PINAGKAWITAN INTEGRATED NATIONAL HIGHSCHOOL Grade
School 11
(SHS DEPT.) Level
DAILY Learning Personal
Teacher ALLISON A. DE OCAMPO
LESSON LOG Area Development
Teaching Dates and
January 14-18, 2019 Quarter Second
Time
DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of:
the whole brain theory, or two hemispheres of the brain: artistic (right-brain dominant) and linear (left-brain dominant)
B. Performance
Standard The learner is able to: identify ways to improve learning using both the left and right brain
C. Learning The learner: The learner: The learner:
Competencies/ discusses that understanding the left and right brain may help explore two types of mind- make a plan to improve
Objectives (Write the LC in improving one’s learning mapping techniques, each learning using left and
code for each) EsP-PD11/12PM-Ig-6.1 suited to right brain- or left right brain through mind-
brain-dominant thinking styles mapping activities
EsP-PD11/12PM-Ig-h- 6.2 EsP-PD11/12PM-Ih-6.3
Brainpower: Complex Organ Critical Thinking and
Brainpower: Complex Organ Controls Your Every Thought
Controls Your Every Thought Some Theories about
II. CONTENT and Move and Move the Brain-Side
The Power to Act A Critical Age, Drug Damage Dominance
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 42-45 Pages 42-45 Pages 45-52
pages
2. Learner’s Material Pages 36-38 Pages 36-38 Pages 39-44
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning YouTube YouTube YouTube
Resources
IV. PROCEDURES
A. Reviewing previous Reviewing the common manifestations of stress: -Lateral Thinking Puzzle Motivation: Asking the
lesson or presenting Physical, mental and behavioral.
(The teacher read to the students to raise their
From, the previous lesson, we have learned that our body releases hormones
the new lesson class 3 scenarios and will ask hands if they are right-
which are caused by our actions and even the how we think. With this new
lesson, we will be able to learn how our minds can be powerful. students of their possible brain dominant or left-
response with each scenario brain dominant.
providing agreeable
reasons) pp. 46 Brain Dominance
-Overviewing the lesson:
A Critical Age and Drug
Damage of the Brain
B. Establishing a Learning how our minds can be powerful can be amazing. Just like any other parts of Knowing which side of
purpose for the This lesson allows us to find out what/how the structure, our body, external and the brain is dominant on
lesson components of the brain work together. internal, brain also needs to us is tantamount to
be secured and protected. identifying on what are
Lots of things must be skills are, what subjects
considered. we are good at.
C. Presenting Video Presentation from YouTube Video on the scientific
examples/instances -The Amazing Power of Your Mind-A Must See discoveries about the brain
of the new lesson
D. Discussing new -How complex organ, the brain, controls your every thought Lecturette on the Complex Lecturette
concepts and and move? Organ Controls Your Every -The Dominant Side of
practicing new skills -What are the three major parts of the brain? How each part Thought and Move: A critical the Brain
#1 works? age and drug damage -Research Study “The
-What specific parts of the brain work with our thoughts and Brain’s Left and Right
actions? Sides Seem to Work
-What happens to your brain when you learn something Together Better in
new? Mathematically Gifted
Discussing reading part on Teacher’s Manual pp 41-45 Middle-School Youth”
E. Discussing new Lecturette
concepts and -You Can Grow Your
practicing new skills Intelligence
#2 -The Key to Growing the
Brain: Practice
-the Real truth About
Smart and Dumb
F. Developing mastery -What are the subconscious actions that the brain take part of? How is our What specialists recommend to Activity: Let’s Try It
(Leads to Formative brain responsible for the subconscious actions? protect our brain? Making a Mind Map
-What are the functions of the parietal, frontal, occipital and temporal What are the biological
Assessment 3)
lobes of the cerebrum?
development that occurs to our
-Teacher calls a student and answers will be guided.
brain according to experts?
What are the factors that can
damage our brain?
G. Finding practical Other ways to secure and Portfolio Output No 11
applications of protect our brain. Explaining the mind
concepts and skills Other ways to map and how you
in daily living nurture/enhance/maximize worked for it.
the function of the brain
Answers must be solicited
from the students.
H. Making Wrap-up Wrap-up Wrap-up
generalizations and Parts of the brain -Specialists -The Dominant Side of
abstractions about Functions of each part of the brain recommendations on the Brain
the lesson How brain affects our thoughts and actions
protecting our brain.
-The scientific/biological
development of our brain.
-Drugs that can further
damage the brain and its
functions.
I. Evaluating learning 10-Item Quiz (Complex
Organ Controls Your Every
Thought and Move)
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson 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: Noted by:
ALLISON A. DE OCAMPO CRISTY M. MALALUAN
Subject Teacher Assistant Principal
