Grade 12 School: SULOP NATIONAL HIGH SCHOOL Grade Level:

DAILY LESSON LOG Teacher: MAREN M. PENDON, MAN Learning Area:

Teaching Dates and Time: SEPT 2-6, 2019 Quarter:

SESSION 1 SESSION 2 SESSION 3

I. OBJECTIVES

A. Content Standard Coping with Stress in Middle and Late Adolescence

B. Performance Standard identify personal ways of coping for healthful living
C. Learning Competency/Objectives 5.1 discuss that understanding stress and its 5.2 identify sources of one’s stress and 5.2 identify sources of one’s stress and 5.3 demonstr
sources during adolescence may help in illustrate the effect of stress on one’s system illustrate the effect of stress on one’s with stress fo
identifying ways to cope and have a healthful EsP-PD11/12CS-If-5.2 system EsP-PD11/12CS-If-5.2 EsP-PD11/12
life
EsP-PD11/12CS-If-5.1

II. CONTENT
Coping with Stress in Middle and Late Coping with Stress in Middle and Late Coping with Stress in Middle and Late Coping wi
Adolescence Adolescence Adolescence

III. LEARNING RESOURCES

Department of Education-Bureau of Learning Department of Education-Bureau of Learning Department of Education-Bureau of Department
Resources (DepEd-BLR) Resources (DepEd-BLR) Learning Resources (DepEd-BLR) Learning Reso
A. References
1. Teacher's Guide Pages pp. 29-30 pp. 30-33 pp. 30-33 pp. 33-34
2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials from Learning ResourceProjector and print out figures Projector and print out of figures Projector and print out figures Projector and
B. Other Learning Resource
IV. previous
A. Reviewing PROCEDURES
lesson or RECAPITULATION OF PREVIOUS LESSON: list RECAPITULATION OF PREVIOUS LESSON: RECAPITULATION OF PREVIOUS LESSON: RECAPITULAT
presenting the new lesson (Review) ways to become a responsible adolescent understanding stress and its sources what are others sources of stress how stress aff
prepared for adult life
B. Establishing a purpose for the lesson ACTIVITY1: stess bingo on the reference book ACTIVITY1: WHAT CAUSES YOU TO "LOSE ACTIVITY1: my stress signals on reference ACTIVITY1: St
(Purpose) page 29 YOUR COOL"? book

C. Presenting examples/instances of the ANALYSIS: Ask the students five process ANALYSIS: Ask the students five process ANALYSIS: Ask the students regarding what ANALYSIS: As
new lesson (Presenting Examples) questions on what they have observed with questions on what they observed on the stress signals do you have that your partner on how to ha
the activity. activity does not have? How much stress do you
think your are currently under?

D. Discussing new concepts and TOPIC1: STRESS MANAGEMENT TOPIC1: stress signals TOPIC 1: stress response Ways or man
practicing new skills #1

E. Discussing new concepts and TOPIC2: CAUSES OF STRESS TOPIC2: stress response TOPIC2: write down your response to learn to work
practicing new skills #2 stress. conditions

F. Developing Mastery (leads to ASSESSMENT1: SHORT QUIZ ASSESSMENT1: SHORT QUIZ ASSESSMENT1: SHORT QUIZ ASSESSMENT
Formative Assessment)

G. Finding practical applications of ASSESSMENT2: SHORT QUIZ 2 ASSESSMENT2: SHORT QUIZ ASSESSMENT2: SHORT QUIZ ASSESSMENT
concepts and skills in daily living
H. Making generalizations and A practical way of defining stress is the feeling Prolonged stress can be devastating, burnout, Understanding why you are understress is Develop tech
abstractions about the lesson one gets from prolonged, pent-up emotions. breakdown and deprssion are some of the very important. This may seem obvious, but of stress. The
If the emotions you experience are pleasant potential reults of long -term, unmanaged requires deliberate, conscious effort to stress factors
and desirable-joy, elation, ecstacy, delight-you stress. pause and simply ponder your situation. up.
usually feel free to let them show. They are
not suppressed.

I. Evaluating Learning JOURNAL WRITING JOURNAL WRITING JOURNAL WRITING JOURNAL WR

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 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?

Approved: Checked: Prepared:

MERCY FE M. MOPAL, ED.D. JOANN F. QUILATON, MAST-BIO MAR

ASSISTANT SCHOOL PRINCIPAL-II MT II/SUBJECT HEAD S
 12
PERSONAL DEVELOPMENT
1ST

SESSION 4

Coping with Stress in Middle and Late Adolescence

dentify personal ways of coping for healthful living
5.3 demonstrate personal ways of coping
with stress for healthful living
EsP-PD11/12CS-Ig-5.3

Coping with Stress in Middle and Late

Adolescence

Department of Education-Bureau of
Learning Resources (DepEd-BLR)
pp. 33-34

Projector and print out figures

RECAPITULATION OF PREVIOUS LESSON:

how stress affect you
ACTIVITY1: Stress survival kit

ANALYSIS: Ask the students about the ways

on how to handle stress

Ways or manage how to handle stress

learn to work under pressure or unsual

conditions

ASSESSMENT1: SHOIRT QUIZ

ASSESSMENT2: SHORT QUIZ

Develop techniques to deal with the causes
of stress. The longer you avoid dealing with
stress factors, the more the stress will build
up.

JOURNAL WRITING
Prepared:

MAREN M. PENDON, MAN

SUBJECT TEACHER
 Grade 12 School: SULOP NATIONAL HIGH SCHOOL Grade Level: 12
DAILY LESSON LOG Teacher: MAREN M. PENDON, MAN Learning Area: PERSONAL DEVELOPMENT
Teaching Dates and Time: AUGUST 26-30, 2019 Quarter: 1ST

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES

A. Content Standard the developmental changes in middle and late adolescence, and expectations of and from adolescents
B. Performance Standard clarify and manage the demands of the teen years (middle and late adolescence)
C. Learning Competency/Objectives 4.1 discuss that facing the challenges during 4.1 discuss that facing the challenges during 3.2 evaluate one’s development in 3.3 list ways to become a responsible
adolescence may able to clarify and manage adolescence may able to clarify and manage comparison with persons of the same age adolescent prepared for adult life
the demands of teen years the demands of teen years group EsP-PD11/12DS-Id-3.3
EsP-PD11/12CA-Id-4.1 EsP-PD11/12CA-Id-4.1 EsP-PD11/12DS-Id-3.2

II. CONTENT
3. T he Challenges of Middle and Late 3. T he Challenges of Middle and Late 3. T he Challenges of Middle and Late 3. T he Challenges of Middle and Late
Adolescence Adolescence Adolescence Adolescence

III. LEARNING RESOURCES

Department of Education-Bureau of Learning Department of Education-Bureau of Learning Department of Education-Bureau of Department of Education-Bureau of
Resources (DepEd-BLR) Resources (DepEd-BLR) Learning Resources (DepEd-BLR) Learning Resources (DepEd-BLR)
A. References
1. Teacher's Guide Pages pp. 25-26 pp. 22-26 pp. 27 pp. 28
2. Learner's Materials Pages
3. Textbook Pages
Projector and print out figures
4. Additional Materials from Learning Resource Projector and print out of figures Projector and print out figures Projector and print out figures
B. Other Learning Resource
IV. previous
A. Reviewing PROCEDURES
lesson or RECAPITULATION OF PREVIOUS LESSON: RECAPITULATION OF PREVIOUS LESSON: THE RECAPITULATION OF PREVIOUS LESSON: RECAPITULATION OF PREVIOUS LESSON:
presenting the new lesson (Review) MODULE 3 EVALUATING ONE'S OWN CHALLENGES OF MIDDLES ADOLESCENCE Social behavior changes among EVALUATING ONE'S OWN DEVELOPMENT
DEVELOPMENT adolescents.
B. Establishing a purpose for the lesson ACTIVITY1: : ROLE PLAY SITUATIONS ON ACTIVITY1: continuation on social behavior ACTIVITY1: Skills and Tasks Appropriate for ACTIVITY1: Slogan or Personal Declaration
(Purpose) CHALLENGES OF MIDDLE ADOLESCENCE changes of middle adolescence Middle and Late Adolescents on Being Happy

C. Presenting examples/instances of the ANALYSIS: Ask the students five process ANALYSIS: Ask the students regarding the ANALYSIS: Ask the students regarding the ANALYSIS: Ask the students about the ways
new lesson (Presenting Examples) questions on what they have observed with New Millennium Adolescents skills and tasks appropriate for middle and on how to be happy.
the activity. late adolescents

D. Discussing new concepts and TOPIC1:THE PASSAGE TO ADULTHOOD: TOPIC1: SELFIE PHENOMENOM TOPIC1: EVALUATING ONE'S OWN PORTFOLIO OUTPUT: let them read a
practicing new skills #1 CHALLENGES OF LATE ADOLESCENCE (4) DEVELOPMENT passage then identify a sentence or
paragraph that strikes them.

E. Discussing new concepts and TOPIC2: SOCIAL BEHAVIOR CHANGES DURING TOPIC2: GADGET WORLD TOPIC2: enumerate the developmental PORTFOLIO OUTPUT: BEING HAPPY
practicing new skills #2 ADOLESCENCE tasks .

F. Developing Mastery (leads to ASSESSMENT1: SHORT QUIZ ASSESSMENT1: SHORT QUIZ ASSESSMENT1: SHORT QUIZ ASSESSMENT1: SHOIRT QUIZ
Formative Assessment)

G. Finding practical applications of ASSESSMENT2: SHORT QUIZ 2 ASSESSMENT2: SHORT QUIZ ASSESSMENT2: SHORT QUIZ ASSESSMENT2: SHORT QUIZ
concepts and skills in daily living
H. Making generalizations and There are major developmental challenges The social lives of the “Millennials” are driven Filipino authors Corpuz et al. (2010) in their Being happy is finding strength in
abstractions about the lesson likely to affect overall well-being during by technology and their social interactions book, Child And Adolescent Development, forgiveness, hope in one’s battles, security
adolescence and emerging adulthood and are dictated by the use of social networks, identified developmental tasks a filipno at the stage of fear, love in disagreements.
there are also personal and social assets mobile phones, and other gadgets. adolescent needs to learn. Being happy is not only to treasure the
needed to facilitate a successful passage smile, but that you also reflect on the
through adolescence and into adulthood sadness. It is not just commemorating the
event, but also learning lessons in failures. It
is not just having joy with the applause, but
also having joy in anonymity.

I. Evaluating Learning JOURNAL WRITING JOURNAL WRITING JOURNAL WRITING JOURNAL WRITING

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 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?

Approved: Checked: Prepared:

MERCY FE M. MOPAL, ED.D. JOANN F. QUILATON, MAST-BIO MAREN M. PENDON, MAN

ASSISTANT SCHOOL PRINCIPAL-II MT II/SUBJECT HEAD SUBJECT TEACHER
 Grade 12 School: SULOP NATIONAL HIGH SCHOOL Grade Level: 12
DAILY LESSON LOG Teacher: EDWIN F. TEMPLA III, RN, LPT, USRN Learning Area: PERSONAL DEVELOPMENT
Teaching Dates and Time: JULY 29-AUGUST 02, 2019 Quarter: 1ST

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES

A. Content Standard The learners demonstrate understanding of himself/herself during middle and late adolescence
B. Performance Standard The learners will be able to conduct self-exploration and simple disclosure
C. Learning Competency/Objectives 3.1 classifiy various developmental tasks 3.1 classifiy various developmental tasks 3.2 evaluate one’s development in 3.3 list ways to become a responsible
according to developmental stage according to developmental stage comparison with persons of the same age adolescent prepared for adult life
EsP-PD11/12DS-Ic-3.1 EsP-PD11/12DS-Ic-3.1 group EsP-PD11/12DS-Id-3.3
EsP-PD11/12DS-Id-3.2

II. CONTENT
3. Developmental Stages in Middle and Late 3. Developmental Stages in Middle and Late 3. Developmental Stages in Middle and 3. Developmental Stages in Middle and
Adolescence Adolescence Late Adolescence Late Adolescence

III. LEARNING RESOURCES

Department of Education-Bureau of Learning Department of Education-Bureau of Learning Department of Education-Bureau of Department of Education-Bureau of
Resources (DepEd-BLR) Resources (DepEd-BLR) Learning Resources (DepEd-BLR) Learning Resources (DepEd-BLR)
A. References
1. Teacher's Guide Pages pp. 19-20 pp. 21-22 pp. 23 pp. 24
2. Learner's Materials Pages
3. Textbook Pages
Projector and print out figures
4. Additional Materials from Learning Resource Projector and print out of figures Projector and print out figures Projector and print out figures
B. Other Learning Resource
IV. previous
A. Reviewing PROCEDURES
lesson or RECAPITULATION OF PREVIOUS LESSON: RECAPITULATION OF PREVIOUS LESSON: RECAPITULATION OF PREVIOUS LESSON: RECAPITULATION OF PREVIOUS LESSON:
presenting the new lesson (Review) MODULE 2 DEVELOPING THE WHOLE PERSON DEVELOPMENTAL STAGES ERIKSON'S DEVELOPMENTAL STAGES EVALUATING ONE'S OWN DEVELOPMENT
IN YOU
B. Establishing a purpose for the lesson ACTIVITY1: "LINE UP" Ask ACTIVITY1: continuation on developmental ACTIVITY1: continuation on developmental ACTIVITY1: continuation on developmental
(Purpose) the students to form 1 line following a correct stages concept. stages concept. stages concept.
alphabetical order of their first name. Ask
again the students to form 1line following the
order according to their birth months. Ask
again the students to form 1 line following
the order according to their height.

C. Presenting examples/instances of the ANALYSIS: Ask the students five process ANALYSIS: Ask the students regarding ANALYSIS: Ask the students regarding ANALYSIS: Ask the students regarding
new lesson (Presenting Examples) questions on what they have observed with concepts on developmental stages. concepts on developmental stages. concepts on developmental stages.
the activity.

D. Discussing new concepts and TOPIC1: DEVELOPMENTAL STAGES TOPIC1: ERIKSON'S DEVELOPMENTAL STAGES TOPIC1: EVALUATING ONE'S OWN PORTFOLIO OUTPUT: HOW MINDFUL I AM
practicing new skills #1 DEVELOPMENT

E. Discussing new concepts and TOPIC2: HAVIGHURST`S DEVELOPMENTAL TOPIC2: LIVING MINDFULLY TOPIC2: DEVELOPMENTAL TASK SUMMARY PORTFOLIO OUTPUT: MY PERSONAL
practicing new skills #2 TASKS DURING THE LIFE SPAN TABLE TIMELINE

F. Developing Mastery (leads to ASSESSMENT1: SHORT QUIZ ASSESSMENT1: SHORT QUIZ ASSESSMENT1: SHORT QUIZ ASSESSMENT1: SHOIRT QUIZ
Formative Assessment)

G. Finding practical applications of ASSESSMENT2: SHORT QUIZ 2 ASSESSMENT2: SHORT QUIZ ASSESSMENT2: SHORT QUIZ ASSESSMENT2: SHORT QUIZ
concepts and skills in daily living
H. Making generalizations and The human being is either in a state of The study of human development is essential Robert J. Havighurst elaborated the Living mindfully is like being an artist: you
abstractions about the lesson growth or decline, but either condition to understanding how humans Developmental Tasks Theory in the most need the right tools to practice your craft,
imparts change. Some aspects of our life learn, mature and adapt. Throughout their systematic and extensive manner. His main and you need to constantly refine your
change very little over time, are consistent. lives, humans go through various stages of assertion is that development is continuous technique to achieve your creative
Other aspects change dramatically. By development. throughout the entire lifespan, occurring in potential. In the same way, using the
understanding these changes, we can better stages, where the individual moves from present moment tools below will help you
respond and plan ahead effectively. one stage to the next by means of to hone a consistent mindfulness practice
successful resolution of problems or that will in time lead to a more aware,
performance of developmental tasks. compassionate
and fulfilling way of life.

I. Evaluating Learning JOURNAL WRITING JOURNAL WRITING JOURNAL WRITING JOURNAL WRITING

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 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?

Approved: Checked: Prepared:

MERCY FE M. MOPAL, ED.D. PINKY J. CAGAANAN, MAED-MT EDWIN F. TEMPLA III, RN, LPT, USRN
ASSISTANT SCHOOL PRINCIPAL-II MT II/SUBJECT HEAD SST-I
 Grade 12 School: SULOP NATIONAL HIGH SCHOOL Grade Level: 12
DAILY LESSON LOG Teacher: EDWIN F. TEMPLA III, RN, LPT, USRN Learning Area: PERSONAL DEVELOPMENT
Teaching Dates and Time: JULY 22-26, 2019 Quarter: 1ST

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES

A. Content Standard The learners demonstrate understanding of himself/herself during middle and late adolescence
B. Performance Standard The learners will be able to conduct self-exploration and simple disclosure
C. Learning Competency/Objectives 3.1 classifiy various developmental tasks 3.1 classifiy various developmental tasks 3.2 evaluate one’s development in 3.3 list ways to become a responsible
according to developmental stage according to developmental stage comparison with persons of the same age adolescent prepared for adult life
EsP-PD11/12DS-Ic-3.1 EsP-PD11/12DS-Ic-3.1 group EsP-PD11/12DS-Id-3.3
EsP-PD11/12DS-Id-3.2

II. CONTENT
3. Developmental Stages in Middle and Late 3. Developmental Stages in Middle and Late 3. Developmental Stages in Middle and 3. Developmental Stages in Middle and
Adolescence Adolescence Late Adolescence Late Adolescence

III. LEARNING RESOURCES

Department of Education-Bureau of Learning Department of Education-Bureau of Learning Department of Education-Bureau of Department of Education-Bureau of
Resources (DepEd-BLR) Resources (DepEd-BLR) Learning Resources (DepEd-BLR) Learning Resources (DepEd-BLR)
A. References
1. Teacher's Guide Pages pp. 19-20 pp. 21-22 pp. 23 pp. 24
2. Learner's Materials Pages
3. Textbook Pages
Projector and print out figures
4. Additional Materials from Learning Resource Projector and print out of figures Projector and print out figures Projector and print out figures
B. Other Learning Resource
IV. previous
A. Reviewing PROCEDURES
lesson or RECAPITULATION OF PREVIOUS LESSON: RECAPITULATION OF PREVIOUS LESSON: RECAPITULATION OF PREVIOUS LESSON: RECAPITULATION OF PREVIOUS LESSON:
presenting the new lesson (Review) MODULE 2 DEVELOPING THE WHOLE PERSON DEVELOPMENTAL STAGES ERIKSON'S DEVELOPMENTAL STAGES EVALUATING ONE'S OWN DEVELOPMENT
IN YOU
B. Establishing a purpose for the lesson ACTIVITY1: "LINE UP" Ask ACTIVITY1: continuation on developmental ACTIVITY1: continuation on developmental ACTIVITY1: continuation on developmental
(Purpose) the students to form 1 line following a correct stages concept. stages concept. stages concept.
alphabetical order of their first name. Ask
again the students to form 1line following the
order according to their birth months. Ask
again the students to form 1 line following
the order according to their height.

C. Presenting examples/instances of the ANALYSIS: Ask the students five process ANALYSIS: Ask the students regarding ANALYSIS: Ask the students regarding ANALYSIS: Ask the students regarding
new lesson (Presenting Examples) questions on what they have observed with concepts on developmental stages. concepts on developmental stages. concepts on developmental stages.
the activity.

D. Discussing new concepts and TOPIC1: DEVELOPMENTAL STAGES TOPIC1: ERIKSON'S DEVELOPMENTAL STAGES TOPIC1: EVALUATING ONE'S OWN PORTFOLIO OUTPUT: HOW MINDFUL I AM
practicing new skills #1 DEVELOPMENT

E. Discussing new concepts and TOPIC2: HAVIGHURST`S DEVELOPMENTAL TOPIC2: LIVING MINDFULLY TOPIC2: DEVELOPMENTAL TASK SUMMARY PORTFOLIO OUTPUT: MY PERSONAL
practicing new skills #2 TASKS DURING THE LIFE SPAN TABLE TIMELINE

F. Developing Mastery (leads to ASSESSMENT1: SHORT QUIZ ASSESSMENT1: SHORT QUIZ ASSESSMENT1: SHORT QUIZ ASSESSMENT1: SHOIRT QUIZ
Formative Assessment)

G. Finding practical applications of ASSESSMENT2: SHORT QUIZ 2 ASSESSMENT2: SHORT QUIZ ASSESSMENT2: SHORT QUIZ ASSESSMENT2: SHORT QUIZ
concepts and skills in daily living
H. Making generalizations and The human being is either in a state of The study of human development is essential Robert J. Havighurst elaborated the Living mindfully is like being an artist: you
abstractions about the lesson growth or decline, but either condition to understanding how humans Developmental Tasks Theory in the most need the right tools to practice your craft,
imparts change. Some aspects of our life learn, mature and adapt. Throughout their systematic and extensive manner. His main and you need to constantly refine your
change very little over time, are consistent. lives, humans go through various stages of assertion is that development is continuous technique to achieve your creative
Other aspects change dramatically. By development. throughout the entire lifespan, occurring in potential. In the same way, using the
understanding these changes, we can better stages, where the individual moves from present moment tools below will help you
respond and plan ahead effectively. one stage to the next by means of to hone a consistent mindfulness practice
successful resolution of problems or that will in time lead to a more aware,
performance of developmental tasks. compassionate
and fulfilling way of life.

I. Evaluating Learning JOURNAL WRITING JOURNAL WRITING JOURNAL WRITING JOURNAL WRITING

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 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?

Approved: Checked: Prepared:

MERCY FE M. MOPAL, ED.D. PINKY J. CAGAANAN, MAED-MT EDWIN F. TEMPLA III, RN, LPT, USRN
ASSISTANT SCHOOL PRINCIPAL-II MT II/SUBJECT HEAD SST-I
 Grade 12 School: SULOP NATIONAL HIGH SCHOOL Grade Level: 12
DAILY LESSON LOG Teacher: EDWIN F. TEMPLA III, RN, LPT, USRN Learning Area: PERSONAL DEVELOPMENT
Teaching Dates and Time: JUNE 24-28, 2019 Quarter: 1ST

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES

A. Content Standard The learners demonstrate understanding of himself/herself during middle and late adolescence
B. Performance Standard The learners will be able to conduct self-exploration and simple disclosure
C. Learning Competency/Objectives 3.1 classifiy various developmental tasks 3.1 classifiy various developmental tasks 3.2 evaluate one’s development in 3.3 list ways to become a responsible
according to developmental stage according to developmental stage comparison with persons of the same age adolescent prepared for adult life
EsP-PD11/12DS-Ic-3.1 EsP-PD11/12DS-Ic-3.1 group EsP-PD11/12DS-Id-3.3
EsP-PD11/12DS-Id-3.2

II. CONTENT
3. Developmental Stages in Middle and Late 3. Developmental Stages in Middle and Late 3. Developmental Stages in Middle and 3. Developmental Stages in Middle and
Adolescence Adolescence Late Adolescence Late Adolescence

III. LEARNING RESOURCES

Department of Education-Bureau of Learning Department of Education-Bureau of Learning Department of Education-Bureau of Department of Education-Bureau of
Resources (DepEd-BLR) Resources (DepEd-BLR) Learning Resources (DepEd-BLR) Learning Resources (DepEd-BLR)
A. References
1. Teacher's Guide Pages pp. 19-20 pp. 21-22 pp. 23 pp. 24
2. Learner's Materials Pages
3. Textbook Pages
Projector and print out figures
4. Additional Materials from Learning Resource Projector and print out of figures Projector and print out figures Projector and print out figures
B. Other Learning Resource
IV. previous
A. Reviewing PROCEDURES
lesson or RECAPITULATION OF PREVIOUS LESSON: RECAPITULATION OF PREVIOUS LESSON: RECAPITULATION OF PREVIOUS LESSON: RECAPITULATION OF PREVIOUS LESSON:
presenting the new lesson (Review) MODULE 2 DEVELOPING THE WHOLE PERSON DEVELOPMENTAL STAGES ERIKSON'S DEVELOPMENTAL STAGES EVALUATING ONE'S OWN DEVELOPMENT
IN YOU
B. Establishing a purpose for the lesson ACTIVITY1: "LINE UP" Ask ACTIVITY1: continuation on developmental ACTIVITY1: continuation on developmental ACTIVITY1: continuation on developmental
(Purpose) the students to form 1 line following a correct stages concept. stages concept. stages concept.
alphabetical order of their first name. Ask
again the students to form 1line following the
order according to their birth months. Ask
again the students to form 1 line following
the order according to their height.

C. Presenting examples/instances of the ANALYSIS: Ask the students five process ANALYSIS: Ask the students regarding ANALYSIS: Ask the students regarding ANALYSIS: Ask the students regarding
new lesson (Presenting Examples) questions on what they have observed with concepts on developmental stages. concepts on developmental stages. concepts on developmental stages.
the activity.

D. Discussing new concepts and TOPIC1: DEVELOPMENTAL STAGES TOPIC1: ERIKSON'S DEVELOPMENTAL STAGES TOPIC1: EVALUATING ONE'S OWN PORTFOLIO OUTPUT: HOW MINDFUL I AM
practicing new skills #1 DEVELOPMENT

E. Discussing new concepts and TOPIC2: HAVIGHURST`S DEVELOPMENTAL TOPIC2: LIVING MINDFULLY TOPIC2: DEVELOPMENTAL TASK SUMMARY PORTFOLIO OUTPUT: MY PERSONAL
practicing new skills #2 TASKS DURING THE LIFE SPAN TABLE TIMELINE

F. Developing Mastery (leads to ASSESSMENT1: SHORT QUIZ ASSESSMENT1: SHORT QUIZ ASSESSMENT1: SHORT QUIZ ASSESSMENT1: SHOIRT QUIZ
Formative Assessment)

G. Finding practical applications of ASSESSMENT2: SHORT QUIZ 2 ASSESSMENT2: SHORT QUIZ ASSESSMENT2: SHORT QUIZ ASSESSMENT2: SHORT QUIZ
concepts and skills in daily living
H. Making generalizations and The human being is either in a state of The study of human development is essential Robert J. Havighurst elaborated the Living mindfully is like being an artist: you
abstractions about the lesson growth or decline, but either condition to understanding how humans Developmental Tasks Theory in the most need the right tools to practice your craft,
imparts change. Some aspects of our life learn, mature and adapt. Throughout their systematic and extensive manner. His main and you need to constantly refine your
change very little over time, are consistent. lives, humans go through various stages of assertion is that development is continuous technique to achieve your creative
Other aspects change dramatically. By development. throughout the entire lifespan, occurring in potential. In the same way, using the
understanding these changes, we can better stages, where the individual moves from present moment tools below will help you
respond and plan ahead effectively. one stage to the next by means of to hone a consistent mindfulness practice
successful resolution of problems or that will in time lead to a more aware,
performance of developmental tasks. compassionate
and fulfilling way of life.

I. Evaluating Learning JOURNAL WRITING JOURNAL WRITING JOURNAL WRITING JOURNAL WRITING

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 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?

Approved: Checked: Prepared:

MERCY FE M. MOPAL, ED.D. PINKY J. CAGAANAN, MAED-MT EDWIN F. TEMPLA III, RN, LPT, USRN
ASSISTANT SCHOOL PRINCIPAL-II MT II/SUBJECT HEAD SST-I
 Grade 12 School: SULOP NATIONAL HIGH SCHOOL Grade Level: 12
DAILY LESSON LOG Teacher: EDWIN F. TEMPLA III, RN, LPT, USRN Learning Area: PERSONAL DEVELOPMENT
Teaching Dates and Time: JUNE 17-21, 2019 Quarter: 1ST

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES

A. Content Standard The learners demonstrate understanding of himself/herself during middle and late adolescence
B. Performance Standard The learners will be able to conduct self-exploration and simple disclosure
C. Learning Competency/Objectives 1.3 Maintain a journal (EsP-PD11/12KO-Ib-1.3 2.1 discuss the relationship among 2.2 evaluate his/her own thoughts, 2.2 evaluate his/her own thoughts,
) physiological, cognitive, psychological, feelings, and behaviors (EsP- feelings, and behaviors (EsP-
spiritual, and social development to PD11/12DWP-Ib2.2 ) PD11/12DWP-Ib2.2 )
understand his/her thoughts, feelings, and
behaviors (EsP-PD11/12DWP-Ib2.1 )
II. CONTENT Knowing Oneself Understanding oneself Developing the whole person Developing the whole person Developing the whole person
during middle and late adolescence

III. LEARNING RESOURCES

Department of Education-Bureau of Learning Department of Education-Bureau of Learning Department of Education-Bureau of Department of Education-Bureau of
Resources (DepEd-BLR) Resources (DepEd-BLR) Learning Resources (DepEd-BLR) Learning Resources (DepEd-BLR)
A. References
1. Teacher's Guide Pages pp. 8-9 pp. 10-11 pp. 12-15 pp. 12-15
2. Learner's Materials Pages pp. 6-7 pp. 8-9 pp. 10-13 pp. 10-13
3. Textbook Pages
Projector and print out figures
4. Additional Materials from Learning Resource Projector and print out of figures Projector and print out figures Projector and print out figures
B. Other Learning Resource
IV. previous
A. Reviewing PROCEDURES
lesson or Present the following terms to the class: Big Question: What is the relationship of the Review of previous lesson Review of previous lesson
presenting the new lesson (Review) different aspects of development with your
thoughts, feelings and actions in dealing with
life situations?

* pro-active, cost-efficient, preventive,

creative, productive, personal.

* Define the words.

B. Establishing a purpose for the lesson * Ask the students to read the story and the Asses aspect of development * Students will identify the characteristics, Students will identify the characteristics,
(Purpose) reading found in their Reader "You need to Ask students to draw a circle on a blank sheet right decisions and perspectives that the right decisions and perspectives that the
take charge of your future" by Bo. Sanchez. of paper and divide the circle into 8 segments. characters in the story exemplify characters in the story exemplify
* Write a journal by *
answering the guide questions. In each segment they will write some
descriptions of the different aspects of
themselves as follows: physical self,
intellectual self, emotional self, sensual self,
interactional self, nutritional self, contextual
self, spiritual self or life force.

C. Presenting examples/instances of the Reading activity: THE POWER OF JOURNAL * Students will write descriptors on each Read with the students the three success Read with the students the three success
new lesson (Presenting Examples) WRITING: UNFOLDING YOUR PERSONAL segment. stories provided. stories provided.
JOURNEY

a) Physical self -
describe yourself
b) Intellectual self - how well you
reason and solve problems
c) Emotional self - What are the typical
feelings that you have, seldom have, enjoy
and avoid.

d) Sensual self - what sense do you use

most?

D. Discussing new concepts and Lecturette: The four practical reasons of e) Interactional self - descriptions of your * Ask students the processing questions: * Ask students the processing questions:
practicing new skills #1 maintaining a journal. strengths and weaknesses in intimate
* It is cost efficient and relationships and relationships to friends,
available * It is preventive and family, classmates and strangers in social a) can you a) can you
pro-active * It creative and productive settings. identify with any of the characters identify with any of the characters
* It is personal and private f) mentioned - Manny, Pia, and Dr. Rose mentioned - Manny, Pia, and Dr. Rose
Nutritional self - how do you nourish
yourself? b) What lessons can b) What lessons can
you learn from the character you have you learn from the character you have
chosen? chosen?
g) Contextual self -
descriptors could be in the areas of c) How would you like your life c) How would you like your life
maintenance of your living environment: story to be told? story to be told?
reaction to light, temperature, space,
weather, colors, sound and seasons and your
impact on the environment. h) spiritual self or
life source - write your feelings about yourself
and organized religion, reactions about your
spiritual connection to others.
E. Discussing new concepts and Use the following questions in writing Lecturette: Aspects of self * An individual is Lecturette: A real winner! Lecturette: A real winner!
practicing new skills #2 journal: composed of three basic, but very different
* How do you find this day? What are the aspects of the self. They are the physical or
positive things that happened? What are tangible aspects as they relate to the body,
those things that upset you? the intellectual and conscious aspects as they
relate to the mind, and the emotional and
* As you reflect the ups and down, what intuitive aspects as they relate to the spirit. All
maybe the greatest lesson you can learn from three aspects of the self work together in
them? perfect harmony when attention is paid to all
three simultaneously.
* What do you really want in life? * Who
are the people who made your day extra
special?

F. Developing Mastery (leads to Students will answer the following questions Students will identify the items that needs to Review the success stories of Manny Review the success stories of Manny
Formative Assessment) and share it in class: be improved and will think of ways on how to Pacquiao, Pia Alonzo and Dr. Rose Zeta- Pacquiao, Pia Alonzo and Dr. Rose Zeta-
improve such areas. Capeding. What do you think was the Capeding. What do you think was the
* What have you discovered in recipe for the success of these well- recipe for the success of these well-
yourself? featured individuals? featured individuals?
* What are your core strengths?
*What are the qualities that you want to
hone and improve on?

G. Finding practical applications of Ask the students this question: * Ask students : What is the importance of Student will make personal recipe for Student will make personal recipe for
concepts and skills in daily living How does writing a daily journal help as a balancing the three aspects of self concept achieving personal goals. Identify goal achieving personal goals. Identify goal
student? that is physical self, intellectual self, and (you may refer to the previous activity of (you may refer to the previous activity of
spiritual self? aspects of self inspired by the success aspects of self inspired by the success
stories) and break it down into a recipe. stories) and break it down into a recipe.
H. Making generalizations and “A pen is certainly an excellent instrument to * The mind is important, as it is the part of A REAL WINNER is one who is able to:  A REAL WINNER is one who is able to: 
abstractions about the lesson fix a man’s attention and inflame his the self that directs the other two aspects. win over his/her battles and difficulties in win over his/her battles and difficulties in
ambition.” The mind learns what to do and life and turns them into a learning and life and turns them into a learning and
* communicates the information to the body glorifying experience;  find meaning in glorifying experience;  find meaning in
Writing a journal is cost efficient and and the feelings. What the mind believes, the pleasant and unpleasant events in his life; pleasant and unpleasant events in his life;
available, preventive and pro-active , creative body manifests or acts on, and the emotions  live in peace with difficult people and  live in peace with difficult people and
and productive, personal and private. feel, or respond with. difficult situations;  win the goodwill of difficult situations;  win the goodwill of
others, their respect and admiration;  get others, their respect and admiration;  get
* It helps one to be the * The human emotions are the most what he wants using win-win strategies; what he wants using win-win strategies;
SCRIPTWRITER of his life. feared aspect of the self, as individuals are never at the expense of others;  discover never at the expense of others;  discover
* There reluctant and unprepared to manage them. and use opportunities to his best and use opportunities to his best
are three kinds of people in this world: the Managing feelings is like trying to hold water advantage  develop and use his talents advantage  develop and use his talents
MOVIEGOER, who only watch the movies of in the palm of your hand. For instance, a girl and abilities to the best advantage and in and abilities to the best advantage and in
thier lives, admires some parts and criticizes realizes that she is giving much attention to so doing, make meaningful contribution in so doing, make meaningful contribution in
others ; the ACTOR, who can control a big the physical aspects and less attention on her making this world a better place to live in. making this world a better place to live in.
part of her life, can actually make or break intellectual self. In this way, she can discover
the movie; they are happy bunch only at the how much money and time spent maintaining
beginning; the SCRIPTWRITER, does not only her physique and its consequences on her
watch and acts but she creates the entire grades. By this honest evaluation of herself,
movie from her mind. She determines what she can plan effective actions to improve her
she will say and do and how the movie will study habits.
end.

I. Evaluating Learning The sharing will serve as as the evaluation Let the student share their own assessment Let the student identify the characteristics Let the student identify the characteristics
development that they need to have in order to win life. that they need to have in order to win life.

J. Additional activities for application or Journal writing. Journal writing Journal writing Journal writing
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 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?

Approved: Checked: Prepared:

MERCY FE M. MOPAL, ED.D. PINKY J. CAGAANAN, MAED-MT EDWIN F. TEMPLA III, RN, LPT, USRN
ASSISTANT SCHOOL PRINCIPAL-II MT II/SUBJECT HEAD SST-I
 Grade 12 School: SULOP NATIONAL HIGH SCHOOL Grade Level: 12
DAILY LESSON LOG Teacher: EDWIN F. TEMPLA III, RN, LPT, USRN Learning Area: PERSONAL DEVELOPMENT
Teaching Dates and Time: JUNE 10-14, 2019 Quarter: 1ST

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES

A. Content Standard The learners demonstrate understanding of himself/herself during middle and late adolescence
B. Performance Standard The learners will be able to conduct self-exploration and simple disclosure
C. Learning Competency/Objectives 1.2 Share his/her unique characteristics, 1.3 Maintain a journal (EsP-PD11/12KO-Ib- 2.1 discuss the relationship among 2.2 evaluate his/her own thoughts,
habits, and experiences (EsP-PD11/12KO-Ia- 1.3 ) physiological, cognitive, psychological, feelings, and behaviors (EsP-
1.2 ) spiritual, and social development to PD11/12DWP-Ib2.2 )
understand his/her thoughts, feelings, and
behaviors (EsP-PD11/12DWP-Ib2.1 )
II. CONTENT Knowing Oneself Understanding oneself Knowing Oneself Understanding oneself Developing the whole person Developing the whole person
during middle and late adolescence during middle and late adolescence

III. LEARNING RESOURCES

Department of Education-Bureau of Learning Department of Education-Bureau of Learning Department of Education-Bureau of Department of Education-Bureau of
Resources (DepEd-BLR) Resources (DepEd-BLR) Learning Resources (DepEd-BLR) Learning Resources (DepEd-BLR)
A. References
1. Teacher's Guide Pages pp. 5-7 pp. 8-9 pp. 10-11 pp. 12-15
2. Learner's Materials Pages pp. 3-5 pp. 6-7 pp. 8-9 pp. 10-13
3. Textbook Pages
Projector and print out of figures
4. Additional Materials from Learning Resource Projector and print out figures Projector and print out of figures Projector and print out figures
B. Other Learning Resource
IV. previous
A. Reviewing PROCEDURES
lesson or * Tell students that the best way to develop Present the following terms to the class: Big Question: What is the relationship of Review of previous lesson
presenting the new lesson (Review) oneself is to express their talents and gifts in the different aspects of development with
a way they enjoy. * Give your thoughts, feelings and actions in
them 5-10 minutes to prepare for the Talent dealing with life situations?
or Variety Show
* pro-active, cost-efficient, preventive,
creative, productive, personal.

* Define the words.

B. Establishing a purpose for the lessonHold a Talent or Variety Show where students * Ask the students to read the story and the Asses aspect of development Students will identify the characteristics,
(Purpose) can exhibit their talents and abilities reading found in their Reader "You need to * Ask students to draw a circle on a right decisions and perspectives that the
take charge of your future" by Bo. Sanchez. blank sheet of paper and divide the circle characters in the story exemplify
* Write a journal by into 8 segments.
* Criteria: answering the guide questions. * In each segment they
will write some descriptions of the
different aspects of themselves as follows:
physical self, intellectual self, emotional
** self, sensual self, interactional self,
Originality - 4 pts nutritional self, contextual self, spiritual
** Creativity/Resourcefulness - 4 pts ** self or life force.
Teamwork - 4 pts
** Audience impact - 4 pts
Remind the class they will be given a
minimum of 7 minutes and a maximum of 10
C. Presenting examples/instances of the minutes
Reading:to performEffectivieness
Personal * Reading activity: THE POWER OF JOURNAL * Students will write descriptors on each Read with the students the three success
new lesson (Presenting Examples) Guide questions: a) WRITING: UNFOLDING YOUR PERSONAL segment. stories provided.
What is personal effectiveness? JOURNEY

b) What are some skills that will a)

greatly increase the efficiency of any person Physical self - describe yourself
who owns them? b) Intellectual
c) Identify two skills that you already self - how well you reason and solve
have and two skills that you want to develop. problems c)
Emotional self - What are the typical
feelings that you have, seldom have, enjoy
and avoid.
d) Write three
ways for you to improve your identified skills. d) Sensual self - what sense
do you use most?
D. Discussing new concepts and Lecturette and processing of ideas based on Lecturette: The four practical reasons of e) Interactional self - descriptions of your * Ask students the processing questions:
practicing new skills #1 the guide questions provided. maintaining a journal. strengths and weaknesses in intimate
* It is cost efficient and relationships and relationships to friends,
available * It is preventive and family, classmates and strangers in social a) can you
* Effectiveness, knowledge, skills pro-active * It creative and productive settings. identify with any of the characters
and experience * It is personal and private f) mentioned - Manny, Pia, and Dr. Rose
*determination, self-confidence, Nutritional self - how do you nourish
* persistence, managing stress, * yourself? b) What lessons can
problem-solving skills, creativity, and * you learn from the character you have
generating ideas chosen?
g)
Contextual self - descriptors could be in c) How would you like your life
the areas of maintenance of your living story to be told?
environment: reaction to light,
temperature, space, weather, colors,
sound and seasons and your impact on
the environment. h) spiritual self or life
source - write your feelings about yourself
and organized religion, reactions about
your spiritual connection to others.
E. Discussing new concepts and Activity 1: Search for Outstanding qualities Use the following questions in writing journal: Lecturette: Aspects of self * An individual Lecturette: A real winner!
practicing new skills #2 * is composed of three basic, but very
How do you find this day? What are the different aspects of the self. They are the
positive things that happened? What are physical or tangible aspects as they relate
* Portfolio No. 1: Talent/Variety those things that upset you? to the body, the intellectual and conscious
Show Presentation aspects as they relate to the mind, and
* As you reflect the ups and down, what the emotional and intuitive aspects as
Activity 2: My banner: The maybe the greatest lesson you can learn from they relate to the spirit. All three aspects
treasure within me them? of the self work together in perfect
harmony when attention is paid to all
* What do you really want in life? * Who three simultaneously.
are the people who made your day extra
special?

F. Developing Mastery (leads to * Reading: Build on your strengths and work Students will answer the following questions Students will identify the items that needs Review the success stories of Manny
Formative Assessment) on your weaknesses. and share it in class: to be improved and will think of ways on Pacquiao, Pia Alonzo and Dr. Rose Zeta-
how to improve such areas. Capeding. What do you think was the
* What have you discovered in recipe for the success of these well-
*Answer the guide yourself? featured individuals?
questions in the activity * What are your core strengths?
*What are the qualities that you want to
hone and improve on?

G. Finding practical applications of Portfolio Output No. 2: Journal Reflection Ask the students this question: * Ask students : What is the importance of Student will make personal recipe for
concepts and skills in daily living from My Banner * How does writing a daily journal help as a balancing the three aspects of self achieving personal goals. Identify goal
What do you consider as your weaknesses, student? concept that is physical self, intellectual (you may refer to the previous activity of
abilities and talents? *What are the self, and spiritual self? aspects of self inspired by the success
remedies you will take to improve or stories) and break it down into a recipe.
compensate for your weakness?
* How can you further
enrich your assets and your strengths? *
Where and how do you use it to your best
advantage?
H. Making generalizations and Most failure emanates from weaknesses that “A pen is certainly an excellent instrument to * The mind is important, as it is the part A REAL WINNER is one who is able to: 
abstractions about the lesson are not recognized or probably recognized fix a man’s attention and inflame his of the self that directs the other two win over his/her battles and difficulties in
but not given attention or remedy. This could ambition.” aspects. The mind learns what to do and life and turns them into a learning and
be a weakness in communication, personality * communicates the information to the glorifying experience;  find meaning in
or ability. Instead of giving up or indulging in Writing a journal is cost efficient and body and the feelings. What the mind pleasant and unpleasant events in his life;
self pity, take action. Go for speech lessons, available, preventive and pro-active , creative believes, the body manifests or acts on,  live in peace with difficult people and
get skills upgrading, attend personlity and productive, personal and private. and the emotions feel, or respond with. difficult situations;  win the goodwill of
development sessions or whatever others, their respect and admiration;  get
appropriate remedies to your percieved * It helps one to be the * The what he wants using win-win strategies;
weakness. Instead of focusing on your own SCRIPTWRITER of his life. human emotions are the most feared never at the expense of others;  discover
weaknesses, recognized your talents and * There aspect of the self, as individuals are and use opportunities to his best
abilities, build on them, utilize them to your are three kinds of people in this world: the reluctant and unprepared to manage advantage  develop and use his talents
greatest advantage. This is where you can MOVIEGOER, who only watch the movies of them. Managing feelings is like trying to and abilities to the best advantage and in
build your name and popularity. thier lives, admires some parts and criticizes hold water in the palm of your hand. For so doing, make meaningful contribution in
others ; the ACTOR, who can control a big part instance, a girl realizes that she is giving making this world a better place to live in.
of her life, can actually make or break the much attention to the physical aspects
movie; they are happy bunch only at the and less attention on her intellectual self.
beginning; the SCRIPTWRITER, does not only In this way, she can discover how much
watch and acts but she creates the entire money and time spent maintaining her
movie from her mind. She determines what physique and its consequences on her
she will say and do and how the movie will grades. By this honest evaluation of
end. herself, she can plan effective actions to
improve her study habits.

I. Evaluating Learning The variety show serves as their evaluation. The sharing will serve as as the evaluation Let the student share their own Let the student identify the characteristics
assessment development that they need to have in order to win life.

J. Additional activities for application or Portfolio Output No. 2: Journal Reflection Journal writing. Journal writing Journal writing
remediation from My Banner
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 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?

Approved: Checked: Prepared:

MERCY FE M. MOPAL, ED.D. PINKY J. CAGAANAN, MAED-MT EDWIN F. TEMPLA III, RN, LPT, USRN
ASSISTANT SCHOOL PRINCIPAL-II MT II/SUBJECT HEAD SST-I