12

School CAMP VICENTE LIM IS Grade Level

Learning
Teacher CLAUDINE F. DOCTORA PERSONAL DEVELOPMENT
Area
November 7-9, 2022
7:00-9:00 am-FROEBEL 7:00-9:00-J.MILLS
9: 15: 11: 15-SULIIVAN /12:00-2:00
Time & Dates ESCALANTE
12:00-2:00-W.JAMES 2:00-4:00-THALES
2:00-4:00-AUGUSTINE Quarter QUARTER 2

I.OBJECTIVES

The whole brain theory, or two hemispheres of the brain:

A.Content Standards artistic (right-brain dominant) and linear (left-brain
dominant).

Identify ways to improve learning using both the left and

B.Performance Standards
right brain.

Discuss that understanding the left and right brain may

help in improving one’s learning EsP-PD11/12PM-Ig-6.1

At the end of the lesson, the students can able to:

 Identify the different parts of the left and right
brain
Illustrate the process and functions of left and the right brain
3. Evaluate your thoughts, behavior and feelings.
4. Demonstrate the brain functions for personal development.
5. Propose your own ways on how you can improve your
brain functions for personal
development.
Illustrate the process and functions of left and the right brain
3. Evaluate your thoughts, behavior and feelings.
C.Learning 4. Demonstrate the brain functions for personal development.
Competencies/Objectives 5. Propose your own ways on how you can improve your
brain functions for personal
development.
Illustrate the process and functions of left and the right brain
3. Evaluate your thoughts, behavior and feelings.
4. Demonstrate the brain functions for personal development.
5. Propose your own ways on how you can improve your
brain functions for personal
development.
 Illustrate the process and functions of left and the
right brain
 Evaluate your thoughts, behavior and feelings.
 Demonstrate the brain functions for personal
development.
 Propose your own ways on how you can improve
your brain functions for personal development.

II.CONTENT Brain: Parts, Processes, and Functions
III.LEARNING RESOURCES
A. References
1.Teacher’s Guide pages Personal Development Learners Module pages 113-129
2. Learner’s Materials pages Personal Development Learners Module pages 113-129
3.Textbook pages

4.Additional Materials from Learning https://www.studocu.com/en-us/document/university-of-

Resource (LR) portal southeastern-philippines/personal-development-
pansariling-kaunlaran/module-6-the-power-of-mind/
15637029

B. Other Learning Resources

Laptop, PowerPoint presentation, Learning Activity
Sheets (LAS), MELCS, Persona Development Module

IV.PROCEDURES
Preliminary Activities
 Health and Safety protocol
 Prayer
 Attendance
 Class Rules

ACTIVITY 1: DESCRIBING YOURSELF

Directions: Read and differentiate the following
concepts. Based on the given sets of words below,
encircle the appropriate word that suits your personal
preferences in dealing with your daily life situations.

Which likely describe you more?

Critical Creative
A. Reviewing previous lesson or Logical Random
presenting the new lesson Objective Subjective
Specific General
Sequentially Simultaneously
Analytical Intuitive
Verbal Visual

The teacher will ask the following:

1. Which column describes you more?
2. Did you get more from the right column or the left
column?
3. What have you realized with your answers?

 Let us be protected OURSELVES by ensuring

that we properly wearing our facemask,
especially when we are talking / explaining
answers.

B. Establishing a purpose for the

lesson  Since this task will be carried out in a group,
remember to always wear your face mask, and
sanitize your hands.
ACTIVITY 2: BRAIN TEST
(Answer in separate sheet of paper,copy the questions)
5 points each.

1. A murderer is condemned to death. He must

choose between three rooms after his sentence is
passed. The first is full of raging fire. The second
is full of assassins with their guns loaded. The
third is full of lions that haven’t eaten in six
months. Which room should he choose?
Your answer and explanation:
________________________

(Answer: The third room, because lions who have

not eaten in six months are dead.)

2. At the bottom of a large hill, more than 40 cars

are involved in an accident. Some of the cars are
overturned and others are resting on top of other
cars. The pile-up is so large that a few military
vehicles and a fire truck are also involved in the
crash. What happened to cause this big wreck?
Your answer and explanation:
________________________

(Answer: The cars, trucks, and other vehicles are

toys being played with by a small child)

3. A man who lives in a fifty-story building decides to

jump out of his window. He survives his fall with
no injuries. How did he do this?
Your answer and explanation:
________________________

(Answer: The man jumped out of his first-floor

window, which was only a few feet from the
ground

4. A man decided to open a door. He screamed and

was found dead a few minutes later. No gunshots
were heard in the area and no weapons were
found. What happened?
Your answer and explanation:
________________________

(Answer: The man was on an airplane. He

opened the hatch and fell to his death)

5. The man walked into a bar and asked the

bartender for a glass of water. The bartender
pulls out a gun and points it at the man. The man
says, “Thank you,” and leaves. What really
happened?
 Your answer and explanation:
________________________

(Answer: The man had hiccups. When the

bartender recognized this, he drew the gun in
order to give the man a shock. It worked and the
man’s hiccups were cured. Then the man no
longer needed water)

C. Presenting
examples/instances of the
new lesson

What happens inside your brain when you learn

something new?

●During the first three years of life, the brain

experiences most of its growth and develops most of its
potential for learning. That's the time frame in which
synaptogenesis, or the creation of pathways for brain
cells to communicate, occurs.
●Research shows that the brain is more like a muscle—
it changes and gets stronger when you use it.
●People don’t know that when they practice and learn
new things, parts of their brain change and get larger a
lot like muscles do when they exercise.
 ACTIVITY 3: THE KEY TO GROWING THE BRAIN:
PRACTICE!
1. I am very organized.
2. I remember faces more than names.
3. I think things through before making a decision.
4. If someone’s mad at me I can tell even without
the person saying a word.
5. I work best in a quiet space.
D. Discussing new concepts and 6. I daydream a lot.
practicing new skills #1 7. I hate taking risks.
8. I tend to get emotional.
9. I make a to-do list.
10. I trust my ‘’gut-instinct”.

If you have more “yes” answers from numbers 1-5, you

are probably left- brain dominant, while if you have more
“yes” answers from the 6-10, you are probably right-
brain dominant.

THE DOMINANT SIDE OF THE BRAIN

Researchers believed that brain

dominance determines a person’s
preferences, problem-solving style,
impersonality characteristics, and even
career choices. For example, a right-
brain individual will quickly get a feeling
for a situation, while a left-brain person will
usually ask a lot of questions first. The
following chart reflects additional difference
between left and right-brain
dominance. There is nothing good or
bad about either preference. Both
orientations can be equally successful in
E. Discussing new concepts and accomplishing a single task; however, one
practicing new skills #2 may be more appropriate over other
depending on the situation.

If
a
y
d
m
F. Developing mastery (Leads to ACTIVITY 4: CONNECTING SHAPES 6
formative assessment 3) Directions: Connect the shapes in the right column to b
illustrate the parts of the brain. Use the left column for
your illustration
 Limbic system

Cerebellum

Brainstem

Cerebrum

H. While working with your group, keep the health

and safety protocol in mind. Always provide a
portable alcohol sprayer or sanitizer.

ACTIVITY 4: MIND MAPPING (Group by 5’s)

1. Plan ways on how to improve your brain functions
using mind mapping.
2. Each group member can put ideas down in any order
as soon as it pops into their head.
G. Finding practical applications 3. Present your mind map in front of the class.
of concepts and skills in daily
living Our Plan to improve brain functions for personal
development

Based from our lesson what conclusion have you made

about the lesson?
I. Generalizing and abstractions
What happens inside your brain when you learn
about the lesson
something new?
What can you do to get smarter?

J. Evaluating learning Directions: Complete the paragraph on the right column

using the correct words on the left column.

Cerebrum Brain is one of the most

complex organs in the
Limbic System human body which is part
of the central nervous
Cerebral Cortex system. The 1.)
__________
Cerebellum
 Is the largest part of the
Brainstem brain which regulates
senses, memory,
emotions, intellectual
activities, and body
movement. The 2.)
______ is responsible for
processing information
that is divided into two
hemispheres. The 3.)
_______ composes parts
of cerebral cortex and
hypothalamus which
regulates various types of
emotions. The 4.) _____
regulates balance,
postures, and coordinates
movement. The 5.)
____connects the
cerebrum and cerebellum
to the spinal cord that
carry signals to and from
all parts of the body.
 K. Additional activities for
application or remediation
 Assignment/Agreement
 Reinforcing/
strengthening the day’s
lesson
 Enriching/inspiring the
day’s lesson
 Preparing for the new
lesson

V. REMARKS

VI. 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 this 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: Checked by:

CLAUDINE F. DOCTORA RUBY C. BAUTISTA

Teacher I Master Teacher II

Verified by: Noted by:

GRACE M. SERRATO MILDRED M. DE LEON

Head Teacher VI Principal III