DAILY School GUIPOS NATIONAL HIGH SCHOOL Grade Level 12

LESSON Teacher JESSARETH C. RODA Learning Area Personal Development

LOG
Teaching Dates and
FEBRUARY 13 - 17, 2023 WEEK 1 Quarter 2nd Semester/1st Quarter
SENIOR HIGH SCHOOL Time
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the developmental changes in middle and late adolescence, and expectations of and from adolescents
B. Performance Standard The learners shall be able to clarify and manage the demands of the teen years
C. Learning Orient students with the nature of the (EsP-PD11/12KO-Ia1.1) (EsP-PD11/12KO-Ia- 1.2) (EsP-PD11/12KO-Ia-1.3)
Competencies/Objectives Write subject and the significance of learning the Explain that knowing oneself can make a Share his/her unique Maintain a journal.
the LC code for each. subject-Personal Development. person accept his/her strengths and limitations characteristics, habits,
and dealing with others better. and experiences

II. CONTENT Knowing Oneself Knowing Oneself Knowing Oneself

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages DEPED – Personal Development pp. 1-4 DEPED – Personal Development pp. 1-4 DEPED – Personal Development pp. 1-4
2. Learner’s Material pages DEPED – Personal Development pp. 1-3 DEPED – Personal Development pp. 1-3 DEPED – Personal Development pp. 1-3
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
Welcoming students in PerDev class Imagine yourself looking into a mirror. What do Ask the students to identify two (2) skills they Ask each of the 3 or 4 class groups to
you see? Do you see your ideal self or your already have and two (2) they want to choose a leader. 3The groups can decide
A. Reviewing previous lesson or
Setting the mood actual self? develop. what talent to showcase, it can be singing,
presenting the new lesson.
dancing, acting or any talent they find
interesting and creative.
Students will be asked about the learning Differentiate ideal self from actual self. Give three (3) ways to improve on each of Showcasing talents/abilities is one way to
B. Establishing a purpose for the
expectations in their Personal Development their identified skill. discover the strength and weakness of an
lesson
subject individual.
Students will be given an overview if the Explain instructions of the Self-Concept Explain: BUILD ON YOUR STRENGTHS A Talent or Variety Show where students can
subject to be taken Inventory and allow students a few minutes to AND WORK ON YOUR WEAKNESSES exhibit their talents and abilities.
C. Presenting Examples/ instances
answer it.
of the new lesson
Topics
Students Assessment
D. Discussing new concepts and Setting of classroom rules and teacher’s Ask students about their insights and Do the activity: MY BANNER – THE The leaders of all the groups, including the
practicing new skills #1 reminders realizations in the Self-Concept Inventory. TREASURE WITHIN ME performing group, will rate the performance
* Attendance and Tardiness using these criteria: Originality-25%;
* Class Performance Creativity/Resourcefulness- 25%;
* Attitude and Behavior Teamwork/Coordination-25%; Audience
 * Prohibition on Cellphone Usage during Impact-25%. (Please note that 5% will be
class hours automatically deducted if the performance
exceeds time allotted).
Ask: Are there qualities you consider as your Write about your banner. Portfolio Output No. Remind the class that each group will be
weakness but other people consider as your 2 given a minimum of 7 minutes and a
E. Discussing new concepts and strength? What are these? Check with a 1. What do you consider as your maximum of 10 minutes to perform.
practicing new skills #2 partner. weaknesses, abilities and talents?
2. What are the remedies you will take to
improve or compensate for your weakness?
Q and A Look at the results of your self-concept Ask: Groups have to give qualitative comments
 Teacher-Student Interaction inventory and answer the following questions. 1. How can you further enrich your assets too. Tell them that the key to effective
F. Developing mastery  Follow-up 1. In what areas do you consider yourself and strengths? feedback is the sandwich formula. Identify
strong (with score 14-16 or somewhat weak 2. Where and how do you use it to your best and tell their strong points, then be honest by
(Leads to Formative Assessment 3) (score of 10-13) and very weak (below 10). advantage? suggesting areas for improvement and
sandwich it with another strength that you
can see in their performance.
Students will be asked to the situations A lady can say “I`m ugly” yet other consider her Most failures emanate from weaknesses that Tell students that the best way to develop
where Personal Development is commonly very charming. Or conversely, one can have are not recognized or probably recognized oneself is to express their talents and gifts in
observed and practiced. the illusion of saying “I am very intelligent or but not given appropriate attention or a way they enjoy.
competent” when most of his ideas sound remedy. This could be a weakness in
unreasonable or illogical to most of the people. communications, personality or ability.
G. Finding practical applications of
There is indeed a big difference between what Instead of giving up or indulging in self-pity,
concepts and skills in daily living
you see in yourself (real self-image) and what is take action. Go for speech lessons, get skills
projected in the eyes of the others (your social upgrading, attend personality development
image). sessions or whatever appropriate remedies
1. How realistic is your self- image? to your perceived weakness.
2. To what extent does it reflect your real self?
Valuing Self-concept refers to your awareness of Personal effectiveness means making use of Talents are needed to be identified and then
 How can Personal Development subject yourself. It is the construct that negotiates all the personal resources – talents, skills, developed to be used in a particular aspect
these two selves. In other words, it connotes energy and time, to enable you to achieve of life.
H. Making generalizations and first the identification of the ideal self as life goals.
abstractions about the lesson separate from others, and second, it
encompasses all the behaviors evaluated in the
actual self that you engage in to reach the ideal
self.
Make a summary of the Self-Concept Inventory Name handicapped people who succeeded Identify and tell their strong points, then be
and identify which areas you are strong and on their chosen field and still remained an honest by suggesting areas for improvement
I. Evaluating learning
weak. inspiration to all. and sandwich it with another strength that
you can see in their performance.
Subject Requirement Cut pictures that show your weakness and Share stories of handicapped people who Write about your experiences as a leader or
1 Notebook/filler as a journal strengths. inspire us. member in this activity. Make it Portfolio
J. Additional activities for
Output No. 1 in your Activity/Journal
application or remediation
Notebook. If you have any photos of your
performances, please include them.
Lesson will be continued next session. Lesson will be continued next session.
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: Checked:

JESSARETH C. RODA SHIERLITA B. HINOCTAN

Teacher III Head Teacher II
 DAILY School GUIPOS NATIONAL HIGH SCHOOL Grade Level 12
LESSON Teacher JESSARETH C. RODA Learning Area Personal Development
LOG
Teaching Dates and
FEBRUARY 20 - 24, 2023 WEEK 2 Quarter 2nd Semester/1st Quarter
SENIOR HIGH SCHOOL Time
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of The learners demonstrate an understanding of the various aspects of holistic development: physiological, cognitive, psychological, spiritual and
himself/herself during middle and late social development.
adolescence.
B. Performance Standard The learner should be able to conduct self- The learner shall be able to illustrate the connections between thoughts, feelings, and behaviors in a person’s holistic development.
exploration and simple disclosure
C. Learning The learners maintain a journal. The learners discuss the relationship among The learners evaluate his/her own thoughts, The learners show connections between
Competencies/Objectives Write the EsP-PD11/12KO-Ia-1.3 physiological, cognitive, psychological, feelings, and behaviors. thoughts, feelings, and behaviors in actual life
LC code for each. spiritual and social development to EsP-PD11/12DWP-Ib-2.2 situations.
understand his/her own thoughts, feelings EsP-PD11/12DWP-Ic-2.3
and behaviors.
EsP-PD11/12DWP-Ib-2.1

II. CONTENT Knowing Oneself Developing the Whole Person Developing the Whole Person Developing the Whole Person
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages PERDEV TG, pp. 8-9 PERDEV TG, pp. 9-11 PERDEV TG, pp. 12-15 PERDEV TG, pp. 16-18

2. Learner’s Material pages PERDEV LM, pp. 6-7 PERDEV LM, pp. 8-16 PERDEV LM, pp. 8-16 PERDEV LM, pp. 8-16

3. Textbook pages
4. Additional Material from Powerpoint presentation, Journal Powerpoint presentation, Assess Aspects of Powerpoint presentation, Reading Materials Laptop, Powerpoint presentation
Learning Resource (LR) Portal Development about Manny Pacquiao, Pia Wurtzbach and
Love Affair of a Great Doctor

B. Other Learning Resources Sanchez, Bo. (2006). Life Dreams Success

Journal: Your Powerful Tool to Achieve and
Surpass Your Dreams One Step at a Time.
Shepherd’s Voice Publishing.
IV. PROCEDURES
Ask the students to read the story: YOU Assess your own beliefs about holistic Real life success stories are very powerful tool Remind students that assessing one’s own
NEED TO TAKE CHARGE OF YOUR development. Do you think that you can in inspiring students to win in life. The students development is incomplete without identifying
A. Reviewing previous lesson or FUTURE. develop all aspects of yourself or you believe group themselves into three to read the one’s own goals in life.
presenting the new lesson. that “one cannot have everything”? success story given by their group. The
students identify the factors that may lead a
person to succeed.
B. Establishing a purpose for the Who are you among these three people? Do You need to honestly answer this question Highlight the good qualities by letting students Development can be more purposeful if they
lesson you merely watch your life goes by? Or do as this may interfere with how you discuss identify the characteristics, right decisions and are directed to the achievement of goals. This
 you act out a script that you feel has been this topic to students. You may find one perspectives these individual exemplify. is also true in analyzing success stories
handed to you? Or do you write the script and aspect important and the other one least because being inspired by these stories will
make your life beautiful? important and this must be dealt with an not be useful if one does not see its
open mind. relationship with his/her own journey. A
student will just see these stories out of
context and not relatable.

Differentiate the three kinds of people in the For instance, you may feel that the spiritual Focus on the process rather than the rewards. Personal recipe for success is about assisting
world. self is more important than the physical self Remember that these individuals have devoted students to identify what they need in order for
C. Presenting Examples/ instances so a person must devote his/her time in the much hard work, focus and time in order for them to win in life. They need to see them in
of the new lesson church rather than developing his/her them to be the persons they are now. their own context.
physique.

Researchers say that handwriting can make Lead the class in the activity of assessing the Students must realize that even though there is Encourage them to feel every phrase or
our brain be more flexible, open and different aspects of their development by no single key to success, it is achievable and it ingredient they will include in their recipe.
expressive. John Adams said that: “A pen is writing descriptors for the 8 segments of is not magical. They must feel goose bumps or excitement in
D. Discussing new concepts and certainly an excellent instrument to fix a man’s themselves. As they complete this inventory, their stomach as they read each ingredient. If
practicing new skills #1 attention and inflame his ambition.” assist them by giving them possible words to they don’t feel that, they were not able to take
describe the different aspects. the activity seriously or personally. The
subconscious mind may not be working yet.
Be patient with these students.

What are the four (4) practical reasons to Explain the expected Portfolio Output No. 3: Success is about right mindset, emotional, Explain the two samples of recipes for
maintain a journal? Aspects of Development, which will be an resilience and proper behavior. success.
E. Discussing new concepts and assessment of their own aspects of
practicing new skills #2 development and the ways in which they
could improve the different areas.

Write your answers in your personal journal: Write about the eight segments of your What lesson/s can you learn from the character Review the success stories of Manny
1. What have you discovered in yourself? development. What are the words or phrases you have chosen? Pacquiao, Pia Alonzo and Dr. Rose Zeta-
2. What are your core strengths? which represent aspects about yourself Capeding. What do you think was the recipe
3. What are the qualities you want to hone and which you like? What are the items which for the success of these well-featured
improve on? you consider to be weaknesses or areas for individuals?
F. Developing mastery improvement? What words which are neutral Now make your personal recipe for achieving
or factual, such as “5 feet 4 inches tall, 120 personal goals. identify your goal (you may
(Leads to Formative Assessment 3) pounds”? Do some categories have more refer to the previous activity of aspects of self-
minus than plus areas? The larger proportion inspired by the success stories) and break it
of minus to plus areas you have, the more down into a recipe.
effort will be needed to achieve positive self-
esteem.

G. Finding practical applications of Emotional stress can be dealt in many ways For instance, a girl realizes that she is giving Elaborate the saying “Ang umaayaw ay hindi This activity involves making a personal recipe
concepts and skills in daily living like talking to a friend over a cup of coffee, much attention on the physical aspects and nagtatagumpay; at ang nagtatagumpay ay hindi for achieving personal goals. Identify your goal
eating, travelling, shopping, painting and many less attention on her intellectual self. In this umaayaw’ (you may refer to the previous activity of
more but writing is the most inexpensive. way, she can discover how much money and aspects of self-inspired by the success
 When you write, you can discover your time spent maintaining her physique and its stories) and break it down into a recipe.
strengths and limitations. Journal writing consequences in her grades. By this honest
expounds your imagination. evaluation of herself, she can plan effective
actions to improve her study habits. She can
start seeking for help and for related books to
read or browse articles to help her improve
her study habits.

The power of journal writing is to unfold your Self-concept refers to your awareness of A REAL WINNER is one who is able to: The mind is not the unitary entity it seems to
personal journey. yourself. It is the construct that negotiates • win over his/her battles and difficulties in life us but consists of different parts. For example
these two selves. In other words, it connotes and turns them into a learning and glorifying in the story there are the two wolves and the
first the identification of the ideal self as experience; “you” that chooses between them.
separate from others, and second, it • find meaning in pleasant and unpleasant 2. These parts of the mind/brain can interact
encompasses all the behaviors evaluated in events in his life; and be in conflict with each other i.e. the two
the actual self that you engage in to reach • live in peace with difficult people and difficult wolves fight for dominance over our mind and
the ideal self. situations; behavior.
H. Making generalizations and • win the goodwill of others, their respect and 3. The “you” has the ability to decide which
abstractions about the lesson admiration; wolf it will feed.
• get what he wants using win-win strategies; 4. Having made a choice, “you” can decide
never at the expense of others; specifically how to “feed” or nurture the
• discover and use opportunities to his best selected wolf.
advantage
• develop and use his talents and abilities to the
best advantage and in so doing, make
meaningful contribution in making this world a
better place to live in.

I. Evaluating learning As you reflect on the ups and downs of your As they complete this inventory, assist them How would you like your life story to be told? • How aware are you of the two different
day, what may be the greatest lesson you can by giving them possible words to describe opposing “wolves” operating within your mind,
learn from them? What actions have you done the different aspects. one of which leads to pain and a diminished
well and what actions you can do better? sense of life and the other to a joyous,
meaningful, and fulfilling life?
• When was the time you feel disappointed by
the choice of behavior because you knew that
there was a more positive option but you just
didn’t choose it?
• What ways or techniques or exercises do
you use to strengthen yourself so as to
increase its potency to choose and hence
control your life?
• In what specific ways do you feed the
negative wolf?
• What specific ways do you use to feed the
 positive wolf?

Make a prayer about what do you really want Name some ways in which you can improve Share at least one (1) success story you know Ask to students to bring bond paper and
J. Additional activities for in life? What do you want to achieve for the minus areas and further enhance the in the class tomorrow. coloring materials for next meeting.
application or remediation yourself, your family, your community, your positive aspects.
country?

Lesson will be continued next session. Lesson will be continued next session.
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: Checked:

JESSARETH C. RODA SHIERLITA B. HINOCTAN

Teacher III Head Teacher II

DAILY School GUIPOS NATIONAL HIGH SCHOOL Grade Level 12

LESSON Teacher JESSARETH C. RODA Learning Area Personal Development
LOG
Teaching Dates and
FEBRUARY 20 - 24, 2023 WEEK 3 Quarter 2nd Semester/1st Quarter
SENIOR HIGH SCHOOL Time
 Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding The learners demonstrate an understanding of the skills and tasks appropriate for middle and late adolescence, preparatory to early adulthood.
of the various aspects of holistic development:
physiological, cognitive, psychological,
spiritual and social development.
B. Performance Standard The learner shall be able to illustrate the The learner shall be able to make list of ways to become responsible adolesens prepared for adult life.
connections between thoughts, feelings, and
behaviors in a person’s holistic development.
C. Learning The learners show connections between The learners classify various developmental The learners classify various developmental The learners evaluate one's development in
Competencies/Objectives Write the thoughts, feelings, and behaviors in actual life tasks acccording to developmental stage. tasks acccording to developmental stage. comparison with persons of the same group.
LC code for each. situations.. EsP-PD11/12DS-Ic-3.1 EsP-PD11/12DS-Ic-3.1 EsP-PD11/12DS-Ic-3.2
EsP-PD11/12DWP-Ic-2.3
Developmental Stages in Middle and Late Developmental Stages in Middle and Late Developmental Stages in Middle and Late Developmental Stages in Middle and Late
II. CONTENT Adolescence Adolescence Adolescence Adolescence
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages PERDEV TG, pp. 6-18 PERDEV TG, pp. 19-22 PERDEV TG, pp. 20-22 PERDEV TG, pp. 22-24

2. Learner’s Material pages PERDEV LM, pp. 8-16 PERDEV LM, pp. 17-23 PERDEV LM, pp. 17-23 PERDEV LM, pp. 17-23

3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal Laptop, Powerpoint presentation

B. Other Learning Resources https://books.google.com.ph/books? https://www.template.net/business/ http://www.apa.org/action/science/developmental/ THINK definition from Mindfulness for Teen Anxiety by Dr.
id=THgSBQAAQBAJ&pg=PA96&lpg=PA96&dq=personal timeline-templates/personal-timeline- Christopher Willard
+recipe+activity&sourc
e=bl&ots=2Lit9Q8Int&sig=9hwMoIwYpLsdiQlcGPCkLTV4 template/
OLk&hl=en&sa=X&ved=0ahUKEwjzi_W9mdPKAhUkKaY
K HT1jCMIQ6AEIPTAI#v=onepage&q=personal
%20recipe%20activity&f=false
IV. PROCEDURES
Remind students that assessing one’s own Use the Motivation to introduce the topic on The study of human development is essential to Being in Grade 12, what are the
development is incomplete without identifying developmental stages and tasks. understanding how humans developmental tasks expected of you? Rate
A. Reviewing previous lesson or one’s own goals in life. learn, mature and adapt. yourself from 1-10 (10 as the highest) whether
presenting the new lesson. you have accomplished those expected
tasks?

B. Establishing a purpose for the Development can be more purposeful if they Remind students that things have The human being is either in a state of growth Is what I want to say True?
lesson are directed to the achievement of goals. This progression or certain patterns. Life also has or decline, but either condition imparts Is what I want to say Helpful?
is also true in analyzing success stories developmental stages. change. Am I the best one to say it?
because being inspired by these stories will Is it necessary to say it Now?
not be useful if one does not see its Is it Kind to this person and others?
relationship with his/her own journey. A
student will just see these stories out of
 context and not relatable.
Personal recipe for success is about assisting Activity on Personal Timeline can be a Some aspects of our life change very There are tools that will help you to hone
students to identify what they need in order sensitive activity especially for students little over time, are consistent. Other aspects a
for them to win in life. They need to see them who are quite emotional. change dramatically. By understanding these consistent mindfulness practice that will in
C. Presenting Examples/ instances
in their own context. changes, we can better respond and plan time lead to a more aware,
of the new lesson
ahead effectively. compassionate
and fulfilling way of life.

Encourage them to feel every phrase or 3. Explain the Developmental Stages, Identify the developmental stages and their Have you ever caught someone
ingredient they will include in their recipe. and concentrate on the developmental characteristics cheating (either on a test or on a
They must feel goose bumps or excitement in tasks during Adolescence and Early boyfriend/girlfriend)? Did you say anything?
D. Discussing new concepts and their stomach as they read each ingredient. If Adulthood. Why or why not?
practicing new skills #1 they don’t feel that, they were not able to take
the activity seriously or personally. The
subconscious mind may not be working yet.
Be patient with these students.
Explain the two samples of recipes for Entertain questions and discussions on the Identify the Developmental Tasks and their Have you ever gotten (or give) a “compliment”
E. Discussing new concepts and success. issues of this developmental stage. characteristics. that really wasn’t a compliment? How did you
practicing new skills #2 feel afterwards?

Review the success stories of Manny Is there a ‘center’ or a central theme in your How can adolescents be prepared for adult life I saw Maria’s boyfriend leaving the movie
Pacquiao, Pia Alonzo and Dr. Rose Zeta- timeline and life? If you will give a title for by accomplishing various developmental tasks theater with another girl. I went up to them
Capeding. What do you think was the recipe your timeline what would it be and why? according to developmental stages? and said hi, and asked “Where’s Maria
F. Developing mastery for the success of these well-featured tonight?”
individuals?
Now make your personal recipe for achieving Did I T.H.I.N.K. before I spoke?
(Leads to Formative Assessment 3) personal goals. identify your goal (you may ____T____H____I____N____K
refer to the previous activity of aspects of self-
inspired by the success stories) and break it
down into a recipe.
This activity involves making a personal Write the major events in your life How the stage of development becomes Remember: T.H.I.N.K. Before You Speak.
recipe for achieving personal goals. Identify and the significant people in your life. abnormal? Have Mindful Speech.
G. Finding practical applications of your goal (you may refer to the previous
concepts and skills in daily living activity of aspects of self-inspired by the
success stories) and break it down into a
recipe.
H. Making generalizations and 1. The mind is not the unitary entity it seems A personal timeline portrays the Human Development focuses on human Living mindfully is like being an artist: you
abstractions about the lesson to us but consists of different parts. For influential events and happenings of a growth and changes across the lifespan, need the right tools to practice your craft, and
example in the story there are the two wolves person’s life so that he can understand where including physical, cognitive, social, intellectual, you need to constantly refine your technique
and the “you” that chooses between them. he has gone wrong and right in the past. It perceptual, personality and emotional growth. to achieve your creative potential.
2. These parts of the mind/brain can interact helps to plan the future in a better
and be in conflict with each other i.e. the two constructive way.
wolves fight for dominance over our mind and
behavior.
3. The “you” has the ability to decide which
wolf it will feed.
 4. Having made a choice, “you” can decide
specifically how to “feed” or nurture the
selected wolf.
• How aware are you of the two different 1. Identify the turning points in your timeline. Identify one (1) physical, cognitive, social, Which of the tools do you use most often?
opposing “wolves” operating within your mind, What were the thoughts, feelings and actions intellectual, personality and emotional growth. Which tools do you use least often? Can you
one of which leads to pain and a diminished that you experienced? think of ways to incorporate those tools into
sense of life and the other to a joyous, 2. Who are/were the most significant people your life?
meaningful, and fulfilling life? in your life? How?
• When was the time you feel disappointed by 3. What would you change or add, if you
the choice of behavior because you knew that could? Also, how would each of these
there was a more positive option but you just
changes or additions affect your life, or even
I. Evaluating learning didn’t choose it?
change its present course?
• What ways or techniques or exercises do
you use to strengthen yourself so as to 4. Continue to your future, where do you want
increase its potency to choose and hence to be in a year, 5 years, 10 years? What do
control your life? you expect your future timeline will be?
• In what specific ways do you feed the
negative wolf?
• What specific ways do you use to feed the
positive wolf?
Ask to students to bring bond paper and Go for the personal timeline website Cite stages where you can relate your personal Think ways to incorporate the tools mentioned
coloring materials for next meeting. template samples available online. The experiences. into your life.
J. Additional activities for link is
application or remediation https://www.template.net/business/timeline-
templates/personal-timeline-template/

V. REMARKS Lesson will be continued next session. Lesson will be continued next session.
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: Checked:

JESSARETH C. RODA SHIERLITA B. HINOCTAN

Teacher III Head Teacher II