Saint Vincent de Paul Diocesan College

Andres Soriano Avenue, Mangagoy, Bislig City

Basic Education Department-Senior High School
S.Y. 2023-2024

DAILY LESSON LOG

Learning Area: Personal Development Date: OCTOBER 7-11 ,2024
Week : THIRTENTH Strand/ Grade level: Grade 11
SECOND QUARTER
Content The learner demonstrates The learner demonstrates understanding of: The learner demonstrates understanding of:
Standards: understanding of: - the concepts about social influence, group leadership and -the impact of one’s family on his/her personal
-the dynamics of attraction, love, followership development during middle and late adolescence
and commitment
Performance The learner is able to: The learner is able to: The learner is able to:
Standards: -appraise one’s present relationships -identify the different roles of leaders and followers in - identify the firm and gentle sides of family care that
and make plans for building society affect a person’s development during middle and late
responsible future relationships adolescence
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Learning 9.1 discuss an understanding of teen- 10.1 distinguish the various roles of different individuals in 11.1 appraise one’s family structure and the type of care
Competencies age relationships, including the society and how they can influence people through their he/she gives and receives, which may help in
acceptable and unacceptable leadership or followership. EsP-PD11/12SR-IIb-10.1 understanding himself/herself better.
expressions of attractions. 10.2 compare one’s perception of him/her and how others EsP-PD11/12FSL-IId-11.1
EsP-PD11/12PR-IIa-9.1 see him/her. EsP-PD11/12SR-IIc-10.2 11.2 make a genogram and trace certain physical,
9.2 express his/her ways of showing 10.3 conduct a mini-survey on Filipino relationships personality, or behavioral attributes through generations.
attraction, love, and commitment. (family, school, and community). EsP-PD11/12SR-IIc-10.3 EsP-PD11/12FSL-IId-e-11.2
EsP-PD11/12PR-IIa-9.2 11.3 prepare a plan on how to make the family members
9.3 identify ways to become firmer and gentler with each other. EsP-PD11/12FSL-IIe-
responsible in a relationship. EsP- 11.3
PD11/12PR-IIb-9.3
Learning 1. Strengthens relationships with their 1. identify how culture shapes many aspects of adolescent 1. Identify the different family structures.
Objectives family and friends. development; 2. List down the advantages and disadvantages of nuclear
The learner: 2. enumerate the benefits of being involved in and extended family as seen in Filipino setting.
community activities; 3. Evaluate and express how your family structure
influences your relationship and association with other
people.
Subject Matter: MET# 5: Personal and Social Relations
A. Topic Chunk 1: Personal Relationships Chunk 2: Social Relationships MET# 6: Family Structures and Legacies
B. Core Values Diligent in studies Diligent in studies
C. References Personality Development, by: Ricardo Rubio Santos, Rex Book Store Personality Development, by: Ricardo Rubio Santos, Rex Book Store

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 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
S.Y. 2023-2024

D. Other Resources Personal Development Module by Aida Maria H. Perez: Vibal Group, Inc, 2016
PROCEDURES
Preliminaries  Greetings  Greetings  Greetings  Greetings  Greetings
 Prayer  Prayer  Prayer  Prayer  Prayer
 Attendance  Attendance  Attendance  Attendance  Attendance
A. Activity “Survey on InLove Ka Na Ba?” My Personal Declarations Long Quiz/Assessment Plans on How to be Firmer & My Family Genogram
Gentler with Family Members
B. Analysis For Second Quarter
Mini Task #2
For Second Quarter The objective of the long Let the students answer the This activity aims to give
Directions: In which of the following Mini Task #1 quiz on personality following questions in a piece you an opportunity to
groups do you belong? Choose and development lessons, of paper. make your family diagram,
answer the guided questions. The learner appraises one’s covering topics to assess 1. Identify relationship which will allow you to
A. in a romantic relationship right present relationships and and enhance students' concerns and fill up the trace certain physical,
now… makes plans for building understanding and skills in second column. You may personality, and/or
B. not in a romantic relationship right responsible future relationships these critical areas. request additional information behavioral attributes that
now, but wanting or planning to get using the Activity “From now  Common Mental from any member of your you possess, which are
into one soon…. on, I Declare…” Health Illness and family. similar with your family
C. not in a romantic relationship right Disorders member(s). The output
now, and not wanting or planning to  Emotional Intelligence will also serve as your
get into one soon….  Personal Relationships; basis to understand
yourself better.
This quiz aims to assess
Guided Questions:
students’ navigation on the
1. How important to you is your being Instructions:
complexities of mental
in a romantic relationship? In what 1. Make a genogram of
health, emotional
ways has your being in a relationship your family, starting with
intelligence, and personal
good for you? maternal and paternal
relationships, leading to
2. What challenges / difficulties / 2. Write your plans as to how grandparents. Include your
personal growth and well-
stresses have you experienced for to be firmer and gentler with uncles, aunts, and cousins.
being in a romantic relationship? Use a long bond paper, rounded personality other family members. Write their names below
crayons, color pens or any art development. the symbols.
materials. Formative question: How do 2. Given the information
you think your plans will about genograms and your
improve your relationships in own personal information

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 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
S.Y. 2023-2024

the family? about your physical traits

and your environmental
traits that has shaped your
personality.
3. Your genogram needs to
be in color and show your
traits, visually and through
typed paragraph
explanation.
4. Use 1/8 size illustration
board for your genogram.
C. Abstraction Discuss on: Discuss on:  The teacher will begin Discussions on: Discussions on:
1. Attraction  Social relationships by summarizing the key  Different Family  Genogram
(Physical Attractiveness, Similarity,  How culture shapes many concepts, facts, and main Structures and Family A Genogram is a
Proximity, Reciprocity) aspects of adolescent points covered in the Care representation of your
2. Dating And Romantic development lessons. 1. Nuclear Family family tree that makes use
Relationships;  What you can get from 2. Single-Parent Family of graphs and symbols. It
 By recapitulating, the
Stages of Courtship being involved in teacher will ensure that 3. Extended Family shows some pieces of
(Dating, Selective Stage, Going community activities: the learners will have a 4. Stepfamily information about the
steady, Engagement Period) 1. Role models clear and concise 5. Grandparents Family family members, their
3. Love 2. Identity and connection understanding of the relationships with one
The three components: 3. Skills material.  Discuss the positive aspects another, and the hereditary
(Intimacy, Passion, Commitment) 4. Self-Confidence, mental of legacies and how they patterns that are prominent
Eight types of love health and wellbeing  Make connections contribute to the identity in the family.
(Non-love; Liking/Friendship;  Social Role Theory between the different and cohesion of a family.
Infatuated Love; Empty Love; Each social role refers to sets topics and concepts the To successfully perform
Romantic Love; Companionate love; of: learners learned. the activity, you need to
Fatuous love; Consummate love • functions and duties take note of the meanings
4. Commitment • demands and expectations of the symbols and
 In a health relationship, both • privileges and rights carefully follow the
partners: • norms and behaviors instructions.
 How To Communicate:  Roles and Categories of
 How to avoid peer or date Social Roles:
pressure: Different Categories of Social
Unacceptable and Acceptable Roles:

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 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
S.Y. 2023-2024

Expressions of Attraction
D. Application  Ask the learners their ideas about  Ask learners on how does The teacher will prepare a  Engage the students in a
the phrase “No man is an island” being a leader or follower in quiz/test that will discussion about legacies
and let them explain it to the class. group or being just part of a assess the learning of the within families. What are
group improve your social students. The test covers some common elements that
skills as a person? all the lessons discussed get passed down through
generations? These could
for the week. include traditions, values,
beliefs, heirlooms, skills,
and more.

EVALUATION Seatwork Seat work Seat work

ASSIGNMENT Prepare for a long quiz. Advance research on Prepare materials for Mini
family structures Task #2: My Genogram
Prepared by: Checked & Reviewed by: Approved by:

JADE S. GUMAHAD LEA P. IGONG-IGONG WALTER T. CAMINOS

Core Subject & Grade 11 Coordinator SHS- Principal
FLORANTE O. BUNDA
Subject Teachers