Child and Adolescent Development

Detailed Lesson Plan

I. Objectives

At the end of the lesson the student should be able to:

1. Explain the Natural history of language development.

2. Describe bilingual development.
3. Differentiate the advantages and disadvantages of cognitive bilingualism.

II. Subject Matter

a. Topic: Linguistic and Literacy Development of Children and Adolescents

b. Reference: Textbook ( Child and Adolescent Development )
c. Materials: Manila paper, pen, and bond paper
d. Subjects concept: Linguistic is the ability to used language effectively.
Literacy is the ability to read and write.

e. Process skills: Explaining, Describing, Differentiating, Understanding.

III.Procedure

A. Engage

 Prayer

( The teacher will call a student to lead the

prayer )

Kindly lead the prayer Ms. Anjhaneth

( all students will stand to pray )
 Greetings
Good Morning class
 Energizer Good Morning Ma'am
Ok, class let's have some energizer to
energized our body.
“ Chicken Dance ”
 Checking of Attendance
Class Who's absent today ( The students will follow on the video clip. )
 Checking of Assignment
 Do we have an assignment class.
Ok, bring it out and we will check it.
" As a future educator what are you ( None Ma'am )
doing to do if the students have
Attentive Disorder Hyper activity Deficit (
ADHD ) ” Yes Ma'am !

Ans: As a future educator we need to be active,

 Review of past topic positive, and well versed in problem solving. Other
What was our lesson that we tackled last important traits are understanding and Patience,
time. and most especially a passion for teaching that uses
compassion and not discrimination.
“Ok, very good”
 Motivation
Let's have this activity first before we
proceed to our new lesson.
Kindly read the direction please. Our past lesson was all about, What causes of
“ Yes Leigh Ann ” Attentive Disorder Hyper activity Deficit ( ADHD ).
Direction : Arranged the scramble word
from the correct word.
1. T L I A R Y C E
2. D O A S E C N E S T
3. A E L U G A G N
4. I L G U L B N I
5. T C G O I E V I

B. Explore
Arranged the scramble word from the correct word.
( The teaacher will group the students into
two(2) groups.) 1. Literacy
2. Adolescent
Direction : Find the given words.
3. Language
D L I T E R A C Y D B 4. Bilingual
5. Cognitive
E A Q R P U S O R E I

V N O V E Y K G J V L

E G D T S A T N H I I
 L U N E R D L I H C N ( The students will cooperate )

O A C X B W Q T I E G 1. Development
2. Literacy
P G B F Z G N I M O U
3. Linguistic
M E A C E D P V U L A 4. Adolescent
5. Children
E M O T H E R E S E L 6. Motherese
7. Language
N C I T S I U G N I L
8. Bilingual
T A D O L E S C E N T 9. Device
10. Cognitive

Ok, class all of your answers are correct.

“ Give your self a very good clap with 3

translation. ”

C. Explain Ma'am
Discussion/Analysis Linguistic is the ability to use language effectively
Did anyone in class has the idea what is and the Literacy is the ability to read and write.
Linguistic and Literacy

“ yes lyka”

Give lyka an Aling Dionisia clap.

Ok, class we proceed to our lesson.

 Linguistics and Literacy development

 Natural history of language
development
 The traditional learning view holds that
language development depends upon
the principle reinforcements.
 Language primarily is learned through
imitation.
 Noam Chomsky espouses the nativist
approach to language development
which asserts that children have an
innate Language Acquisition Device
(LAD) that enables them to learn a
 language early and quickly.
 Jerome Bruner emphasize the critical
role parents and other early caregivers
play in language development.
 Bruner propose the Language
Acquisition Support System (LASS).
 The Antecedents of language
deimperative
 The give and take conversation is one of
the early training infant's acquire in the
language development. "This is called
Pseudodialogue" adult maintais the flow
of conversation. Example: oooglie,
ooogilie, googlie, googlie.
- protodeclaratives
- proto imperative
 Bilingual Language Development
 It has been established that bilingualism
where children learn two languages
simultaneously puts children to an
advantage in items of Language
proficiency. It affords advanced cognitive
skills, flexibility of thought and greater
acceptance of peers from other cultural
backgrounds.

Cognitive Advantage of Bilingualism

1. Bilingualism does not impact on early

language milestones like babling.
2. In bilingual homes, infants readily
discriminate between the two languages
phonologically and grammatically.
3. Bilingualism is associated with an
advantage in metalinguistic ability, or
capacity to think about language among
preschool and school age children.

Cognitive Disadvantage of Bilingualism

1. Limited vocabulary
2. Think more slowly in the language in
which have the lesses fluency.
 3. Parents who choose bilingualism should
consider whether they can help of their
achieve fluency in both language.

• Learning a second language is a constructive

process similar to learning a native language.
This made possible through interactions with the
children and adults.

• Parents find a way to understand the

Children's special word for things. This is called
"motherese". The kind of adaptation done by
parents in the process of learning the language.

• This misunderstood phenomenon is called "

code switching ".

Code Switching is a special linguistic and social

skills.

• Listening to parents tell and read aloud stories

also contributes to this knowledge. From the
elementary grades, the learn about phonics,
spelling, semantics, vocabulary and grammar.

 Generalization

"again class, what is pseudodialogues?"

"Yes, sugar?"

"Very good, sugar!"

"How about bilingualism?"

"Yes, Jezel?"

D. Elaborate

(The teacher will group the students into two

groups)

Direction: Find the given answer in the box.

"Ma'am, pseudodialogues is a give and take
conversation of an infants."
 "Ma'am, bilingualism is when the children learn two
languages in terms language proficiency."
_____1. The ability to use language
Literacy Cognitiveeffectively.

_____2.
NoamA person who emphasized
Chomsky the critical
Linguistic
roles parents and other early caregivers play in
Jerome
language Bruner and propose
development Bilingualism
LASS.

_____3. Relating or involving conscious mental

activities ( such as thinking, understanding, Answers:
learning and remembering. 1. Linguistic
_____4. It is the ability to speak two languages. 2. Jerome Bruner
3. Cognitive
_____5. An early training device. 4. Bilingualism
5. Protodeclaratives

E. Evaluate

Direction: Write T if the statement is true, and

write F if it is false.

_____1. Noam Chomsky espouses the nativist

approach and the children have an innate
language acquisition device (LAD).

_____2. The give and take conversation is one of

the early training of a children.

_____3. Bilingualism when the children learn

two language simultaneously.

_____4. Limited vocabulary is cognitive

disadvantage of bilingualism.

_____5. Jerome Bruner has not propose the Answers:

Language Acquisition Support System (LASS).
1. T
2. F
3. T
 Assignment
4. T
Direction: Match column A to column B. 5. F

Column A

1. Literacy
2. Cognitive
3. Bilingual
4. Linguistic
5. Bilingualism

Column B

a. Able to speak and understand two

languages.
b. Relating or involving conscious mental
activities (such as thinking, understanding,
learning and remembering.
c. The ability to speak two languages
d. The ability to read and write.
e. The ability to use language effectively.

Detailed Lesson Plan In

Child and Adolescents

I. Objectives :

At the end of the lesson the pupils should be able to:

1. Define the Emergent and Early Literacy: Reading Development and Performance

2. Classify the Emergent and literacy, particularly in reading development and performance

3. Describe the Development in Reading and Performance literacy

II. Subject Matter

A. Topic : Emergent and Early Literacy: Reading Development and Performance

B.References : Textbook ( Child, Adolescent and Development)

C. Materials : Manila paper, pentilpen, coupon bond

D. Process Skills : Listening, Understanding, Describing

E. Subject concept : Linguistic and Early Literacy Development of Children and Adolescents in natural
history of language development the traditional learning view holds that language development
depends upon the principle of reinforcement.
 Teacher's Activity Pupil's Activity

III. Procedure

A. Engage

. Prayer

Kindly lead the prayer Ms. Monte Anjaneth Monte will lead the prayer

Class , please remain standing for our energizer.

Just follow the energizer entitled

" Chicken Dance " The pupils will follow the video clip.

. Greeting

Good morning class Good morning ma'am.

. Checking of Attendance

Okay class who are absent today? None ma'am

Very Good

. Checking of Assignment

Do we have an assignment class? Yes Ma'am

Kindly get your assignment and exchange paper with ( Checking of Assignment )
your seatmate and we will check it.

Direction :

Match column A to column B.

Column A Column B

1. Literacy a. able to speak and Answer:

understand two 1. C
languages. 2. B
2. Cognitive b. relating or involving 3. A
conscious mental 4. E
activities (such as 5. D
thinking,
 Linguistic and Literacy
Development of Children and Adolescents

A
Detailed Lesson Plan
In
The Child and Adolescent Learners
and Learning Principles

Submitted To: Mrs. Merlinda Mutia Ph.D.

Course Facilitator

Submitted By: Baby Jean M. Monzales

BEED-II / Blk.2

Date: December 2, 2019

 Emergent and Early Literacy:
Reading Development and Performance

A
Detailed Lesson Plan
In
The Child and Adolescent Learners
and Learning Principles

Submitted To: Mrs. Merlinda Mutia Ph.D.

Course Facilitator

Submitted By: Jezel M. Candelario

BEED-II / Blk.2

Date: December 2, 2019

Detailed Lesson Plan in Child and Adolescent Development

I. Objectives
At the end of the lesson the students be blessed to:

1. Identify the various theories of socio-emotional development

2. Analyze how Bandura's social-cognitive can beat apply in life like situation

3. Reflect on the interaction between drive and cultural demands

II. Subject Matter

A. Topic: Bandura's social-cognitive theory and Goleman's emotional intelligence

B. References: Textbook( Child and Adolescent Development )

C. Materials: Manila paper

D. Subject Concept: Cognitive- relating or involving conscious mental activities ( such as thinking,
understanding, learning, and remembering )

E. Process Skills: Explaining, Describing, Differentiating and Understanding

III. Procedure
A. Engage

• Prayer

( The teacher will call a student to lead the prayer )

Kindly read the prayer Mr. Jerom

• Greetings All students will stand to pray

"Good morning class"

• Energizer Good Morning sir!

Ok class let's have some energizer our body

entitled "Chicken Dance"
(The Students will follow on the video clip )
• Checking of Attendance

Class who's absent today

• Checking of Assignment
None Sir
Do we have an assignment class

Ok bring it out and we will check

Yes Sir
Assignment:
Yes Sir
What is Erikson's psychosocial theory of human
development?
Erikson's considered development as resulting
• Review of the past topic
from the interaction between internal drives and
What was our lesson that we tackled last time! cultural demands.

"Very good" Our past lesson was all about, Erikson's

psychosocial theory of human development.
• Motivation

Let's have this activity first, before we proceed to

our new discussion kindly read the direction

Yes! Amado

Direction: Arrange the scramble word.

1. LANIOOTEM

2.GCOINTIEV
 Bandura's Social-Cognitive Theory
and Goleman's Emotional Intelligence

A
Detailed Lesson Plan
In
The Child and Adolescent Learners
and Learning Principles

Submitted To: Mrs. Merlinda Mutia Ph.D.

Course Facilitator

Submitted By: Minard Tapao

BEED-II / Blk.2

Date: December 2, 2019

PROVIDING FOR THE PROFESSIONALIZATION OF TEACHERS REGULATING THEIR PRACTICE IN THE
PHILIPPINES AND FOR OTHER PURPOSES
 WHEREAS, The Costitution provides that "All educational shall be under the supervision of and
subject to regulation by the stat" and requires that the state shall establish and maintain a complete,
adequate and integrated system of education relevant of the goals of national development.

This supervisory function of the DEC has been primarily beamed towards insuring that the
educational institutions inculcate in the studentry, love of country, teach the duties of citizenship and
develop moral character , personal discipline and scientific technological and vocational efficieny.

To implement these objectives, the institution's have relied upon their teachers whose direct and
continuing interaction with the young people and the children make them potent forces for
development of proper attitudes among the citizenry.

These account for the tremendous growth of the teaching population comprising in the civil
service sector alone more than 300,000 teachers deployed all over the country.

To ensure that in the immediacy and urgency of teacher recruitment qualitative requirements are
not o overlooked it has necessary become to regulate the teaching profession.

In recognition of the vital role of the teachers in nation building and as incentive to raise the
moral of the teacher's itis imperative that they be considered as professionals and and teaching be
recognized as a profession.

NOW, THEREFORE, I FERDINAND E. MARCOS President of the Philippines, by virtue of the powrs
vested in me by the constitution do hereby decree and order.

Section 1. Title .- This decree shall be knowm as the Decree Professionalizing Teaching.

Section 2. Declaration of Policy. - It is hereby declared a policy that teacher education shall be given
primary concern and attention by the government and shall be of the highest quality and strongly
oriented to Philippine conditions and to the needs and aspirations of the Filipino people as it seeks
enrichment from adaptable ideas and practices of the other people.

Section 3. Definition of terms. - As used in this decree the following shall be construed as follows :

(a) Teaching refers to the profession primarily concerned with classroom instruction, at the Elementary
and Secondary levels, in accordance with the curriculum prescribed by National Board of Education,
whether on part time or full time basis in the public or private school.

(b) Board refers to the National Board for Teachers duly constituted inder hi Decree.

Section 4. Creation of the national board for Teachers - There is hereby created a National Board for
Teacher, hereinafter called the Board, to be composed of the following :

1) Secretary of Education and Culture )....Co-Chairman

2) Chairman, Civil Service Commission

3) Commissioner, Professional Regulations Commision

4) Two members representing the private sector to be appointed by the President

Section 5. Powers and Duties- Shall have the following power and duties :

(a) Appoint a set of examiner for every examination who will determine and prepare the conterits of
the Board examination for teachers , hereinafter referred to as examination in the Elementary and
Secondary levels of instructions to be held at least one year.

(b) Determine and fix the places and dates of examination, appoint supervisor and room examiners from
among the employees of the government who shall be entitled to a daily allowance to be fixed by the
board for every examination day actually attended use the buildings and facilities of public and private
schools for examination purpose, approve application to take examination and approved the release of
examination result.

(c) Look from time to time into the conditions affecting the practice of the teaching profession, adopt
such measures as may deemed proper for the enhancement of said profession, and/or maintenance of
the professional standards and ethics.

(d) Issue, suspend, revoke, replace or reissue Professional Teachers Certificate and administer oaths.

(e) Appoint, subject to the provisions of existing laws such officials and employees as are necessary in
the effective performance of it's functions and responsibilities, prescribed their duties and fix their
compensation.

(f) Prescribe and collect examination and other fees are it may deem proper and

(g) Promulgate rules and regulations, and exercise such others powers, functions and duties as may be
necessary to carry into effect the purposes of this decree.

Section 6. Qualifications requirements for examination applicants

(a) That he is of good moral character

(b) That he is a free from any physical and/or mental effect which will incapacitate him to render
efficient service

(c) That he possesses the following minimum educational qualifications:

1) For teachers in the kindergarten and elementary grades, Bachelor degree in elementary education
(B. S. E. ed) or it's equivalent

2) For teachers of the secondary school. Bachelor's degree in Education or it's equivalent with a major
and minor of a Bachelor's degree in arts or Sciences at least eighteen units in professional education.
 All applicant shall be field with an office or offices Designated by the Board, preferably of the
office of the Civil Service Commission and the Department of Education and Culture.

These offices shall screen and approve such application and issue the corresponding permits to
take the examination to qualify examination.

Section 7. Appointment of examiner. - The board shall appoint a set of examiners for every examination
who are recognize authority to teacher education and there names shall not be disclose until after the
release of the result of examination. They shall each receive as compensation the sum of not less than
five pesos for each examinee as may be determine by the board but it no case shall each examineer
receive more than 18 thousand per examination. Any examiner who is in the service of the Government
shall receive the compensation herein provided in addition to his salary.

Section 8. Scope of the Examination.- The examination shall consist of written tests, the scope shall be
determined by the board taking into consideration the teaching plan of the schools legally constituted
in the Philippines.

Section 9. Ratings on the Examination. - In order that a candidate may deemed to have successfully
passed the examination, he must have to obtain a general average of at least 70 percent in all subjects
with no rating below 50 percent in any subject.

Section 10. Report of the results of examination. - The examiners shall be report the rating obtained by
each candidate in the board within 150 days after the last day of examination, unless extended by the
latter.

PROVIDING FOR THE PROFESSIONALIZATION

OF TEACHERS REGULATING THEIR PRACTICE
IN THE PHILIPPINES
AND FOR OTHER PURPOSES
 A Report
In
The Teaching Profession

Submitted To: Mrs. Erly Molo

Course Facilitator

Submitted By: Minard Tapao

BEED-II / Blk.2

Date: December 3, 2019

I. Objectives

1. Identify different types of Learning Disabilities

2. Differentiate Attention Deficit Hyperactivity Disorder from Attention Deficit Disorder
3. Cooperate in class activities actively.

II. Subject Matter

a. Topic: Learning Disabilities and Attention Deficit Hyperactivity Disorder ( ADHD ) and
Attention Deficit Disorder ( ADD )
b. Reference: Child and Adolescent Development ( TextBook )
c. Materials: Visual Aids
d. Subject Concept: Learning Disabilities refers to the inability of a children to process
and understand information. Children w/ ADHD became an attention-seeker and being
hyper anytime. But a children w/ ADD is an opposite of a person w/ ADHD.
 e. Process Skills: Identifying, differentiating, cooperating

III. Procedure

A. Engage

Teacher's Activity Student's Activity

Prayer

"Catherine, kindly lead the prayer" "Classmates, let us pray."

(All students will pray)

Greetings

"Good morning, class!" "Good morning, ma'am!"

Energizer

"OK class, let's have some energizer to

energize our Body. Just follow the video, the
(All students will cooperate)
chicken dance."

(The teacher will show a video presentation)

Checking of Attendance

"Class, who's absent today?" "None, ma'am!"

Checking of Assignment

"Class, do we have an assignment?" "Yes, ma'am!"

"OK, bring out your assignment then pass it (All students will pass their assignment)
forwand and I will be the one to check it."

Assignment:

Direction: Answer the question given below.

If you were going to be a parent someday,

how will you handle or care your child to
 Energizer

"OK class, let's have some energizer to

energize our Body. Just follow the video, the
(All students will cooperate)
chicken dance."

(The teacher will show a video presentation)

prevent different causes of deafness?

Review

"What was our lesson that we tackled last

time?" "Yes, Lyka!"
"Our past lesson was all about Causes of
"And what are those causes?" Deafness."

"Yes, Jezel!"
"Those Causes of Deafness are Prenatal
Causes, Perinatal Causes, Postnatal Causes
"Thank you! Let's give Lyka and Jezel a VERY and etc.."
GOOD clap!"
(All students will perform very good clap)

Motivation

"Let's have our first activity before we proceed

to our new lesson"

Direction: Arrange the letter into the correct

word. Answers:
rnealign Learning
itesibliidsa Disabilities
dlirehcn Children
loraavhieb Behavioral
noticunfsyd Dysfunction

B. Explore
"Let's have an another activity, I will group you
in to 2 groups."

"The first group who will finish the activity first

will receive a prize."

Direction: Know the synonym of the given

word below. Pick your answers inside the
box.

Answers:

Math
Dyscalculia agnosia
Dyslexia Writing
Dysgraphia Sight
Visual agnosia Hearing

5. Auditory agnosia

C. Explain
 Discussion/Analysis

"Let us now proceed to our new discussion."

"Our topic for today is all about Learning

Disabilities and Attention Deficit Hyperactivity
Disorder (ADHD)."
Learning Disabilities
"Kindly read the 1st bullet." "Yes, Carla."
• It is include among children related to
(Teacher will explain) disorders in understanding or using spoken
"Such disorders manifest in the ability to listen and/or written language.
well, process information readily, and inability
to talk, write, spell and even add numbers.

" next one, please!" "Yes, Sugar."

• Learning Disabilities are also referred to as
"A disabled child is usually of normal perceptual handicaps, brain injury, brain
intelligence but does not meet the age level dysfunction, developmental aphasia, and
expectations." specific sensory motor dysfunction.

"The Learning Disabilities could be symptoms

of worldwide problems. Today, such is called,
Sensory Integration or sensory dysfunction.
• It refers to the ability of the individual to
" Who will read?" "Yes, Kristine."
process information coming from the
"There are three conditions that provides environment and makes use of the
identification of students qualified for information in the process.
educational services:"

Normal Intelligence
Academic Achievement Deficit
Absence of other handicapping
conditions (exclusion criteria)

Learning Disabilities is characterized by poor

academic performance, social and
psychological problems, and delayed physical
development. "

"There are different types of learning

Disabilities"
Different types of learning Disabilities
 D. Elaborate

"So, let's proceed to our last activity, a

message relay. I will group you in to two
groups, each group will select four
representatives to come here in front. All you
have to do is to memorize the given sentence
"Yes, ma'am!"
and pass it to the next members. The last
member will be the one to write the message
on the board. The first group who will finish
the activity first will receive a prize. Am I
understood?"

Message: Our lesson that we tackled for today (Students will Cooperate)
was all about Learning Disabilities, Attention
Deficit Hyperactivity Disorder and Attention
Deficit Disorder.

E. Evaluation

Direction: Choose the letter of the correct Answers:

answer.
A
1. Includes problem among children related to C
disorders in understanding or using spoken C
and/or written language. A
B
a. Learning Disabilities

b. Sensory dysfunction

c. Sensory integration

2. A symptoms of world wide problems that

refers the ability of the individual to process
information coming from the environment.
a. Sensory dysfunction

b. Sensory integration

c. both a & b

3. It interferes with an individual ability to

focus, regulate activity level and inhibit
behavior.

a. ADD

b. ADDH

c. ADHD

4. This disorder is referred to a children with

inhibited behavior, inattentive and without
focuses that tend to be withdrawn, polite and
shy.

a. ADD

b. ADDH

c. ADHD

5. Synonym of the word Dyslexia.

a. Hearing

b. Reading

c. Writing

Assignment

Direction: Search for answers.

What causes ADHD?

Is it being inherit or not? Why?
 Learning Disabilities and
Attention Deficit Hyperactivity Disorder ( ADHD )
and Attention Deficit Disorder ( ADD )

A
Detailed Lesson Plan
In
The Child and Adolescent Learners
and Learning Principles

Submitted To: Mrs. Merlinda Mutia Ph.D.

Course Facilitator

Submitted By: Anjaneth M. Monte

BEED-II / Blk.2

Date: December 2, 2019

 SOCIETY AND YOU

"What are we in this world for if not to make this world more bearable for each other?

-Source Unknown

The responses were from 1,460 respondents in 12 regions of the country.

The community respondents group consisted mostly of parents (26%), non-government
organizations (24%), principals and assistant principals (23%), representatives from the
business and industry sectors (21%), and school Superintendents (6%).

Here are the research findings on:

Community Perception on the role of teachers in the community.

Teachers are perceived to be:

1. Very important in a community

2. Respected in a community

3. Help in the community to some extent

Community Perception on Beliefs and Attitudes about Teachers and Teaching:

The Community Respondents Strongly Agreed that Teachers:

1. Help develop the moral character of children

2. Are second parents

3. Are assets to the community

The Community Respondents Agreed with 12 Beliefs and Attitudes, as follows:

1.) The most intelligent child should be encouraged to enter the teaching profession.
2.) Teacher sets moral standard of the community.

3.) Teachers make good parents.

4.) Men should be encouraged to enter the teaching profession.

5.) The teaching profession is one of the lowest paid.

6.) Teachers should be paragons of virtue.

7.) Children obey and respect their teachers.

8.) Teachers play an active role in disciplining children.

9.) Praising boosts a child's self-confidence.

10.) A teacher is a child's model.

11.) Child's interest in studies depends upon his/her teachers.

12.) Parents entrust children's welfare to teachers.

The community respondents were doubted regarding this item: "Female

teachers generally become old maids".

They disagreed with this item: "Teachers may inflict physical punishment on Childrens".

Society and You

 A Report in
Teaching Profession

Submitted To:
Mrs. Erly M. Molo
Course Facilitator

Submitted By:
Leigh Ann M. Madamo.
BEED-II/Blk.2

Date: December 3, 2019