cool temper.” under Control”. Development with the
#1 Bingo”. use of the Reader:
Says. You need to Brainpower: Complex
Says. How they found complete Activity 1: Organ Controls Your
the activity. Was it Stress Signals. Every Thought and
stressful? How did Move.
they cope with the Teacher tasks. Pair
stress? up student to share
their responses.

E. Discussing new Lecture and discussion Discuss the Reading: Initiate Activity No. Cite or give brief
concepts and about “STRESS “Stress Response” 1; Stress Survival discussion that
practicing new skill MANAGEMENT”. Kit synthesize
#2 “Cognitive
Development”.
F. Developing Mastery Recitation Recitation. Recitation Recitation
G. Finding practical Conduct Activity: Initiate Activity 2: Quiet Explained and give Asks. Does cognitive
applications of WHAT CAUSES YOU Time for 15 minutes. proper instruction in development is
concepts & skills in TO “LOSE Activity No. essential
daily living YOUR COOL”? 2; Project to-d- list in your daily live? How?
H. Making Asks. What are the Asks. How stress What are those tips What are the organ that
generalizations & two common response into our that we need to know controls your thought
abstractions about source as stress? body? How stress to control our stress? and movement?
the lesson response to
us?

I. Evaluating Learning Essay. Essay. Essay. Essay.

J. Additional activities Search and read Present and give Clearly delivered Search the following:
for application or about stress instruction to the instruction regarding 1. What is
remediation response. Portfolio Output No. 9: to their Portfolio Critical
My Stress Signal Output no. 10; “Project Thinking?
To-D0”. 2. What are the
theories in the Brain-
Side Dominance?
V. REMARKS
VI. 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 lesson
work? No. of learners who
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 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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESS Teacher GUINA CRISTINA D. Learning PERSONALITY DEVELOPMENT
O N Area
LOG Teaching Dates and AUGUST 01 - AUGUST 04 , 2016 Quarter I
Time

MOND TUESDAY WEDNESDAY THURSDAY FRIDA

AY Y
I. OBJECTIVES
A. Content Standards The whole brain theory, or two The concepts about mental health and
hemispheres of well- being in middle and late
the brain: artistic (right-brain adolescence
dominant) and linear (left-brain
dominant)
B. Performance Identify ways to improve learning Identify his/her own vulnerabilities and
Standards using both make a

the left and right brain plan on how to stay mentally

healthy
C. Learning The learners The learners The learners The learners
Competencies/Objecti 1. Discuss that 1. Explore mind- 1. interpret the 1. make a mind
ve s understanding the left mapping techniques concepts of map on ways of
and right brain suited to right brain- or mental health achieving
functions may help in left braindominant and psychological
improving one’s thinking styles, and psychological well- being
learning, 2. Make a plan to well- being in 2. create a plan
improve learning using everyday to stay
both left and right observations mentally
brain development. about mental healthy
health problems during
during adolescence
adolescence
2. identify his/her
own vulnerabilities
II. CONTENT The Powers of the Mind Mental Health and Well-being in
Middle and
Late adolescence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 42-51 Pages 42-51 Pages 51-68 Pages 51-68
Pages
2. Learner’s Material Pages 36-44 Pages 36-44 Pages 45-53 Pages 45-53
Pages
3. Textbook Pages Pages 85- Pages 85- Pages 85- Pages 85-
4. Additional Personal Personal Development, Personal Personal
Materials from Development, first first edition Development, first Development, first
Learning Resources edition By Ricardo Rubio edition edition
By Ricardo Rubio Santos, 2016 By Ricardo Rubio By Ricardo Rubio
Santos, 2016 Santos, 2016 Santos, 2016
B. Other Learning
Resources
IV. PROCEDURES https://
www.youtube.com/
watch?v=w0BQKX_lszY
A. Reviewing previous Recall last session Recall yesterday lesson Recall yesterday lesson Recalls yesterday
lesson or presenting lesson lesson
the new lesson
B. Establishing a Start the class with Start/do motivation Asks. How many of you Says. Ok, class our
purpose for the motivation. “ lateral about Brain Dominance. have been sick topic for today is all
lesson thinking puzzle”. last year?" about Anxiety
 Instruct student on Why are you sick? disorders.
how to answer the How long are you
lateral thinking sick?
puzzle.
Says. Ok, class before

you felt sick, there are

some symptom derive
first like headache,
fever, chills, upset
stomach, right? So,
those illnesses are part
of physical nature .
And if got really sick
we’re going the
hospital or clinic ,
sought help from a
doctor. And after that
we buy and took
medicine that are
subscribed by the
doctor. And after that
you will be
recovered.
C. Presenting Introduce the topic on Says/Asks. Kindly Asks. Class do you
examples/instances cognitive development raise you hands those agree that not all
of the new lesson by asking the following “Who are the right sickness are in physical
question; brain dominant? How in nature?
about the left brain
1. What is the dominant, who are Teacher task. 1.
brain and how they? (Raise your Present and explain
does it work? hand please). about the twelve
2. What happens statement by
inside your answering if is fiction
brain when or fact.
you learn 2. Give the result after
something they answered all the
new? 12 statement.
3. Read and discuss
Leave for a few about the “Change
minutes to answer Your Mind about Mental
the question. Follow Health.” to be able to
 up question; correct the student
3. How did you learn perception.
to talk? To read? To
ride a bicycle? To
shoot a basket?
D. Discussing new Read and discuss the 1. Read and discuss Group the class into3
concepts and topic about Brain about “The Dominant groups and look for
practicing new skill power. side of the Brain”. every advertisement
#1 brought by the
member and
pick/decide which
advertisement they will
critiques.

Instruct student to
decode and answer
the question on the
given sheet.

Present the activity

regards on the chosen
advertisement and
answered the decode
questionnaire.
E. Discussing new Watch video about the 1. Provide lecture on Read and Explain the
concepts and brain function. new Research Study Additional Information
practicing new skill on “The brain’s left about “Strategies for
#2 and right sides”. Becoming a Critical
Viewer of the Media”.
Asks. What do they
think about this new
research?

2. Additional lecture
on;” You Can
Grow Your
Intelligence.”

Says. People
generally have one of
two different ideas
 about intelligence:
• You’re smart or
you’re not smart, and
that never changes.
OR
• It’s possible to
grow your
intelligence.

Raise your hand if you

believe the first one.
[Show of hands.]

Raise your hand if you

believe the second one.

[Show of hands.]

If you’re not sure,

you’re not alone. This
is a question
researchers have
been
asking for years. And
some of the answers
are surprising.
F. Developing Mastery Recitation. Read and present a Sharing their opinion
What are the three brief explanation and thought about their
major parts of brain? about mind mapping. advertisement present
What is the function Make an example by the group.
of cerebrum in our
brain? What is the
function of
cerebellum?
What is the function
of brain stem?
G. Finding practical Asks. How drugs affect Present and explain the
applications of in our brains? tasks in “Portfolio
concepts & skills in Output
daily living 11: Make a Mind Map”.
H. Making Asks. What are the Asks. Discussing “self-
generalizations &
abstractions about three major part of the esteem and body-
the lesson brain and how it esteem”
functions? And what
are the effect of using
drugs and drinking
alcohol in our brain?
I. Evaluating Learning Short quiz. Assist learners to Essay. How does
read” the The Myth of the advertisement
Michael Jordan”. And affect yourself?
watch video
of Michael Jordan.
J. Additional activities Search for some Bring some print ads explain the tasks in
for application or theories about the brain of body beautifying “Portfolio Output no.
remediation side dominance. products, clothes, or 12 Media Influences
fashion. (How Ads Affected
My Self- Esteem)”.
V. REMARKS
VI. 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 lesson
work? No. of learners who
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 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?
 DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11
LESS Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
O N Area
LOG Teaching Dates and AUGUST 08 - AUGUST 12 , 2016 Quarter I
Time

MOND TUESDAY WEDNESDAY THURSDAY FRIDA

AY Y
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Guide
Pages
2. Learner’s N/A N/A N/A N/A
Material
Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
4. Additional
Materials
from

Learning Resources
B. Other Learning
Resources
IV.
PROCEDURES
A. Reviewing
previous lesson or
presenting the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/
instances of the
new lesson
D. Discussing new
concepts and
practicing new skill
#1
E. Discussing new
concepts and
practicing new skill
#2
F. Developing
Mastery
G. Finding
practical
applications of
concepts & skills
in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI.
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
lesson
work? No. of learners
who 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
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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESS Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
O N Area
LOG Teaching Dates and AUGUST 15 - AUGUST 19 , 2016 Quarter I
Time

MOND TUESDAY WEDNESDAY THURSDAY FRIDA

AY Y
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Guide
Pages
2. Learner’s N/A N/A N/A N/A
Material
Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20

4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV.
PROCEDURES
A. Reviewing
previous lesson or
presenting the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/
instances of the
new lesson
D. Discussing new
concepts and
practicing new
skill #1
E. Discussing new
concepts and
practicing new skill
#2
F. Developing
Mastery
G. Finding
practical
applications of
concepts & skills
in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI.
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
lesson work? No. of
learners who
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 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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESS Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
O N Area
LOG Teaching Dates and AUGUST 22 - AUGUST 26 , 2016 Quarter I
Time

MOND TUESDAY WEDNESDAY THURSDAY FRIDA

AY Y
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Guide
Pages
2. Learner’s N/A N/A N/A N/A

Material Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV.
PROCEDURES
A. Reviewing
previous lesson or
presenting the
new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instances
of the new lesson
D. Discussing new
concepts and
practicing new skill
#1
E. Discussing new
concepts and
practicing new skill
#2
F. Developing
Mastery
G. Finding
practical
applications of
concepts & skills
in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI.
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
lesson
work? No. of learners
who 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
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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESS Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
Area
 O N Teaching Dates and AUGUST 29 - SEPTEMBER 02 , 2016 Quarter I
LOG Time

MOND TUESDAY WEDNESDAY THURSDAY FRIDA

AY Y
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Guide

Pages
2. Learner’s N/A N/A N/A N/A
Material
Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV.
PROCEDURES
A. Reviewing
previous lesson or
presenting the
new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instances
of the new lesson
D. Discussing new
concepts and
practicing new skill
#1
E. Discussing new
concepts and
practicing new skill
#2
F. Developing
Mastery
G. Finding
practical
applications of
concepts & skills
in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI.
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
lesson
work? No. of learners
who 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
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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESS Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
O N Area
LOG Teaching Dates and SEPTEMBER 05- SEPTEMBER 09, 2016 Quarter I
Time

MOND TUESDAY WEDNESDAY THURSDAY FRIDA

AY Y
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References

1. Teacher’s Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15

Guide
Pages
2. Learner’s N/A N/A N/A N/A
Material
Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV.
PROCEDURES
A. Reviewing
previous lesson or
presenting the
new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/
instances of the
new lesson
D. Discussing new
concepts and
practicing new skill
#1
E. Discussing new
concepts and
practicing new skill
#2
F. Developing
Mastery
G. Finding
practical
applications of
concepts & skills
in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation

V. REMARKS
VI.
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
lesson
work? No. of learners
who 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
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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESS Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
O N Area
LOG Teaching Dates and SEPTEMBER 12- SEPTEMBER 16, 2016 Quarter I
Time

MOND TUESDAY WEDNESDAY THURSDAY FRIDA

AY Y
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References

1. Teacher’s Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15

Guide
Pages
2. Learner’s N/A N/A N/A N/A
Material
Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV.
PROCEDURES
A. Reviewing
previous lesson or
presenting the
new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/
instances of the
new lesson
D. Discussing new
concepts and
practicing new skill
#1
E. Discussing new
concepts and
practicing new skill
#2
F. Developing
Mastery
G. Finding
practical
applications of
concepts & skills
in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI.
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
lesson
work? No. of learners
who 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
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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESS Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
O N Area
LOG Teaching Dates and SEPTEMBER 19- SEPTEMBER 22, 2016 Quarter I
Time
 MOND TUESDAY WEDNESDAY THURSDAY FRIDA
AY Y
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References

1. Teacher’s Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15

Guide
Pages
2. Learner’s N/A N/A N/A N/A
Material
Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV.
PROCEDURES
A. Reviewing
previous lesson or
presenting the
new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/
instances of the
new lesson
D. Discussing new
concepts and
practicing new skill
#1
E. Discussing new
concepts and
practicing new skill
#2
F. Developing
Mastery
G. Finding
practical
applications of
concepts & skills
in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation

V. REMARKS
VI.
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
lesson
work? No. of learners
who 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
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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESS Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
O N Area
LOG Teaching Dates and SEPTEMBER 26- SEPTEMBER 29, 2016 Quarter I
Time

MOND TUESDAY WEDNESDAY THURSDAY FRIDA

AY Y
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES

A. References
1. Teacher’s Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Guide
Pages
2. Learner’s N/A N/A N/A N/A
Material
Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV.
PROCEDURES
A. Reviewing
previous lesson or
presenting the
new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/
instances of the
new lesson
D. Discussing new
concepts and
practicing new skill
#1
E. Discussing new
concepts and
practicing new skill
#2
F. Developing
Mastery
G. Finding
practical
applications of
concepts & skills
in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI.
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
lesson work? No. of
learners who
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 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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESS Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
O N Area
LOG Teaching Dates and OCTOBER 03 - OCTOBER 06, 2016 Quarter I
Time

MOND TUESDAY WEDNESDAY THURSDAY FRIDA

AY Y
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING

RESOURCES
A. References
1. Teacher’s Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Guide
Pages
2. Learner’s N/A N/A N/A N/A
Material
 Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV.
PROCEDURES
A. Reviewing
previous lesson or
presenting the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/
instances of the
new lesson
D. Discussing new
concepts and
practicing new
skill #1
E. Discussing new
concepts and
practicing new
skill #2
F. Developing
Mastery
G. Finding
practical
applications of
concepts & skills
in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional

activities for
application
or
remediation
V. REMARKS
VI.
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
lesson work? No. of
learners who
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 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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESS Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
O N Area
LOG Teaching Dates and OCTOBER 10 - OCTOBER 13, 2016 Quarter I
Time

MOND TUESDAY WEDNESDAY THURSDAY FRIDA

AY Y
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives

II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Guide
Pages
2. Learner’s N/A N/A N/A N/A
Material
Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV.
PROCEDURES
A. Reviewing
previous lesson or
presenting the
new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/
instances of the
new lesson
D. Discussing new
concepts and
practicing new
skill #1
E. Discussing new
concepts and
practicing new skill
#2
F. Developing
Mastery
G. Finding
practical
applications of
concepts & skills in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI.
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
lesson work? No. of
learners who
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 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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

 LESS Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
O N Area
LOG Teaching Dates and OCTOBER 17- OCTOBER 20, 2016 Quarter I
Time

MOND TUESDAY WEDNESDAY THURSDAY FRIDA

AY Y
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning

Competencies/
Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Guide
Pages
2. Learner’s N/A N/A N/A N/A
Material
Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV.
PROCEDURES
A. Reviewing
previous lesson or
presenting the
new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/
instances of the
new lesson
D. Discussing new
concepts and
practicing new skill
#1
E. Discussing new
concepts and
practicing new skill
#2
F. Developing
Mastery
G. Finding
practical
applications of
concepts & skills
in
daily living
H. Making
generalizations &
abstractions about

the lesson
I. Evaluating
Learning
J. Additional
activities for
application
or
remediation
V. REMARKS
VI.
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
lesson work? No. of
learners who
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 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?