MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11
A. Content Standards
LESSO The learners demonstrate
Teacher an understanding
GUINA CRISTINA D. of himself/herself during middle andPERSONALITY
Learning late adolescence
DEVELOPMENT
N Area
B. Performance The learners shall be able to conduct self-exploration and simple disclosure
Standards LOG Teaching Dates and JULY 04- JULY 8, 2016 Quarter I
Time
C. Learning The learner… The learner… The learner… The learner…
Competencies/Objective 1. Explain that knowing 1. Share his/her unique 1. maintain a journal
s oneself can make a characteristics, habits,
person accept his/her and experiences
strengths and limitations
and dealing with others
better
II. CONTENT Knowing Oneself
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 2-4
Pages
2. Learner’s Material Pages 1-7
Pages
3. Textbook Pages Pages 14-19
4. Additional Materials Personal Development, first edition
from Learning By Ricardo Rubio Santos, 2016
Resources
B. Other Learning http://www.ted.com/talks/ze_frank_are_you_human
Resources http://www.ted.com/talks/hetain_patel_who_am_i_think_again
http://lighthouse8.com/wp-content/uploads/2012/12/myers-briggs-test.jpg
http://study.com/academy/lesson/social-roles-definition-and-types-of-social-roles.html
http://study.com/academy/lesson/ideal-self-vs-real-self-definition-lesson-quiz.html
DAILY
IV. PROCEDURES
School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11
LESSO Teacher GUINA CRISTINA D. Learning PERSONALITY DEVELOPMENT
A. Reviewing previous Recall the learner on what Distribute criteria copies Recall
Area yesterday lesson
N
lesson or presenting the they’ve
Teaching Dates and JULY 11- JULY 14, learned
2016 to the leader of the group Quarter
and activity.
I
new lessonLOG yesterday. to rate the given
Time
performance of group. Ask their reaction about;
MONDAY TUESDAY WEDNESDAY What they feel when the
THURSDAY FRIDAY
I. OBJECTIVES State the mechanics of other group give their
A. Content Standards The learner demonstrates understanding of the various the aspects
talents show.
of holistic negative andand
The skills positive
tasks
development: physiological, cognitive, psychological, spiritual, and social feedback in their
appropriate for middle
development Remind the class to write performance?
and late adolescence, and
their comment or preparatory to early
B. Performance The learner is able to illustrate the connections betweenfeedback
thoughts,in feelings,
their journal
and Make a list of ways to
Standards to every
behaviors in a person’s holistic development performers. become responsible
B. Establishing a Say; The best way to Asks: Did youprepared
adolescents know what
for
purpose for the lesson develop oneself is to is journal?
adult life
express your talents and Have you experience to
gifts in a way you enjoy. write a journal? What did
With this performance you write in your journal?
C. Learning The learner… The learner… The learner… The learner…
Competencies/Objective 1. illustrate the 1. illustrate the 1. evaluate his/her own 1. classifiy various
s connections between connections between thoughts, feelings, and developmental tasks
thoughts, feelings, and thoughts, feelings, and behaviors according to
behaviors in a person’s behaviors in a person’s developmental stage
holistic development holistic development
II. CONTENT Developing the Whole Person Developmental Stages
in Middle and Late
Adolescence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 9-18 Pages 9-18 Pages 9-18 Pages 19-25
Pages
2. Learner’s Material Pages 8-16 Pages 8-16 Pages 8-16 Pages 17-23
Pages
3. Textbook Pages Pages 14-34 Pages 14-34 Pages 14-34 Pages 40-47
4. Additional Materials Personal Development, Personal Development, Personal Development, Personal Development,
from Learning first edition first edition first edition first edition
Resources By Ricardo Rubio Santos, By Ricardo Rubio Santos, By Ricardo Rubio Santos, By Ricardo Rubio Santos,
2016 2016 2016 2016
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Recall last week lesson Recall yesterday lesson Recall yesterday lesson. Motivation: Line up
lesson or presenting the and activity. games
new lesson Form two group.
Every group form their
shoes largest to smallest.

B. Establishing a Ask student for the Enlighten the lesson to be In accordance in

purpose for the lesson definition of the following: tackled: motivation,remind
Dreams/Imagination 1. Explain the recipe for student about things
Process/ Action success have progression or
Inspiration/Motivation 2. Reading certain pattern. Life also
Trial comprehension in the has developmental stage.
Overcome “Story of Two Wolves”
Hard work 3. Deepening the power Cite teacher example
Success triad: Thought, Feelings aside the game.
and Actions
 Asks. Have you heard the
term about recipe for
success?

How does; thoughts,

feelings and action
affects in reading a story.

C. Presenting Ask. Draw a circle on a Intercourse experience to Study and explain the two Teacher tell the activity in
examples/instances of blank sheet of paper and the class, about a sample of recipe for making their Personal
the new lesson divide the circle dreams, trials, support, success. Time line.
into 8 segments. Each overcome,hard work and
segment, write some success.. Orienting student in their
descriptions of the activity.
different aspects of Says. The activity is not
yourself just about placing all your
experiences, both the
Assist student and cite positive or negative but it
possible words to is about seeing their
describe the different transitions and
aspects developments as they go
through life. You need to
Example; physical aspect plan your
“4feet 10 inches by personal timeline
125pounds”. carefully and be mindful
of the events that made
you grow,
that you have learned
important wisdom in life
and where you rise from
the
Challenges. In this way,
you can see you future
progress and full of hope.
D. Discussing new Covered topic discuss in Reinforcing learners in Reinforcing learners in Expound and familiarize
concepts and practicing the 8 different aspect of reading comprehension in reading comprehension in the developmental
new skill #1 development as follows; “Three Success “The Story of the two stages, and concentrate
1. Physical self Stories”. Wolves” on the developmental
2. Intellectual self 1.Manny Pacquiao’s tasks during adolescence
3. Emotional self Unbelievable and early adulthood.
4. Sensual self Success Story Will
 5. Interaction self
6. Nutritional self
7. Contextual self
8. Spiritual self or life
force
E. Discussing new Topic is “Aspect of the
concepts and practicing Self”, discussion covered
new skill #2 as follows;
1. Three basic
different aspect of
the self
1.a Physical or
tangible aspect
1.b intellectual and
concious aspect
1,c emotional and
intuitive aspects
2. Mention important
detailed and
sample in the
different aspect of
the self.
F. Developing Mastery Recitation.
G. Finding practical Present and explain the
applications of concepts activity regarding their
& skills in daily living Portfolio Output No. 3:
“Personal Assessment
of Aspects of
Development with Plan
of Action”
H. Making Asks. What is the purpose
generalizations & of discussing the “Aspect
abstractions about the of the Self”? Why do we
lesson
Inspire You Entertain questions and
2.The Pia Wurtzbach discussions on the issues
Success Story of this developmental
A Love Affair that Got Me stage.
Close to a Great Doctor
Comprehensive reading
about the
“HAVIGHURST`S
DEVELOPMENTAL TASKS
DURING THE LIFE SPAN”
and discussion.
Discussion and explain
each developmental task
summary table.
Sharing thought and
understanding by the
student to the lesson.
Gather thought and Sharing of thoughts, Recitation.
feelings about The feelings and opinions
Success Story base on the story of the
two wolves.
(evil and good side)
Highlight the good Continuation of their Present and explain the
qualities by letting the activity. activity regarding their
students identify the Portfolio Output No. 5:
characteristics, “My Personal Timeline
right decisions and with Reflection”.
perspectives these
individuals exemplify.
Asks. What do you need Ask. What is the purpose Ask. What is
to succeed? of reading a story about developmental stage? In
the two wolves and the what areas does the
 need to assess ourselves? Success is about right significant of having developmental stage
mindset, emotional personal recipes? concentrate? Why the
resilience and proper study of developmental
behavior. stage is important?
I. Evaluating Learning Give the eight aspect in Essay. Essay. Enumeraton.
assessing your self in What is your dream? Give your reflection in the 1-8 Give the eight
your activity. What are those action to story of two wolves. developmental stages of
Give at least two basic succeed your dreams? human.
different aspect of self. 9-10 give at least two
developmental task of
infancy and early
childhood.
11-12 give at least two
developmental task of
middle child.
13-15 give at least two
developmental task of
adolescence.
J. Additional activities for Search for the definition Search a story about Assignment.
application or of the following terms: success. Bring bond paper and
remediation Dreams, Imagination, coloring materials.
Process, Action
Inspiration, Motivation,
Trial, Overcome, Hard
work, Success.
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 lesson
work? No. of learners who
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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher GUINA CRISTINA D. Learning PERSONALITY DEVELOPMENT
N Area
LOG Teaching Dates and JULY 18- JULY 21, 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The skills and tasks
appropriate for middle The developmental changes in middle and late adolescence, and expectations of
and late adolescence, and and from adolescents
preparatory to early
adulthood
B. Performance Make a list of ways to
Standards become responsible Clarify and manage the demands of the teen years (middle and late adolescence)
adolescents prepared for
adult life
C. Learning The learners The learners The learners The learners
Competencies/Objective 1. Classify various 1. Discuss that facing the 1. Express his/her feelings 1. Make affirmations that
s developmental challenges during on the expectations of the help one become more
tasks according to adolescence may able to significant people around lovable and capable as an
developmental clarify and manage the him/her (parents, siblings, adolescent
stage demands of teen years friends, teachers,
2. The evaluate one’s community leaders)
development in
comparison with
persons of the
same age group
3. List ways to become
a responsible
adolescent
prepared for adult
life
II. CONTENT Developmental Stages
in Middle and Late
Adolescence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 19-25
Pages
2. Learner’s Material Pages 17-23
Pages
3. Textbook Pages Pages 40-50
4. Additional Materials Personal Development,
from Learning first edition
Resources By Ricardo Rubio Santos,
2016
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Recall yesterday lesson
lesson or presenting the
new lesson
B. Establishing a Present the and explain
purpose for the lesson activity task to the
student in WORKSHEET
ON DEVELOPMENTAL
TASKS OF BEING IN
GRADE 11
C. Presenting Student present the
examples/instances of activity to make a short
the new lesson oral report to the class on
the similarities and
differences of their own
assessment in
developmental. task.
Summarizes the findings
of the triads, using the
processing
questions.
The Challenges of Middle and Late Adolescence
Pages 25-32 Pages 25-32 Pages 25-32
Pages Pages Pages
Pages 56-72 Pages 56-72 Pages 56-72
Personal Development, Personal Development, Personal Development,
first edition first edition first edition
By Ricardo Rubio Santos, By Ricardo Rubio Santos, By Ricardo Rubio Santos,
2016 2016 2016
Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson
Do the Motivation: Story Perform “Role play Asks. Class did you heard
of Life with the Wright presentation” the opinions and
Family comment your co-
learners/ classmate?
What can you say about
their opinions?
( Pick one representative
of every groups
performed)
Asks.(in accordance with Cite samples of quest Says,Class, always put in
motivation) How much of experience/encounter by your mind that we need
the story can you the middle adolescence. to accept the opinions of
remember? other people in our
What does this activity Asks. How will you surrounding, because
tell us about manage these kind of what they think and how
communication? challenges that you they feel about
What does this activity encountered your life as themselves is far more
tell us about listening an adolescence? potent or will give you a
skills? chance to grow up or be
Gather opinions, thoughts mature.
Says. The idea was not to and ways to solve or
 get too distracted by the manage the challenges
“rights” and “lefts” and given in the role play and
stay focused on what was perform by the groups.
happening in the story.
Similarly, in our everyday
lives, we often have tasks
that pull us in many
directions, but we should
always remember what is
important - the health of
young people.
D. Discussing new Lead students to do the Discuss “The passage to Reading comprehension Read with the class and
concepts and practicing second activity on adulthood: challenges of about the lead discussion in; “The
new skill #1 Mindfulness Late Adolescence” ENCOURAGEMENT 101: Power of Personal
The Courage to Be Declarations.”
Imperfect, done by the
student

Discuss and give some

insight or sample about
the topic
“ENCOURAGEMENT 101:
The Courage to Be
Imperfect, done by the
student”

E. Discussing new Lead short discussion Read with the class and
concepts and practicing following the processing lead discussion “Being
new skill #2 questions and the reading Happy.”
on living mindfully.
F. Developing Mastery Recitation (in line with the Does the Present the learners
discussion on “The ENCOURAGEMENT 101: activity to make/create
passage to adulthood: The Courage to Be slogan or personal
challenges of Late Imperfect makes you a declaration on being
Adolescence” grow? Or has a big effect happy.
in your self?
Learners present their
activity
G. Finding practical Explain the requirements Present the activity about How will you encourage a Says.Remember class,
applications of concepts for Portfolio Output No. 6: the “Role Play Situations person who don’t have “developing the self may
& skills in daily living Mindfulness with on Challenges of Middle any plan to continues not be an easy journey
 Reflection. Adolescence” their study? And he/she is towards happiness but it
contented in playing is worth pursuing”.
computer games.

H. Making
generalizations &
abstractions about the
lesson
I. Evaluating Learning
What is the essence of Ask. What is essence of Asks. What is the purpose
the story to Wright reading the of reading the two topics;
Family? “ENCOURAGEMENT 101: The Power of Personal
The Courage to Be Declarations and Being
Imperfect”. Happy? What is the
information they want
you to realize and
understand?
Essay. Essay.

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 lesson
work? No. of learners who
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?
 DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11
LESSO Teacher GUINA CRISTINA D. Learning PERSONALITY DEVELOPMENT
N Area
LOG Teaching Dates and JULY 25- JULY 28, 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Stress and its sources; various stress responses; and coping strategies The whole brain
for healthful living in middle and late adolescence theory, or two
hemispheres of the
brain: artistic (right-
brain dominant) and
linear (left-brain
dominant)
B. Performance Identify personal ways of coping for healthful living Identify ways to
Standards improve learning using
both the left and right
brain
C. Learning The learners The learners The learners The learners
Competencies/Objective 1. discuss that 1. identify sources of 1. demonstrate personal 1.Discuss that
s understanding stress and one’s stress and illustrate ways of coping with stress understanding the left
its sources during the effect of stress on for healthful living and right brain may help
adolescence may help in one’s system in improving one’s
identifying ways to cope learning
and have a healthful life
II. CONTENT Coping with Stress in Middle and Late Adolescence The Powers of the
Mind
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 33-41 Pages 33-41 Pages 33-41 Pages 42-51
Pages
2. Learner’s Material Pages 29-35 Pages 29-35 Pages 29-35 Pages 36-44
Pages
3. Textbook Pages Pages 76-83 Pages 76-83 Pages 76-83 Pages 85-
 4. Additional Materials Personal Development,
from Learning first edition
Resources By Ricardo Rubio Santos,
2016
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Recall yesterday lesson
lesson or presenting the
new lesson
B. Establishing a Asks. Class listen, did you
purpose for the lesson know what are the two
common sources of
stress?
Says. The two common
sources of stress are
change and loss.
Reactions to loss are
individually different and
can vary for many
reasons
Common experiences of
students are migration,
parents’ separating,
breaking up with
boyfriends or girlfriends,
changes in peer group
and death of a
grandparent.
. parents, death of a loved
Finding ways to cope and
adjust to the changes and
losses are critical for
students
experience/encounter this
kind of stress.
Personal Development,
first edition
By Ricardo Rubio Santos,
2016
Recall yesterday lesson
Says.
- Stress is the body’s
response to anything that
makes us feel threatened
or pressured. It is caused
by any kind of demand to
which we must
adapt,adjust, or respond.
- It is the body’s
automatic way of reacting
to changes,challenges,
and demands placed on
us.
- Some stress is
necessary, however too
much stress may cause
wear and tear on the
body and mind. Major life
events, such as moving,
separation or divorce of
one, changing schools or
losing a friend, may cause
anxiety and distress.
- Other day-to-day
situations, including being
late or leaving a project
until the last minute, can
also cause stress. It is
important that students
learn to recognize what
might be causing them
Personal Development, Personal Development,
first edition first edition
By Ricardo Rubio Santos, By Ricardo Rubio Santos,
2016 2016
Recall yesterday lesson Greetings.
Recalls yesterday lesson
Explain and clearly give Initiate motivation about
the direction on the “Belly “Lateral Thinking Puzzle”
Breathing” as their
motivation.
Directions;
Relax your arms and
hands.
3. Relax your body.
4. Close your eyes.
5. Focus on lower
abdomen (belly) and
imagine a small balloon in
that space.
6. Breath in slowly and
deeply through nostrils,
imagining the balloon
inflating
(getting
bigger/larger/growing)
slowly, hold a few
seconds
7. Slowly exhale through
the mouth, imagining the
balloon gently deflating
(getting smaller,
shrinking); blow out of the
mouth as if blowing out a
candle
8. Tip: Place a hand over
the lower abdomen to
feel it go up and down,

C. Presenting Says. For you to know
examples/instances of how to cope this kind of
the new lesson stress. These will be our
topic for today
“STRESS”.
Asks. Did you know what
is stress? Did you
encounter or experience
stress? In what way?
D. Discussing new Present and explain the
concepts and practicing instruction on the Activity
new skill #1 about “Stress Bingo”.
Says. How they found the
activity. Was it stressful?
How did they cope with
the stress?
E. Discussing new Lecture and discussion
concepts and practicing about “STRESS
new skill #2 MANAGEMENT”.
F. Developing Mastery Recitation
G. Finding practical Conduct Activity: WHAT
applications of concepts CAUSES YOU TO “LOSE
& skills in daily living YOUR COOL”?
H. Making Asks. What are the two
generalizations & common source as
abstractions about the stress?
lesson
stress and learn
strategies to help control
and alleviate stress.
(Student brainstorm)
Asks. How stress is part of
everyday life, and that
there is good stress and
bad stress.
Teacher tasks. Review the
previous activity
worksheet, “What causes
you to lose your cool?”
Asks. How do you feel
when you “lose you cool
temper.”
Says. You need to
complete Activity 1:
Stress Signals.
Teacher tasks. Pair up
student to share their
responses.
Discuss the Reading:
“Stress Response”
Recitation.
Initiate Activity 2: Quiet
Time for 15 minutes.
Asks. How stress
response into our body?
How stress response to
us?
and
make sure you’re not
breathing with the chest
9. Repeat at least 10
times.
Asks. How different your
bodies feel after doing
the ‘Belly Breathing’?( Did
you
relaxed/calm? Do you feel
lighter? Great? Tired?)
Says. Belly breathing is
one
of the strategies that one
can do in stressful
situations, but there are
others too.
Discuss and explain about
“Keeping Stress under
Control”.
Initiate Activity No. 1;
Stress Survival Kit
Recitation
Explained and give proper
instruction in Activity No.
2; Project to-d- list
What are those tips that
we need to know to
control our stress?
Read processing
questions; As you were
thinking of solutions to
the puzzles, what was
going on inside you?
What organ was working?
Give a lecture on
Cognitive Development
with the use of the
Reader: Brainpower:
Complex Organ Controls
Your Every Thought and
Move.
Cite or give brief
discussion that synthesize
“Cognitive Development”.
Recitation
Asks. Does cognitive
development is essential
in your daily live? How?
What are the organ that
controls your thought and
movement?
I. Evaluating Learning Essay. Essay. Essay. Essay.

J. Additional activities for Search and read about Present and give Clearly delivered Search the following:
application or stress response. instruction to the Portfolio instruction regarding to 1. What is Critical
remediation Output No. 9: My Stress their Portfolio Output no. Thinking?
Signal 10; “Project To-D0”. 2. What are the theories
in the Brain-Side
Dominance?
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 lesson
work? No. of learners who
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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher GUINA CRISTINA D. Learning PERSONALITY DEVELOPMENT
N Area
LOG Teaching Dates and AUGUST 01 - AUGUST 04 , 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The whole brain theory, or two hemispheres of The concepts about mental health and well-
the brain: artistic (right-brain dominant) and being in middle and late adolescence
linear (left-brain dominant)
B. Performance Identify ways to improve learning using both Identify his/her own vulnerabilities and make a
Standards
 the left and right brain plan on how to stay mentally healthy
C. Learning The learners The learners The learners The learners
Competencies/Objective 1. Discuss that 1.Explore mind-mapping 1. interpret the 1. make a mind map
s understanding the left techniques suited to right concepts of mental on ways of
and right brain functions brain- or left health and achieving
may help in braindominant psychological well- psychological well-
improving one’s learning, thinking styles, and being in everyday being
2. Make a plan to improve observations about 2. create a plan to
learning using both left mental health stay mentally
and right brain problems during healthy during
development. adolescence adolescence
2. identify his/her own
vulnerabilities

II. CONTENT The Powers of the Mind Mental Health and Well-being in Middle and
Late adolescence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 42-51 Pages 42-51 Pages 51-68 Pages 51-68
Pages
2. Learner’s Material Pages 36-44 Pages 36-44 Pages 45-53 Pages 45-53
Pages
3. Textbook Pages Pages 85- Pages 85- Pages 85- Pages 85-
4. Additional Materials Personal Development, Personal Development, Personal Development, Personal Development,
from Learning first edition first edition first edition first edition
Resources By Ricardo Rubio Santos, By Ricardo Rubio Santos, By Ricardo Rubio Santos, By Ricardo Rubio Santos,
2016 2016 2016 2016
B. Other Learning
Resources
IV. PROCEDURES https://www.youtube.com/
watch?v=w0BQKX_lszY
A. Reviewing previous Recall last session lesson Recall yesterday lesson Recall yesterday lesson Recalls yesterday lesson
lesson or presenting the
new lesson
B. Establishing a Start the class with Start/do motivation about Asks. How many of you Says. Ok, class our topic
purpose for the lesson motivation. “ lateral Brain Dominance. have been sick for today is all about
thinking puzzle”. last year?" Anxiety disorders.
Why are you sick?
Instruct student on how How long are you sick?
to answer the lateral
thinking puzzle. Says. Ok, class before
 you felt sick, there are
some symptom derive
first like headache, fever,
chills, upset stomach,
right? So, those illnesses
are part of physical
nature . And if got really
sick we’re going the
hospital or clinic , sought
help from a doctor. And
after that we buy and
took medicine that are
subscribed by the doctor.
And after that you will be
recovered.
C. Presenting Introduce the topic on Says/Asks. Kindly raise Asks. Class do you agree
examples/instances of cognitive development by you hands those “Who that not all sickness are in
the new lesson asking the following are the right brain physical in nature?
question; dominant? How about the
left brain dominant, who Teacher task. 1. Present
1. What is the brain are they? (Raise your and explain about the
and how does it hand please). twelve statement by
work? answering if is fiction or
2. What happens fact.
inside your brain 2. Give the result after
when you learn they answered all the 12
something new? statement.
3. Read and discuss about
Leave for a few minutes the “Change Your Mind
to answer the question. about Mental Health.” to
Follow up question; be able to correct the
3. How did you learn to student perception.
talk? To read? To
ride a bicycle? To shoot a
basket?
D. Discussing new Read and discuss the 1. Read and discuss about Group the class into3
concepts and practicing topic about Brain power. “The Dominant side of groups and look for every
new skill #1 the Brain”. advertisement brought by
the member and
pick/decide which
advertisement they will
 critiques.

Instruct student to
decode and answer the
question on the given
sheet.

Present the activity

regards on the chosen
advertisement and
answered the decode
questionnaire.
E. Discussing new Watch video about the 1. Provide lecture on new Read and Explain the
concepts and practicing brain function. Research Study on “The Additional Information
new skill #2 brain’s left and right about “Strategies for
sides”. Becoming a Critical
Viewer of the Media”.
Asks. What do they think
about this new
research?

2. Additional lecture
on;” You Can Grow
Your Intelligence.”

Says. People generally

have one of two
different ideas about
intelligence:
• You’re smart or you’re
not smart, and that never
changes. OR
• It’s possible to grow
your intelligence.

Raise your hand if you

believe the first one.
[Show of hands.]

Raise your hand if you

believe the second one.

F. Developing Mastery
G. Finding practical
applications of concepts
& skills in daily living
H. Making
generalizations &
abstractions about the
lesson
I. Evaluating Learning
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
[Show of hands.]
If you’re not sure, you’re
not alone. This is a
question researchers
have been
asking for years. And
some of the answers are
surprising.
Recitation. Read and present a brief Sharing their opinion and
What are the three major explanation about mind thought about their
parts of brain? mapping. Make an advertisement present by
What is the function of example the group.
cerebrum in our brain?
What is the function of
cerebellum?
What is the function of
brain stem?
Asks. How drugs affect in Present and explain the
our brains? tasks in “Portfolio Output
11: Make a Mind Map”.
Asks. What are the three Asks. Discussing “self-esteem
major part of the brain and body-esteem”
and how it functions? And
what are the effect of
using drugs and drinking
alcohol in our brain?
Short quiz. Assist learners to read” Essay. How does the
the The Myth of Michael advertisement affect
Jordan”. And watch video yourself?
of Michael Jordan.
Search for some theories Bring some print ads of explain the tasks in
about the brain side body beautifying “Portfolio Output no. 12
dominance. products, clothes, or Media Influences (How
fashion. Ads Affected My Self-
Esteem)”.
remediation who scored below
80%
C. Did the remedial lesson
work? No. of learners who
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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
N Area
LOG Teaching Dates and AUGUST 08 - AUGUST 12 , 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Pages
2. Learner’s N/A N/A N/A N/A
Material Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing
previous lesson or
presenting the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instances
of the new lesson
D. Discussing new
concepts and
practicing new skill
#1
E. Discussing new
concepts and
practicing new skill
#2
F. Developing
Mastery
G. Finding practical
applications of
concepts & skills in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
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 lesson
work? No. of learners who
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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
N Area
LOG Teaching Dates and AUGUST 15 - AUGUST 19 , 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Pages
2. Learner’s N/A N/A N/A N/A
Material Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
 4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing
previous lesson or
presenting the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instances
of the new lesson
D. Discussing new
concepts and
practicing new skill
#1
E. Discussing new
concepts and
practicing new skill
#2
F. Developing
Mastery
G. Finding practical
applications of
concepts & skills in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
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 lesson
work? No. of learners who
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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
N Area
LOG Teaching Dates and AUGUST 22 - AUGUST 26 , 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Pages
2. Learner’s N/A N/A N/A N/A
Material Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing
previous lesson or
presenting the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instances
of the new lesson
D. Discussing new
concepts and
practicing new skill
#1
E. Discussing new
concepts and
practicing new skill
#2
F. Developing
Mastery
G. Finding practical
applications of
concepts & skills in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
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 lesson
work? No. of learners who
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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
N Area
LOG Teaching Dates and AUGUST 29 - SEPTEMBER 02 , 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Pages
2. Learner’s N/A N/A N/A N/A
Material Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing
previous lesson or
presenting the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instances
of the new lesson
D. Discussing new
concepts and
practicing new skill
#1
E. Discussing new
concepts and
practicing new skill
#2
F. Developing
Mastery
G. Finding practical
applications of
concepts & skills in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
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 lesson
work? No. of learners who
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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
N Area
LOG Teaching Dates and SEPTEMBER 05- SEPTEMBER 09, 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
 1. Teacher’s Guide Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Pages
2. Learner’s N/A N/A N/A N/A
Material Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing
previous lesson or
presenting the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instances
of the new lesson
D. Discussing new
concepts and
practicing new skill
#1
E. Discussing new
concepts and
practicing new skill
#2
F. Developing
Mastery
G. Finding practical
applications of
concepts & skills in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
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 lesson
work? No. of learners who
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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
N Area
LOG Teaching Dates and SEPTEMBER 12- SEPTEMBER 16, 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
 1. Teacher’s Guide Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Pages
2. Learner’s N/A N/A N/A N/A
Material Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing
previous lesson or
presenting the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instances
of the new lesson
D. Discussing new
concepts and
practicing new skill
#1
E. Discussing new
concepts and
practicing new skill
#2
F. Developing
Mastery
G. Finding practical
applications of
concepts & skills in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
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 lesson
work? No. of learners who
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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
N Area
LOG Teaching Dates and SEPTEMBER 19- SEPTEMBER 22, 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
 1. Teacher’s Guide Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Pages
2. Learner’s N/A N/A N/A N/A
Material Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing
previous lesson or
presenting the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instances
of the new lesson
D. Discussing new
concepts and
practicing new skill
#1
E. Discussing new
concepts and
practicing new skill
#2
F. Developing
Mastery
G. Finding practical
applications of
concepts & skills in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
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 lesson
work? No. of learners who
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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
N Area
LOG Teaching Dates and SEPTEMBER 26- SEPTEMBER 29, 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Pages
2. Learner’s N/A N/A N/A N/A
Material Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing
previous lesson or
presenting the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instances
of the new lesson
D. Discussing new
concepts and
practicing new skill
#1
E. Discussing new
concepts and
practicing new skill
#2
F. Developing
Mastery
G. Finding practical
applications of
concepts & skills in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
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 lesson
work? No. of learners who
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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
N Area
LOG Teaching Dates and OCTOBER 03 - OCTOBER 06, 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Pages
2. Learner’s N/A N/A N/A N/A
Material Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing
previous lesson or
presenting the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instances
of the new lesson
D. Discussing new
concepts and
practicing new skill
#1
E. Discussing new
concepts and
practicing new skill
#2
F. Developing
Mastery
G. Finding practical
applications of
concepts & skills in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
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 lesson
work? No. of learners who
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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
N Area
LOG Teaching Dates and OCTOBER 10 - OCTOBER 13, 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Pages
2. Learner’s N/A N/A N/A N/A
Material Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing
previous lesson or
presenting the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instances
of the new lesson
D. Discussing new
concepts and
practicing new skill
#1
E. Discussing new
concepts and
practicing new skill
#2
F. Developing
Mastery
G. Finding practical
applications of
concepts & skills in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
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 lesson
work? No. of learners who
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?

DAILY School NEW TAUGTOG NATIONAL HIGH SCHOOL Grade Level 11

LESSO Teacher CRISTINA D. GUINA Learning BREAD AND PASTRY PRODUCTION
N Area
LOG Teaching Dates and OCTOBER 17- OCTOBER 20, 2016 Quarter I
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objec
tives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 11-15 Pages 11-15 Pages 11-15 Pages 11-15
Pages
2. Learner’s N/A N/A N/A N/A
Material Pages
3. Textbook Pages Pages 15-20 Pages 15-20 Pages 15-20 Pages 15-20
4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing
previous lesson or
presenting the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instances
of the new lesson
D. Discussing new
concepts and
practicing new skill
#1
E. Discussing new
concepts and
practicing new skill
#2
F. Developing
Mastery
G. Finding practical
applications of
concepts & skills in
daily living
H. Making
generalizations &
abstractions about
the lesson
I. Evaluating
Learning
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 lesson
work? No. of learners who
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?