Objective 1 Objective 2 Objective 3 Objective 7 Objective 8 Objective 9

GRADE
SCHOOL: Tabuk City National High School 11
LEVEL:
LEARNING PERSONAL
GRADES 1 to TEACHER: LIZCHELLE D. GANNISI
AREA: DEVELOPMENT
12
DAILY LESSON TEACHING
SEMESTER
LOG DATES AND 2nd
:
TIME:

Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives,
necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may
I. OBJECTIVES be done for developing content knowledge and competencies. These are using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
his/her personal development as an important component of setting
A. Content Standards career and life goals
B. Performance analyze and synthesize his/her personal development as an important
Standards component of setting career and life goals
First Session
C. Learning Competen- A. Prepare a career plan based on the identified career options to
cies/Objectives: Write attain personal life’s goals EsP-PD11/12CP-IIh-13.2
the LC Code for each B. explain the factors in personal development that may guide
him/her in making important career decisions as adolescents
EsP-pd11/12IOPD-Iii-14
OBJECTIVES:
1. Affirm the significance of external factors in career decisions
and choices in the future;
2. Determine the updated career options aligned with the emerg-
ing job and skills to match the present demands of any crisis be-
ing faced;
3. Prepare a career plan aligned with internal and external factors
influencing career choices.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims
to teach. In the CG, the content can be tackled in a week or two.

II. CONTENT
CAREER PLANNING

Lists the materials to be used in different days. Varied sources of materials sustain children’s
III. LEARNING interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept
development.
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materi-
als from
PerDev11-Q2-W7-Career Plan-V4
Learning Resource
(LR) portal
 5. Other Learning
Laptop, Powerpoint Presentation
Resources
B. Teacher’s Guide Pages
These steps should be done across the week. Spread out the activities appropriately so that students will
learn well. Always be guided by demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by providing students with multiple ways to
IV. PROCEDURES learn new things, practice their learning, question their learning processes, and draw conclusions about what
they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing Previous  Preparation of the class
Lesson or Presenting  Let the learners watch the NESCAFE Commercial entitled “Para
the New Lesson kanino ka Bumabangon?”
 Ask the learners the following questions:
1. What do you think is the message of the video?
2. What do you think are the factors that influenced him to
achieved his goals in life?
3. After watching the video, I will ask you the same question, para
kanino naman kayo bumabangon?
 This part of the lesson will be taken in a socratic way of teaching.
B. Establishing a Purpose  State the goal and objectives for the session.
for the Lesson  You are now closer to your goal in life, what are your plans to re-
pay the sacrifices of your parents to you even though they are not
asking for it?
 How does your parents support you in your career path?
1. Presenting Picture Analysis
Examples/Instances  Look at the image and answer the following questions below.
of the Lesson

 What have you observed in the image?

 If you are the man in the image, will you follow the path you want
or you will change your route due to some reasons like the typical
filipino practice: if you are in a family of teacher, you must be a
teacher too.?

1. Discussing New Situation Analysis

Concepts and  The learners will read the text shown in the powerpoint.
Practicing New Skills  After reading, they will answer the following questions:
#1
Discuss the meaning and benefit of career plan

2. Discussing New Discuss the KEGs

Concepts and -before the discussion, the teacher will show to learners the Labor
Practicing New Skills Market Information in the New Normal
#2  Enumare the related career opportunities under KEGs

3. Developing Mastery Let the learners briely explain the quote below:

(Leads to Formative “You don’t have to see the whole staircase. Just take the first step.” -
Assessment 3) Martin Luther King Jr.

 Ask the learners their “ili” where do they belong by raising their
hands and ask the question below:
 In your family or in your “ili” where you belong, was there successful
sotries that you would like to share or something to be proud of in
terms o achieving career goals?

4. Finding Practical  The teacher will show a career plan staircase to learners.
Applications of  Ask the learners where path are they now in the staircases.
Concepts and Skills in
Daily Living
The full-detailed career path staircase
will be shown in the powerpoint

 What should they do to move to next step in order to get closer to

their career goals?
5. Making Self-Assessment
Generalizations and
Abstractions about the 1. After the discussion, ask the learners what have they learn about
Lesson choosing their career goals?
2. Do you think that career planning has significant role in choosing
your career goals?
Inserting core values of Kalinga: /PaniyawNgilin
3. What are the practices or beliefs here in Kalinga that you know
related to career planning?
Example:
Before taking the board exam, you will serve 3 eggs to church and
asking for guidance to pass the examination.
4. Do you think these practices and belief really directs you to your
goals in life?

6. Evaluating Learning Peer Activity: Learners will create small groups with their closest
friends among the class or could also be group based on their
“ili” they belong.

My Career Plan
After having recognized the internal, external influences and emerging
career information affecting career decision making, craft your
individual career plan guided by the table below. Do this in a separate
paper.
Name:

Career Goal:

Job Qualification:

Personal Qualification:

Career Plan: (Answer the following questions as you

formulate your career plan)
1. What are my skills?
2. Who are my support group?
3. What SHS track and strand will I enroll?
4. What career exit will I chose?
5. After accomplishing this exit, where will I work?
 For how long?
6. If this plan fails, what is my alternative?
7. Additional Activities for
Application or
Remediation
IV. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress
this week. What works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions.
A. No. of learners who
earned 80% in the
evaluation
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 work well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?

INDICATOR 1 Applied knowledge of content within and across curriculum teaching areas.
INDICATOR 2 Used a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills.
INDICATOR 3 Applied a range of teaching strategies to develop critical and creative thinking, as well as
other higher-order thinking skills.
INDICATOR 7 Established a learner-centered culture by using teaching strategies that respond to their
linguistic, cultural, socio-economic and religious backgrounds.
INDICATOR 8 Adapted and used culturally appropriate teaching strategies to address the needs of learners
from indigenous groups.
INDICATOR 9 Set achievable and appropriate learning outcomes that are aligned with learning
competencies.

Prepared and Submitted by: Checked by:

Lizchelle D. Gannisi Regie Astodello
Mentee Mentor