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(UPDATED) Personal Development DLL Free Download


Daily Lesson Log (DLL) is a template that teachers use to log parts of their daily lessons. The Daily Lesson Log covers a day’s or a week’s worth of lessons.

Daily Lesson Log guidelines for daily lesson preparation was issued by the Department of Education to institutionalize instructional planning which is a critical part of the teaching and learning process in public schools. These guidelines are meant to support teachers in effectively organizing and managing K to 12 classrooms to be genuinely responsive to learners’ needs.

These guidelines in the preparation of K-12 Daily Lesson Log shall instill reflective practice among teachers by providing them opportunities to think about and reflect on their instructional practices. K-12

Daily Lesson Log preparation is part of the teacher’s core function as a facilitator of learning inside the classroom. Well-prepared and well-planned lessons are fundamental to ensuring the delivery of quality teaching and learning in schools.

As a  DepEd guideline, teachers with at least one (1) year of teaching experience, including teachers with private school and higher education institution (HEI) teaching experience, shall not be required to make a Detailed Lesson Plan (DLP). Teachers who have been in the service for at least one (1) year, handling learning areas with available LMs and TGs provided by the Department shall not be required to prepare a DLP. Instead, they shall be required to fill out a  weekly K-12 Daily Lesson Log (DLL). Teachers are allowed to work together in preparing DLLs. Seasoned or veteran teachers shall also mentor new or novice teachers in the preparation of DLLs.

To Download DLL’s, just navigate through the following links.

(UPDATED) Personal Development  DLL Free Download

    Here is the compiled Daily Lesson Logs (DLL) for 11/12 in the 2nd Quarter. Click on the DOWNLOAD link below to get your FREE and DIRECT COPY.

NOTE: You must be LOGGED IN to your Gmail account or DepEd Email to download this file.

QUARTER 3   -    Personal Development s   DLL

  • DLP 1 WK1: Identify personal strengths and limitations through self-reflection and feedback from others. -DOWNLOAD
  • DLP 2 WK1: Apply self-awareness to build better relationships with others. -DOWNLOAD
  • DLP 3 WK1: Identify and describe personal characteristics, habits, and experiences that contribute to individual identity and personal growth.. -DOWNLOAD
  • DLP 4 WK1: Practice active listening and effective communication skills to engage in meaningful dialogue with others, exploring and appreciating the unique characteristics, habits, and experiences of different individuals.. -DOWNLOAD
  • DLP 5 WK2: discuss the relationship among physiological, cognitive, psychological, spiritual, and social development. -DOWNLOAD
  • DLP 6 WK2: evaluate his/her own thoughts, feelings, and behaviors. -DOWNLOAD
  • DLP 7 WK2: Recall examples of how thoughts, feelings, and behaviors are interconnected in real-life situations. -DOWNLOAD
  • DLP 8 WK2: Analyze the impact of changing thoughts on feelings and behaviors in real-life situations. -DOWNLOAD
  • DLP 9 WK3: Discuss developmental tasks and challenges being experienced during adolescence. -DOWNLOAD
  • DLP 10 WK3: Evaluate one’s development through the help of significant people around him/her ( peers, parents, siblings, friends, teachers, community leaders). -DOWNLOAD
  • DLP 11 WK3: Understand the characteristics of a capable and responsible adolescent prepared for adult life. -DOWNLOAD
  • DLP 12 WK3: Develop a plan for becoming a capable and responsible adolescent prepared for adult life. -DOWNLOAD
  • DLP 13 WK4: Discuss understanding of mental health and psychological wellbeing to identify ways to cope with stress during adolescence. -DOWNLOAD
  • DLP 14 WK4: Identify causes and effects of stress in one’s life. -DOWNLOAD
  • DLP 15 WK4: Evaluate the effectiveness of different stress management techniques and identify personal strategies for coping with stress.. -DOWNLOAD
  • DLP 16 WK4: Develop and implement a personalized plan for maintaining mental health, including self-care strategies and access to resources for support.. -DOWNLOAD
  • DLP 17 WK5: Discuss that understanding the different parts of the brain, processes and functions may help in improving thoughts, behaviour and feelings.. -DOWNLOAD
  • DLP 18 WK5: Explore ways on how to improve brain functions for personal development. -DOWNLOAD
  • DLP 19 WK5: Understand the importance of enhancing brain functions and identify effective strategies. -DOWNLOAD
  • DLP 20 WK5: Create a personal plan to enhance brain functions. -DOWNLOAD
  • DLP 21 WK6: discuss that understanding the intensity and differentiation of emotions may help in communicating emotional expressions. -DOWNLOAD
  • DLP 22 WK6: explore one’s positive and negative emotions and how one expresses or hides them. -DOWNLOAD
  • DLP 24 WK6: Apply strategies for managing various emotions in real-life situations. -DOWNLOAD
  • DLP 25 WK6: Create a personalized toolbox of strategies for managing various emotions. -DOWNLOAD
  • DLP 26 WK7: discuss an understanding of teen-age relationships, including the acceptable and unacceptable expressions of attractions. -DOWNLOAD
  • DLP 27 WK7: express his/her ways of showing attraction, love, and commitment. -DOWNLOAD
  • DLP 28 WK7: Understand the characteristics of a responsible person in a relationship -DOWNLOAD
  • DLP 29 WK7: Evaluate personal strengths and weaknesses in being responsible in a relationship and develop a plan for improvement. -DOWNLOAD
  • DLP 30 WK8: distinguish the various roles of different individuals in society and how they can influence people through their leadership or followership. -DOWNLOAD
  • DLP 31 WK8: compare one’s perception of himself/herself and how others see him/her. -DOWNLOAD
  • DLP 32 WK8: Understand the characteristics of a responsible person in a relationship. -DOWNLOAD
  • DLP 33 WK8: Evaluate personal strengths and weaknesses in being responsible in a relationship and develop a plan for improvement. -DOWNLOAD


7 Es Lesson Planning 

In making DLL it is important that we delivered our lesson in time. Some of the DLL are very Idealistics because most of the teachers put too much activities that not achievable for One hour Lesson. 

So we provide simple yet effective SAMPLE lesson plan or DLL that is align in the MELC and will engage in learning in the whole class session. 

Why 7 Es?

The 7 Es stand for the following. Elicit, Engage, Explore,Explain, Elaborate, Extend and Evaluate. The following explanation is my take on the 7Es that has been adapted from the BSCS 5E Engage, explore, explain, elaborate, evaluate.

In most cases you will start with the “Elicit”. Here you can find out what the students know (prior knowledge). This can be done in a variety of ways, such as “Quick Quizzes, MCQs, Post-it notes, mini whiteboards etc. This is also a good opportunity to deal with students misconceptions or test material that you have visited previously that is needed to understand the lesson. So for example in a Science lesson, where a student might be investigating whether light is needed for photosynthesis I would test knowledge of photosynthesis, respiration and the starch test as part of my quick quiz.
The next stage is the “Engage” stage. In this stage you want to engage interest and curiosity, raise “The BIG questions” and introduce new learning through teacher explanation modelling. Following on from the example above I might ask. “Do plants need light to make food?” I might give them a brief explanation or some information about photosynthesis to help them make a prediction OR to support the explore stage.

During the “Explore” stage, pupils should be given opportunities to work together following the initial teacher input to solve/explore problems, building concepts through first hand experience. (This stage is independent of you, their teacher but may involve scaffolds depending on the complexity of the task). As the teacher, you should set up the task, but then become the facilitator, helping students by asking questions and observing. Again referring to the science example above pupils would then undertake some practical investigative work to answer the big question. NB Depending on the group and to reduce cognitive load I might break up the practical guidance into several steps.
Following the explore stage I would next go onto the “Explain” stage of the lesson. During this stage I would use what students had discovered to help them build the concept/knowledge further. This would involved checking and asking questions. Using their knowledge gained from experience to develop the concepts further. So again, using the science example above, the teacher would draw out the findings from the experiment and ask students to compare to predictions. Using deep questioning and also explanation/modelling the teacher builds the scientific explanation.

The next stage is the stage that will be KEY in assessing their progress, knowledge and understanding. This stage is “Elaborate” Students may work independently during this stage to demonstrate learning. This is where students formalise and apply their learning. At this stage the scaffolds are removed. Students would be involved in independent practice. Using the example above the students would answer the big question. Does a plant need light to make food? Explain why using your evidence and scientific knowledge.

In some cases you may require an additional “Extend” stage to challenge all learners. In this stage you are encouraging the students to apply or extend the concepts and skills in new situations. Students make connections not just in the subject/ideas studied but also beyond it. They are able to apply ideas/generalise and transfer principles. This might involve students explaining how they might test if chlorophyll was needed got photosynthesis or interpreting data from other similar experiments.
While it is expected that evaluation will continue throughout the process, the evaluate section is the section where you the teacher evaluate the learning that has occurred. This might involve peer/self assessment or marking. It might involve questioning or quick low stage quizzing to establish understanding of the concepts. This should also include self-reflection and evaluation from the student.


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