School SIATON NATIONAL HIGH SCHOOL Grade: 12

GRADES 1 TO 12
Teacher Rodjone A. Binondo Learning Area: Personal Development
DAILY LESSON
LOG Date: June 3 – 6, 2019 Quarter: First

Session 1 Session 2 Session 3

June 3, 2019 June 4, 2019 June 6, 2019

I. OBJECTIVES
A. Content Standard The learner s demonstrate an understanding of… himself/herself during middle and late adolescence
B. Performance Standard The learner s shall be able to ... conduct self-exploration and simple disclosure
C. Learning The learner s ...
Competencies/Objectives 1.1 explain that knowing oneself can make a person accept his/her strengths and limitations and dealing with others better
Write the LC code for each EsP-PD11/12KO-Ia-1.1
1.2 1.2 share his/her unique characteristics, habits, and experiences EsP-PD11/12KO-Ia-1.2
1.3 maintain a journal EsP-PD11/12KO-Ia-1.3

At the end of this module, learners will be able to:

1. explain that knowing themselves can make persons accept their strengths
2. share their unique characteristics, habits, and experiences; and
3. Start and maintain a journal

Specific Learning Objectives:

II. CONTENT Knowing and understanding Oneself during Middle and Late Adolescence

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages Pages 15-18 Pages 15-18 Pages 15-18
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURE:

A. Reviewing previous lesson or

presenting the new lesson

B. Establishing a purpose for the Self-Concept Inventory: Exploring One’s Strengths and Limitations Introduction / Procedure / Reminders:
lesson 1. Self-disclosure for adolescents may not be easy because of their tendency to be self-conscious and fear of being judged or rejected.
Teachers are strongly encouraged to set the mood of acceptance and nonjudgmental atmosphere.
2. When the students are comfortable with one another and the mood is already set, they may proceed to the first activity. Remind students to
 be honest about themselves. Adolescents are sometimes confused on the difference between how they see themselves with how others see
them. Tell them to answer the inventory based on how they see themselves and not of what others perceive them to be. Self-talk is more
powerful.
3. Explain instructions of the Self-Concept Inventory and allow students a few minutes to answer it.
4. Ask students to write their insights and realizations in their journal. Insights must be balanced with both positive and negative observations
about self. But most importantly, students must have at least 3 things that they can do in order to improve themselves.
C. Presenting Examples/instances Activity: SELF-CONCEPT INVENTORY
of new lesson Take a look at your own self-concept and answer the following self-concept inventory in your journal. Give yourself a rating using the scale:
0 = very weak; 1 = weak; 2 = somewhat weak/somewhat strong; 3 = strong; 4 = very strong
1. I have strong sex appeal.
2. I am proud of my physical figure.
3. I am physically attractive and beautiful/handsome.
4. I exude with charm and poise.
5. I can easily get along with.
6. I can adjust to different people and different situations.
7. I am approachable; other people are at ease and comfortable with me.
8. I am lovable and easy to love.
9. I am a fast learner, can understand instruction easily.
10. I am intelligent.
11. I have special talents and abilities.
12. I can easily analyze situations and make right judgments.
13. I can be trusted in any transaction.
14. I have a clean conscience and carry no guilty feeling.
15. I have integrity and good reputation.
16. My friends and classmates can look up to me as a model worth emulating.
17. I can express my ideas without difficulty.
18. I talk in a persuasive manner that I can easily get people to accept what I say.
19. I can express my ideas in writing without difficulty.
20. I am a good listener.
21. I am emotionally stable and not easily rattled when faced with trouble.
22. I am logical and rational in my outlook and decisions.
23. I feel and act with confidence.
24. I am a mature person
D. Discussing new concepts and How do you perceive yourself?
practicing new skills #1 Look at the results of your self-concept inventory and answer the following questions.
1. In what areas do you consider yourself strong (with score 14-16 or somewhat weak (score of 10-13) and very weak (below 10)?
2. Are there qualities you consider as your weakness but other people consider as your strength? What are these? Check with a partner.
Example: A lady can say “I`m ugly” yet others consider her very charming. Or conversely, one can have the illusion of saying “I am very
intelligent or competent” when most of his ideas sound unreasonable or illogical to most of the people. There is indeed a big difference
between what you see in yourself (real self-image) and what is projected in the eyes of the others (your social image). How realistic is your
self- image? To what extent does it reflect your real self?

Lecturette: SELF-CONCEPT Imagine yourself looking into a mirror. What do you see? Do you see your ideal self or your actual self? Your
ideal self is the self that you aspire to be. It is the one that you hope will possess characteristics similar to that of a mentor or some other
worldly figure. Your actual self, however, is the one that you actually see. It is the self that has characteristics that you were nurtured or, in
some cases, born to have. The actual self and the ideal self are two broad categories of self-concept. Self-concept refers to your awareness of
yourself. It is the construct that negotiates these two selves. In other words, it connotes first the identification of the ideal self as separate from
others, and second, it encompasses all the behaviors evaluated in the actual self that you engage in to reach the ideal self. The actual self is
built on self-knowledge. Self-knowledge is derived from social interactions that provide insight into how others react to you. The actual self is
who we actually are. It is how we think, how we feel, look, and act. The actual self can be seen by others, but because we have no way of
truly knowing how others view us, the actual self is our self-image. The ideal self, on the other hand, is how we want to be. It is an idealized
image that we have developed over time, based on what we have learned and experienced. The ideal self could include components of what
our parents have taught us, what we admire in others, what our society promotes, and what we think is in our best interest. There is
negotiation that exists between the two selves which is complex because there are numerous exchanges between the ideal and actual self.
These exchanges are exemplified in social roles that are adjusted and re-adjusted, and are derived from outcomes of social interactions from
infant to adult development. Alignment is important. If the way that I am (the actual self) is aligned with the way that I want to be (the ideal
self), then I will feel a sense of mental well-being or peace of mind. If the way that I am is not aligned with how I want to be, the
incongruence, or lack of alignment, will result in mental distress or anxiety. The greater the level of incongruence between the ideal self and
real self, the greater the level of resulting distress. Personal development modules ultimate aim is greater self-knowledge that will lead to
higher alignment between these two personality domains.
E. Discussing new concepts and
practicing new skills #2
Recitation. Recitation. Recitation.
F. Developing mastery
(Leads to Formative Assessment)
G. Finding Practical applications
of concepts and skills

H. Making generalizations and Asks. What is the purpose of discussing the “Aspect of the Self”? Why do we need to assess ourselves?
abstractions about the lesson

I. Evaluating Learning 1. How does knowing yourself help improve your way of living?
2. Is it important to know your strengths and weaknesses? Why?
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
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 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?

Prepared by:

RODJONE A. BINONDO

Subject Teacher
Checked by:

LOLITA T. RIVERA
SHS Coordinator