Grade Level G12

Quarter Fourth
Lesson Plan: Writing News Teacher Melvin L. Viana
Features JOSEPHINE D. ROSALES
Learning Area / Time Personality Development Checked by: Principal II

I. OBJECTIVES Learning objectives: Annotations

By the end of the period, students should be able to:
Knowledge: identify demands of teen years
Skills: analyze expectations from significant others and express
proper responses to them
Attitude: create healthy and realistic negotiations with others’
expectations
A. Content Standards The learner understands the developmental changes in middle
and late adolescence, and expectations of and from adolescents.
B. Performance Standards The learners clarify and manage the demands of the teen years
(middle and late adolescence)
C. Learning Competencies/ Objectives (Learning 4.1 discuss that facing the challenges during adolescence
Codes) may able to clarify and manage the demands of teen years
(EsP-PD11/12CA-Id-4.1)
4.2 express his/her feelings on the expectations of the
significant people around him/her (parents, siblings,
friends, teachers, community leaders) (EsP-PD11/12CA-Ie-
4.2)
4.3 make affirmations that help one become more lovable
 and capable as an adolescent (EsP-PD11/12CA-Ie-4.3)
1. CONTENT The Challenges of Middle and Late Adolescence
2. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Resource (LR)
portal
B. Other Learning Resources https://www.slideshare.net/BUGLAS/the-challenges-of-
middle-and-late-adolescence
http://www.wsupgdocs.org/family-
medicine/WayneStateContentPage.aspx?nd=1603
3. PROCEDURES 1. Prayer
2. Attendance
A. Reviewing/Presenting lesson Recap of previous lesson on the theory of George Herbert Mead
B. Establishing purpose for the lesson Targets:
1. Share personal experiences with group mates.
2. Identify various demands, challenges, and expectations
during middle and late adolescence
3. Assess self vis-à-vis the expectations from middle to late
adolescents.
4. Write self-affirmations that would allow them to become
more lovable and capable adolescents
C. Presenting examples/Instances of the new lesson Act. 1. I’ll share your burden  This topic allows for a REFLECTIVE
 Group students into seven. APPROACH to teaching Personality
 Provide students with color-coded metacards. Development. In particular, this part
 Ask each group to use the metacards to list down the of the lesson gives allowance for
challenges on the following areas in relation to their reflection-on-action as students are
being teenagers: asked to think about challenges they
a. Physiology might have faced before, or are
b. Family already experiencing.
c. Sexuality and Relationship
d. Peers and Friends
e. Schooling and Career Planning
 f. Economics
g. Religion and Personal Beliefs
 Each group should then rank their answers in
descending order, that is, from the most difficult to the
easiest to deal with.
 Have each group post their works in respective areas in
the classroom.
D. Discussing new concepts and practicing new skills Processing Activity 1:
#1 Have students answer the following questions individually
right after the report of each group:
a. How do you feel about these expectations?
b. Which of these challenges or expectations have you met?
c. Which among them have you not or cannot meet yet?
E. Discussing new concepts and practicing new skills Distribute the following lecture/guide questions to students as  The Harkness Circle as a technique
#2 handout. Let students discuss the points raised in a Harkness for facilitating discussion allows for
Circle. both constructivist and cooperative
learning. It teaches students the
Point 1: Expectations from significant others create emotional value of listening and responding
tensions. Cite a particular experience regarding this matter. well during group discussions.

Point 2: How would you respond to Lourd de Veyra’s pressing

question, “Mas lumalandi na nga ba ang kabataan ngayon?”
What are the social expectations for your group age in terms of
love, relationships, and sexuality?

Point 3: Is peer pressure real for you? How much do your

friends affect your beliefs and attitudes? Is the company you’re
keeping now good for you? Are you good for them?

Point 4: Are you growing intellectually? Kamusta diskarte sa

buhay? How do you solve your problems both in school and in
life? Kamusta grades? Why are you still in school?

Point 5: Are your life plans clear to you by now? Do you know
by now what you want to be or are you still undecided? What
are you good at? How do you see yourself attaining stability as a
 full-pledged adult?

Point 6: How are your emotions? How do they affect you in

your quotidian existence? Are you able to manage them well as
a teenager should? How do you manage your feelings?
F. Developing mastery  Have a couple of students summarize the Harkness
discussion.
G. Finding practical applications of concepts and skills  Ask students to make a collage that reflects their
in daily living opinion on the following issues hounding the Filipino
youth:
a. Sexuality in the Philippines
b. Schooling and Academic Concerns
c. The positive and negative sides of “pakikisama”
d. Filipino health habits
e. Social media presence and its effects on self-
esteem
f. Family and Family Structures
g. Leadership and participation vs. anti-
intellectualism
h. The realities of poverty
i. Careers: Here or Abroad?
H. Making generalizations and abstractions about the  Elicit generalizations from the class in terms of:
lesson a. Categories of expectations
b. Example of specific challenges per category
c. Issues surrounding the Filipino youth

I. Evaluating Learning Reflection: Upon discussing these challenges and expectations,

how will you motivate yourself to become a more lovable and
capable adolescent? Consider the description in Luke 2:52:
And Jesus grew in wisdom and stature, and in favor with God
and man.
J. Additional Activities for application or remediation
4. REMARKS
5. (Continuation or transfer of teaching to the next
 because of various reasons like re-teaching, lack of
time, or class suspension.)
6. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
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 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:

MELVIN L. VIANA
Teacher III

Noted by:

CRIZA JEAN L. SULIT

Master Teacher I