DLP 1

Instructional Planning
DLP NO. : 1 GRADE LEVEL: 11 DURATION: 60 MINUTES

LEARNING AREA: PERSONAL QUARTER: 1 DATE: 11/18/19
DEVELOPM
ENT
CONTENT The learner demonstrate an understanding of himself or herself during middle and late
STANDARD adolescence.
PERFORMANCE The learners shall be able to conduct self-exploration and simple disclosure.
STANDARD
LEARNING Introduction to Personal Development
COMPETENCY/IES
Key Concepts/ Physical environment psychology

Understandings to Cognitive maturation humanistic
be Developed: Psychosocial personal positive
Heredity personality
1. OBJECTIVES At the end of this chapter, the student should be able to:
1. understand and explain in his or her own words what personal development is;
2. understand and explain the psychological basis of personal development.
2. CONTENT Introduction to Personal Development
3. LEARNING Personal Development (Ricardo Rubio Santos); Personal Development Teacher’s Guide
RESOURCES
PROCEDURES:
ACTIVITY: (PE, Cosmetology, Values Ed, Biology, Geography, History) 5 minutes
Preliminary Activity:
 Prayer
 House Rules
Motivation: Picture Analysis
 The teacher presents several pictures on different aspects that tickle the mind of the learners linking to the
lesson. The teacher would then elicit responses from the students regarding their views, opinions and
ideas about the pictures.
 The teacher then ask the learners regarding the possible topic based on what they see on the pictures.
 The teacher presents the lesson and the objectives.
(Reward system is highlighted in every participation and interaction.)
ANALYSIS: (Numeracy/Math, English) 20 minutes
ACTIVITY 1: WHAT’S THAT WORD?!
If every letter of the alphabet is being represented by numbers respectively like A=1, B=2, C=3 and so on, identify
what word is being referred by each number.
Example: 3 + 1 + 20 = C + A + T = CAT
1. 3 + 15 + 7 + 14 + 9 + 20 + 9 + 22 + 5 = __________
2. 16 + 8 + 25 + 19 + 9 + 3 + 1 + 12 = _____________
3. 16 + 19 + 25 + 3 + 8 + 15 + 19 + 15 + 3 + 9 + 1 + 12 = __________________________
ACTIVITY 2: PASTE ME BABY!
Each group shall pick a word which they need to define using phrases/sentences given in the pool of knowledge.
Each group should correctly get the needed phrase for their chosen word and paste it on the given table on the
board.
 Based on the previous activity, the teacher will ask the students on what they should talk about. The
teacher elicits responses from the students and caters some questions. (Inquisitive Thinking).
 The teacher gave a short discussion.
ACTIVITY 3: WHERE R U NOW?!
Each group has been given a set of phrases or statements. They need to classify which statement or phrase
belongs to PERSONAL, to PERSONALITY and to DEVELOPMENT. (5 MINUTES)
 The teacher gave some clarification and additional information about the recently concluded activity.
ABSTRACTION: 10 minutes
 The teacher throw mind-tickling questions to the students about their overall lesson.
1. How would you define personal development?
2. How is personal development linked to psychology?
3. How does personal development evolved through time?
4. How does positive psychology develops?
5. How does Humanistic Psychology differ from Positive Psychology?
APPLICATION: 10 minutes
ACTIVITY 4: TELL ME WHERE IT HURTS! (By pair)
 The teacher gave an activity which will be done by pair regarding one’s weakness and strength and your
realization.
EVALUATION: 10 minutes
 The teacher gives a short quiz to evaluate learners’ understanding.
ENRICHMENT: 5 minutes
In short bond paper, create a slogan attributing to Positive Psychology such as “Think Positive”.
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week.
REFLECTIONS: What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions. Indicate
below whichever is/are appropriate.
h. No. of learners who earned 80% in 34
the evaluation
i.No. of learners who require 6
additional activities for remediation.
j. Did the remedial lesson work? No. 5
of learners who have caught up with
lesson.
k. No. of learners who continue to 1
require remediation
l. Which of my learning strategies “Buddy-Buddy” system worked well because they are paired with the fast-learner
worked well? Why did these work? and together they had the win-win result.
m. What difficulties did I encounter I think it is handling varieties of learners and different learning styles.
which my principal or supervisor can
help me solve?
n. What innovation or localized I had discovered that differentiated instruction really bridge the gap between the
materials did I use/discover which I differences among learners.
wish to share with other teachers?
Prepared by: Checked by:
JULLIENNE GRACE S. ANDRINO RAYMOND S. MACASA, PRINCIPAL II

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Instructional Planning

DLP NO. : 1 GRADE LEVEL: 11 DURATION: 60 MINUTES

Key Concepts/ Physical environment psychology

Prepared by: Checked by:

JULLIENNE GRACE S. ANDRINO RAYMOND S. MACASA, PRINCIPAL II

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