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PerDev Q3 W1 Detailed Lesson Plan

1. The lesson plan is for an 11th grade Personal Development class taught by Karie Mae D. Tolones on May 4, 2022. 2. The objectives are for students to demonstrate an understanding of themselves during adolescence and conduct self-exploration through various class activities and assessments. 3. Activities include a self-concept inventory, discussion on actual versus ideal self, and creating a "My Banner" highlighting their strengths and achievements to appreciate themselves.

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KarieDetoreTolones
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147 views

PerDev Q3 W1 Detailed Lesson Plan

1. The lesson plan is for an 11th grade Personal Development class taught by Karie Mae D. Tolones on May 4, 2022. 2. The objectives are for students to demonstrate an understanding of themselves during adolescence and conduct self-exploration through various class activities and assessments. 3. Activities include a self-concept inventory, discussion on actual versus ideal self, and creating a "My Banner" highlighting their strengths and achievements to appreciate themselves.

Uploaded by

KarieDetoreTolones
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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D Schools

Passi City Grade Level Grade 11


E T Division
AI L Personal
E D School Passi National High School Learning Area
Development
LESSON PLAN Teacher Karie Mae D. Tolones

Date May 4, 2022 Quarter 3rd

I. Objectives Developmental
Interaction and Analysis
Domain(s):
Content The learners demonstrate an understanding of himself/herself
Standard: during middle and late adolescence.
Performance The learners shall be able to conduct self-exploration and simple
Standard: disclosure.
Explain that knowing oneself can make a person accept his/her
strengths and limitations and dealing with others better.
Learning
EsP-PD11/12KO-la-1.1
Competency
Code:
Share his/her unique characteristics, habits, and experiences.
EsP-PD11/12KO-la-1.2
 II. Content Lesson 1: Knowing Oneself
III. Learning References *Book/s:
Resources
Santos, R.R. 2017. Personal Development, First Edition. REX
Bookstore, Inc. Florentino St., Sta. Mesa Heights, Quezon City.
ISBN 978-971-7811-9. 132.145p.
Wong-Fernandez, B. et al. 2016. Personal Development Reader –
Teacher’s Guide. Department of Education. Sunshine Interlinks
Publishing House, Inc. 3F Maine City Tower, 236 Tomas Morato
Avenue, Quezon City. 5-10p.
Materials TV, laptop, power point presentation, props, modules, activity
sheets
VI. Procedures A. Preliminary Prayer
  Activities Greetings
Checking of attendance
A.1. Review Pre-test: Multiple Choice (10-items, 10 minutes)
In a ¼ sheet of pad paper, the learner will choose the letter of the
best answer.

Submission:
Outputs shall be submitted directly to the teacher during Face-o-
Face Session. Minimum COVID-19 health protocols shall be
strictly observed.
8 1 2 35
A.2. At the end of the session, the students will be able to:
Presentation 1. identify the aspects of self-concept.
of Objectives 2. discuss ways to enhance strengths and manage
weaknesses; and
3. create a short story of your life.

B. Activity Self-Concept Inventory (5 minutes)


Proper A self-concept inventory will be presented to the learners, then
they will look at their own self-concept and in a one (1) whole
intermediate paper. They will give themselves a rating using the
scale: 0 = very weak; 1 = weak; 2 = somewhat weak or somewhat
strong; 3 = strong; 4 = very strong

Note: Please see the attached Activity Sheets, page 3 of SLM


Quarter 3, Week 1.

C.Analysis After finishing the inventory, the learners will 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. How realistic is your self- image?
3. Read and give your thoughts about this: 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.”
D. Abstraction Discussion on the concepts and importance of knowing oneself.
(20 minutes)
Discussion Flow

E. Generalization Actual Self Vs. Ideal Self (6 minutes)


To summarize the lesson, the teacher will have the students to
answer these questions:
1. Explain the negotiation between the actual self and the
ideal self.
2. Give one skill that you think is your greatest strength.
Discuss how it helped you increase your inefficiency.
F. Application My Banner- The Treasure Within Me (15 minutes)
In a short bond paper, the students will copy the diagram from
their module and follow the instructions given per number below
the diagram.

In the spaces indicated by numbers, write down the following


 1 and 2 two things I do very well
 3 and 4 my two greatest achievements in life
 5 what in myself am I proudest of
 6 my happiest moment
 7 positive words that my friends use to describe me
 8 a personal goal that I have already achieved 5
 9 three blessings for which I am most thankful to God
 10 three of my positive qualities
 11 difficulties, challenges, and problems that I was able
to solve and overcome
Answer the following questions in 1- 3 sentences (2pts each):
1. What do you consider as your weaknesses, abilities, and
talents?
2. What are the remedies you will take to improve or
compensate for your weakness?
3. How can you further enrich your assets and strengths?
Note: Please see the attached Activity Sheets, page 1 of SLM
Quarter 3, Week 1.
V. Evaluation MULTIPLE CHOICE (8 minutes)
This is a 10-item assessment that will be answered by the students in ¼ sheet of
pad paper. The learner will choose the letter of the best answer.

Note: Please see the attached Activity Sheets, page 6 of SLM Quarter 3, Week 1.

VI. Assignment Paint Me a Picture (15 minutes)


The learners will be asked to draw an object, animal, or any representation of
themselves. They may use coloring materials to enhance their works. The students
will then make a short discussion about their outputs.

Note: Please see the attached Activity Sheets, page 1 of SLM Quarter 3, Week 1.
Submission:
Option 1: For learners with internet access, they can submit their outputs through
e-mail ([email protected]) or Facebook Messenger (Karie Mae Detore
Tolones).

Option 2: For learners with limited to no internet access, outputs shall be submitted
to their cluster leader or directly to the teacher through their parents or guardians.
Minimum COVID-19 health protocols shall be strictly observed.
VII. Remarks

VIII. Mastery
Level

IX. Instructional
Decision

Prepared by:

KARIE MAE D.
TOLONES
Subject Teacher

Checked by:

JUNAL MARCON, Ph.D.


Subject Group Head

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