Lesson Plan Perdev Final

SEMI-DETAILED LESSON PLAN
PERSONALITY DEVELOPMENT
GRADE 11- RUBY
Monday, June 17, 2019
I. Lesson Objectives:
At the end of the lesson, the learners are expected to:
A. explain that PERSONAL DEVELOPMENT, or PERDEV for short, can become the most personally
rewarding for themselves in analysing their developmental changes, their skills and traits with their
family, friends and significant others to get where they want to be.
II. Content Standard
The learners demonstrate an understanding of the course for himself/herself entering a new
educational level, new psychological and social level called the middle and late adolescence.
III. Subject Matter
A. TOPIC
SELF DEVELOPMENT
B. REFERENCES
Department of education Personal development book
https://oca.org/the-hub/20-something/icebreakers-to-help-participants-get-to-knoweach-other-and-
better-engage-i
C. TIME ALLOTMENT: 60 Minutes ( 1 Hour)
D. Instructional Materials: Book, Manila Paper, Note Book, Ballpen, Paper, Journal notebook, bond paper, art
papers
IV.Procedure
A. REVIEW
B. MOTIVATION (NAMETAG MATCH MAKERS)

If nametags are already provided, use them, or you can use 5" x 7" cards for nametags. Give the following
directions:
a. Put your name in the center of your card.
b. In the upper left corner, write your four things that you like to do.
c. In the upper right corner, write your four favorite singers or singing groups.
d. In the lower left corner, write your four favorite movies.
e. In the lower right corner, write four adjectives that describe you.
When everyone finishes, have them mingle as a group for a few minutes. Without talking, they are to read the
upper left corner of the other group members' cards. When time is up, they are to find one or two people who
look most like them and talk with them for a few minutes. When time is up, they are to mingle again reading
the upper right corner of the other group members' cards. Then, they have to find the one or two people most
like them and talk with them. Repeat with the lower left corner and lower right corner information. To make
sure everyone mingles with several people, you could implement a rule that no two people can be in the
same group more than once.
C. PRESENTATION
 Activity
1. Group the class to form 3 or 4 groups and tell them to plan for a variety or talent show for 2
minutes preparation which they will do the whole presentation during their third class session.
For the meantime, they will have to perform only 25 % of their presentation where they can
showcase their talents and abilities. They can do the rehearsals for day three session during
their free time
2. Ask each of the 3 or 4 class groups to choose a leader.
3. Tell them they need to prepare for the talent/variety show during Session
4. The groups can decide what talent to showcase, it can be singing, dancing, acting or any talent
they find interesting and creative.
5. Their performance will be rated using these criteria:
Originality-25%; Creativity/Resourcefulness25%; Teamwork/Coordination-25%; Audience
Impact-25%.
 Analysis
What do you think is reason why I let you perform and showcase your talents in front?
a. Talk about the course Personal Development, its content and objectives
b. Explain course content, course method, materials and requirements for Perdev
 Absraction
This is a very interesting course, and can become the most personally rewarding for students,
because the subject matter for this course is THEMSELVES!
The new senior high school students have now entered a new educational level, as well as a new
psychological and social level, called the middle and late adolescence. They may feel that they are no
longer the rapidly growing and awkward teen-ager, but may also feel that they are not quite ready to
call themselves mature adults either.
This course make the students take a deeper look at themselves and analyze their developmental
changes, their skills and traits which can help them meet the various tasks that they must undertake
at this point in their lives. It shall provide them with some techniques to meet stress and other
mental health issues with their own strengths and coping powers. The course shall also give them the
chance to analyze their relationships with their family, friends and significant others. Finally, the
PERDEV course shall help them take stock of where they are in their career development and how to
get to where they want to be.
There are 4 units in PERDEV, as follows: Unit 1 – Self-Development; Unit 2 – Aspects of Personal
Development; Unit 3 – Building and Maintaining Relationships; and Unit 4 - Career Development.
There are several modules under each unit, each of which addresses a key concern in personal
development.
PERDEV uses the experiencial learning approach, wherein students will participate in activities in class
to explore specific themes in their development. They will interact with classmates, do projects with
them, discuss various topics, and share their own thoughts, feelings and experiences. They will also
make personal reflections and write them down. In this manner of self-reflection and sharing, they
help reveal and articulate relevant concepts, theories, and tools in different areas of their life.
 Application
Who Am I?
Call a volunteer from each group to tell about herself/himself who really he/she is, what are
their skills and talents and also their strengths and weaknesses.
 Evaluation
Answer each number with T if the statement is true and F if the statement is False.
1. PERDEV uses experiential learning approach. (T)
2. There are 8 units in Personal Development course that will be discuss in one-semester.
(F)
3. A rubric refers to a scoring guide used to evaluate the quality of students' outputs,
whether done individually or in a group. (T)
4. The course give us chances to analyze our relationships with our family, friends and
significant others. (T)
5. The course will let us do the body exercise like cardio exercise. (F)
 Assignment
Each student should have the following materials for Personal Development:
(a) a Journal notebook where they shall write their reflections, assignments, answers to exercises,
etc.,
(b) a large brown or colored envelope or clear book where they shall store all the portfolio outputs,
to be submitted to their teacher at the end of each unit or as directed; and
(c) several sheets of white paper for drawings or other work assigned. Personalize their Journal
notebooks and portfolio in the manner they like.
GRADE 11 - RUBY
Wednesday, June 19, 2019
A. explain that knowing themselves can make persons accept their strengths and limitations and deal with
others better;
The learner demonstrate an understanding of……
Himself/herself during middle and late adolescence
III. Subject Matter
A. TOPIC
Self-Concept Inventory: Exploring One’s Strengths and Limitations
B. REFERENCES
better-engage-i
papers
IV.Procedure
A. REVIEW
Review last meeting lessons…
B. MOTIVATION
Imagine yourself looking into a mirror. What do you see? Do you see your ideal self or your actual self?
C. PRESENTATION
 Activity
Take a look at your own self-concept and answer the following self-concept inventory in your journal.
Give yourself a rating using the scale: 0 = very weak; 1 = weak; 2 = somewhat weak/somewhat
strong; 3 = strong; 4 = very strong
1. I have strong sex appeal. 15. I have integrity and good

2. I am proud of my physical figure. reputation.
3. I am physically attractive and 16. My friends and classmates can look
beautiful/handsome. up to me as a model worth emulating.
4. I exude with charm and poise. 17. I can express my ideas without
5. I can easily get along with. difficulty.
6. I can adjust to different people and 18. I talk in a persuasive manner that I
different situations. can easily get people to accept what I
7. I am approachable; other people are say.
at ease and comfortable with me. 19. I can express my ideas in writing
8. I am lovable and easy to love. without difficulty.
9. I am a fast learner, can understand 20. I am a good listener.
instruction easily. 21. I am emotionally stable and not
10. I am intelligent. easily rattled when faced with trouble.
11. I have special talents and abilities. 22. I am logical and rational in my
12. I can easily analyze situations and outlook and decisions.
make right judgments. 23. I feel and act with confidence.
13. I can be trusted in any transaction. 24. I am a mature person.
14. I have a clean conscience and carry
no guilty feeling.
Scoring: Copy this table in your journal. Write your score opposite each number and get the subtotal.
 Analysis
How do you perceive yourself?
Look at the results of your self-concept inventory and answer the following questions. 1. In what areas
do you consider yourself strong (with score 14-16 or somewhat weak (score of 10-13) and very weak
(below 10)? 2. Are there qualities you consider as your weakness but other people consider as your
strength? What are these? Check with a partner.
 Absraction
Your ideal self is the self that you aspire to be. It is the one that you hope will possess
characteristics similar to that of a mentor or some other worldly figure. Your actual self, however, is the
one that you actually see. It is the self that has characteristics that you were nurtured or, in some cases,
born to have.
The actual self and the ideal self are two broad categories of self-concept. Self-concept refers to
your awareness of yourself. It is the construct that negotiates these two selves. In other words, it
connotes first the identification of the ideal self as separate from others, and second, it encompasses all
the behaviors evaluated in the actual self that you engage in to reach the ideal self. The actual self is
built on self-knowledge.
Self-knowledge is derived from social interactions that provide insight into how others react to
you. The actual self is who we actually are. It is how we think, how we feel, look, and act. The actual self
can be seen by others, but because we have no way of truly knowing how others view us, the actual self
is our self-image. The ideal self, on the other hand, is how we want to be. It is an idealized image that we
have developed over time, based on what we have learned and experienced. The ideal self could include
components of what our parents have taught us, what we admire in others, what our society promotes,
and what we think is in our best interest.
There is negotiation that exists between the two selves which is complex because there are
numerous exchanges between the ideal and actual self. These exchanges are exemplified in social roles
that are adjusted and re-adjusted, and are derived from outcomes of social interactions from infant to
adult development. Alignment is important. If the way that I am (the actual self) is aligned with the way
that I want to be (the ideal self), then I will feel a sense of mental well-being or peace of mind. If the way
that I am is not aligned with how I want to be, the incongruence, or lack of alignment, will result in
mental distress or anxiety. The greater the level of incongruence between the ideal self and real self, the
greater the level of resulting distress. Personal development modules ultimate aim is greater self-
knowledge that will lead to higher alignment between these two personality domains.
 Application
How can understanding oneself pave the way to self-acceptance and better relationship with others?
 Evaluation
1. Which of the following is the self that you aspire to be. (c)
a. Actual self b. Self-concept c. Ideal self d. Self-image
2. _______is derive from social interactions that provide insight into how others react to you. (d)
a. Self-image b. Ideal self c. Actual-self d. Self-knowledge
3. The self that has characteristics that you nurtured or born to have is called what? (a)
a. Actual self b. Self-concept c. Ideal self d. Self-image
4. If the way that you are is not aligned with how you want to be, the incongruence, or lack of alignment,
will result into _______. (a)
a. mental distress or anxiety b. encouraged c. physical alertness d. high-blood or anemia
5. Which of the following does not describe to what is the actual self. (b)
a. The one that you actually see.
b. The one that you hope will possess characteristics similar to that of a mentor or some other worldly
figure
c. It is built on self-knowledge.
d. It is who we actually are.
 Assignment
Research the meaning of the following words listed.
EXPERIENCE SELF-CONFIDENCE
KNOWLEDGE PERSISTENCE
SKILLS STRESS
DETERMINATION CREATIVITY
GRADE 11 -RUBY
Thursday, June 20, 2019
A. explain that knowing themselves can make persons accept their strengths and limitations and deal with
others better;
B. share his/her unique characteristics, habits, and experiences;
C. maintain a journal
III. Subject Matter
A. TOPIC
PERSONAL EFFECTIVENESS
B. REFERENCE
better-engage-i
EsP-PD/12KO-Ib-1.3
papers
IV.Procedure
A. REVIEW
Ask the class to differentiate the ideal self from the actual self.
B. MOTIVATION
Tell students that the best way to develop oneself is to express their talents and gifts in a way they enjoy.
Call a student to tell the class what talent or skill did he/she has and let him/her give a sample.
C. PRESENTATION
 Activity
SEARCH FOR OUTSTANDING QUALITIES
Group the class into five groups. Give them 5-10 minutes to prepare for the Talent or Variety Show.
Guidelines:
 Each group will be given a minimum of 1 minute to perform.
 While one group is performing, the other groups will rate the performance using these criteria:
Originality-20%; Creativity/Resourcefulness-20%; Confidence20%; Teamwork/Coordination-
20%; Audience Impact-20% (Please note that 5% will be automatically deducted if performance
time exceeds time allotted).
 Students have to give qualitative comments too. Tell them that the key to effective feedback is
the sandwich formula. Identify and tell their strong points, then be honest by suggesting areas
for improvement and sandwich it with another strength that you can see in their performance.
All the ratings will be submitted to the teacher to be considered in grading the group
performance.
 Analysis
How can you say that you are effective personally?
 Absraction
PERSONAL EFFECTIVENESS means making use of all the personal resources – talents, skills, energy and time, to enable you to achieve life goals.
Our personal effectiveness depends on our innate characteristics – talent and experience accumulated in the process of personal development.
Talents first are needed to be identified and then developed to be used in a particular subject area (science, literature, sports, politics, etc.).
Experience includes knowledge and skills that we acquire in the process of cognitive and practical activities.
Knowledge is required for setting goals, defining an action plan to achieve them and risk assessment.
Skills also determine whether real actions are performed in accordance with the plan. Determination. It allows you to focus only on achieving a
specific goal without being distracted by less important things or spontaneous desires.
Self-confidence. It appears in the process of personal development, as a result of getting aware of yourself, your actions and their consequences.
Persistence. It makes you keep moving forward regardless of emerging obstacles – problems, laziness, bad emotional state, etc..
Managing stress. It helps combat stress that arises in daily life from the environment and other people. Stress arises from the uncertainty in an
unknown situation when a lack of information creates the risk of negative consequences of your actions. It increases efficiency in the actively changing
environment.
Problem-solving skills. They help cope with the problems encountered with a lack of experience.
Creativity. It allows you to find extraordinary ways to carry out a specific action that no one has tried to use. It can lead to a decrease or an increase
of costs, but usually the speed of action is greatly increased when using creative tools.
Generating ideas. It helps you achieve goals using new, original, unconventional ideas.
 Application
MY BANNER-THE TREASURE WITHIN ME
In the spaces indicated by numbers, write down the following:

1 and 2 two things I do very well
3 and 4 my two greatest achievements in life
5 what in myself am I proudest of
6 my happiest moment
7 positive words that my friends use to describe me
8 a personal goal that I have already achieved
9 three blessings for which I am most thankful to God
10 three of my positive qualities
11 difficulties, challenges and problems that I was able to solve and overcome
 Evaluation
On a ¼ sheet of paper let students answer the question given.
What is personal effectiveness for you?
 Assignment
Make a journal reflection from My Banner.
Write about your banner.
1. What do you consider as your weaknesses, abilities and talents?
2. What are the remedies you will take to improve or compensate for your weakness?
3. How can you further enrich your assets and strengths?
4. Where and how do you use it to your best advantage?
GRADE 11 - RUBY
Monday, June 24, 2019
A. explain that knowing themselves can make persons accept their strengths and limitations and deal with others better;
B. share his/her unique characteristics, habits, and experiences;
C. maintain a journal
III. Subject Matter
A. TOPIC
Unfolding One’s Personal Journey through Journal Writing:
B. REFERENCE
https://oca.org/the-hub/20-something/icebreakers-to-help-participants-get-to-knoweach-other-and-better-engage-i
D. Instructional Materials: Book, Manila Paper, Note Book, Ballpen, Paper, Journal notebook, bond paper, art papers
IV.Procedure
A. REVIEW
Ask the class to differentiate the ideal self from the actual self.
B. MOTIVATION
Ask the students to read the story and the reading found in their Reader.
Story : YOU NEED TO TAKE CHARGE OF YOUR FUTURE
C. PRESENTATION
 Activity
Ask students to write answers to the processing questions in their journal.
Who are you among these three people?

Do you merely watch your life goes by?
Or do you act out a script that you feel has been handed to you?
Or do you write the script and make your life beautiful?
 Analysis
What have you discovered in yourself?
 Absraction
There are four (4) practical reasons to maintain a journal:
1. It is cost-efficient and available. Emotional stress can be dealt in many ways like talking to a friend over a cup of coffee, eating, travelling, shopping
painting and many more but writing is the most inexpensive. Notebook and pens are easy to find, available and do not cost so much.
2. It is preventive and pro-active. Writing yields self-awareness. When you write, you can discover your strengths and limitations. You will know what your
reactions are in different situations and what better ways to prevent, avoid, or face your fears.
3. It is creative and productive. Journal writing expounds your imagination. You can see various dimensions of your problem, different points of view and
better solutions.
4. Lastly, it is personal and private. Unless you want to share your stories, you have the choice to keep them to yourself. Writing is your time alone. It is my
way of loving yourself. You will not be judged by your writing.
 Application
Let students answer the following question on their journal notebook
1.What are your core strengths?
2. What are the qualities you want to hone and improve on?
 Evaluation
1. Who is the author of the story “YOU NEED TO TAKE CHARGE OF YOUR FUTUR”? (c)
a. Allan Mah b. Willam Bo c. Bo Sanchez d. John Adams
2. We can say that a Moviegoer person has the following characteristics except for; (a)
a. He does not only watch and act but he actually creates the entire movie from her mind.
b. He watches the movie of their lives and admires some parts.
c. He criticizes others.
d. He is the most pathetic, miserable people in the world
3. According to John Adams, “A _____ is certainly an excellent instrument to fix a man’s attention and inflame his ambition”. (c)
a. book b. pencil c. pen d. marker
4. What kind of person on the story that does not only watch the movie of her life but she realizes she’s the actor. (b)
a. Scriptwriter b. Actor c. Moviegoer d. Actress
5. She determines what she will say, what she will do, and how the movie will end. (a)
a. Scriptwriter b. Actor c. Moviegoer d. Actress
 Assignment
Make a research about Developing the Whole Person.
GRADE 11 RUBY
Wednesday, June 26, 2019
A. Discuss the relationship among the physiological, cognitive, phychological, spiritual and social aspects of development to understand their thoughts
feelings and behaviours;
The learners demonstrate an understanding of the various aspect of holistic development; physiological,cognitive, psychological, spiritual and social
development.
III. Subject Matter
A. TOPIC
Personal Effectiveness through Holistic Development
B. REFERENCES
Pages 8-16
IV.Procedure
A. REVIEW
What are the 4 reasons to maintain a journal?
B. MOTIVATION
Do you think that you can develop all aspects of yourself or you believe that “one cannot have everything”?
C. PRESENTATION
 Activity
ASSESS ASPECTS OF YOUR DEVELOPMENT
Ask students to draw a circle on a blank sheet of paper and divide the circle into 8 segments. In each segment they will write some descriptions of the
different aspects of themselves as follows:
1. Physical Self: Describe yourself. Try not to censor any thoughts which come to your mind. Include descriptions of your height, weight, facial appearance,
and quality of skin, hair and descriptions of body areas such as your neck, chest, waist, legs.
2. Intellectual Self: Include here an assessment of how well you reason and solve problems, your capacity to learn and create, your general amount of
knowledge, your specific areas of knowledge, wisdom you have acquired, and insights you have.
3. Emotional Self: Write as many words or phrase about typical feelings you have, feelings you seldom have, feelings you try to avoid, feelings you
especially enjoy, feelings from your past and present, and feelings which are associated with each other.
4. Sensual Self: Write how you feel as a sensual person. What sense do you use most – sight, hearing, speaking, smelling, touching? How do you feel
about the different ways you take in information - through the eyes, ears, mouth, nose, and skin. In what ways do you let information in and out of your
body?
5. Interactional Self: Include descriptions of your strengths and weaknesses in intimate relationships and relationships to friends, family, classmates and
strangers in social settings. Describe the strengths and weaknesses which your friends and family have noticed. Describe what kind of son or daughter,
brother or sister you are.
6. Nutritional Self: How do you nourish yourself? What foods do you like and dislike? What do you like and dislike about these?
7. Contextual Self: Descriptors could be in the areas of maintenance of your living environment: reaction to light, temperature, space, weather, colors,
sound and seasons and your impact on the environment.
8. Spiritual Self or Life Force: Write words or phrases which tell about how you feel in this area. This could include your feelings about yourself and
organized religion, reactions about your spiritual connections to others, feelings about your spiritual development and history, and thought about your
metaphysical self. Think about your inner peace and joy. Think about your spiritual regimen or routine.
 Analysis
Do you have any realizations about yourselves? What are those and why?
 Abstraction
The self-concept is represented by several aspects of the self. It is conceived as collection of multiple, context-dependent selves. This construct
believes that context activates particular regions of self-knowledge and self-relevant feedback affects self-evaluations. A deeper look on the different
aspects of self can identify specific areas for self-regulation, stability and improvement.
In a nutshell, an individual is composed of three basic, but very different aspects of the self. They are the physical or tangible aspects as they relate
to the body, the intellectual and conscious aspects as they relate to the mind, and the emotional and intuitive aspects as they relate to the spirit. All three
aspects of the self, work together in perfect harmony when attention is paid to all three simultaneously.
Many individuals put a strong emphasis on the physical aspect of the self. The body is tangible, obvious, and we respond to it easily. More time and
money is spent on enhancing the physical component than either of the other two aspects. This does not mean, however, that the body is healthy or
strong. The body provides a place to house the spirit (often experienced as feelings) and the mind (often experienced as thought).
 Application
On your journal notebook make a reflection about the topic for 100 words.
D. EVALUATION
What is self-concept? Do self-concept helps your thoughts, feelings and behaviour? How?
E. ASSIGNMENT
Read in advance about the Three Success Stories.
GRADE 11 RUBY
a. Evaluate their own thougths, feelings, and actions, and
b. Show the connection of their thoughts, feelings and actions to actual life
The learners demonstrate an understanding of the various aspect of holistic development; physiological, cognitive, psychological, spiritual and social
development.
III. Subject Matter
A. TOPIC
The Power Triad: Thoughts, Feelings and Actions
B. REFERENCES
Pages 8-16
Source: http://www.philstar.com/business-life/2014/06/30/1340085/love-affair-got-me-closegreat-doctor
IV.Procedure
A. REVIEW
What is self concept?
B. MOTIVATION
Do you know a person who has a very tough story of their lives but they choose to face the challenges to become successful?
C. PRESENTATION
 Activity
A Real Winner
On a cartolina, describe what is a real winner for you? List as much as you can for 1 minute.
Rubrics:
Advanced Competent Progressing Beginning

4 points 3 points 2 points 1 1 point
Contributions/ participation
Attitude
Working with others/
Cooperation
Focus on task /commitment
Communication/ listening
Information sharing
 Analysis
Who believes in “Manghuhula”? Life is a sort of destiny?
 Abstraction
Manny Pacquiao (PAKMAN)-he is one of the most respected boxers. Despite his loss during the May weather match, he still has won the hearts of many
boxing fans both in the Philippines and worldwide. His one-of-a-kind story will continue to inspire and it will always portray the journey of what millions of
Filipinos continue to aspire for. Pambansang Kamao ng Pilipinas.
Pia Alonzo Wurtzbach was crowned “Miss Universe” at the 64th Miss Universe 2015 pageant held at Las Vegas, Nevada, USA. She is an actress and model
of German-Philippine origin. She is Miss Philippines 2015. She symbolizes the deadly combination of beauty with brains. Pia is a beauty-writer, chef and A
Love Affair that Got Me Close to a Great Doctor -This love affair is with research, and it started during my pediatric residency training. I can still remember
vividly the excitement and the long nights, the discovery of meaningful developments, the joy of reading medical journals, the eagerness to prepare
something thorough and relevant. The excitement I felt continued up to my postgraduate internship, my fellowship in infectious diseases and it has lasted
until now. My husband was never jealous and my relationship with my sons never soured despite this other ongoing and never-ending love affair. I could
not ask for more. This is the best life.
A REAL WINNER
- is one who is able to:  win over his/her battles and difficulties in life and turns them into a learning and glorifying experience;  find meaning in pleasant
and unpleasant events in his life;  live in peace with difficult people and difficult situations;  win the goodwill of others, their respect and admiration;  get
what he wants using win-win strategies; never at the expense of others;  discover and use opportunities to his best advantage  develop and use his
talents and abilities to the best advantage and in so doing, make meaningful contribution in making this world a better place to live in.
 Application
1. Can you identify with any of the characters mentioned – Manny Pacquio, Pia Alonzo Wurtzbach and Dra. Rose Zeta Capeding? In what ways?
2. What lessons can you learn from the character you have chosen?
3. How would you like your life story to be told?
D. EVALUATION
Write your answer on your journal notebook.
1.
E. ASSIGNMENT
Read in advance about the Three Success Stories.
a.Discuss the personal effectiveness through holistic development with plan and action.
b.Read and explain the aspects of the self.
c.Introduce the success story of Manny Paquio.
V.Assessment
Direction: Form a group. Draw a large circle on a bond paper. Divide the circle into 8 segments. Each segment, write some description of the different
aspects of yourself as follows:
1.Physical Self 5.Intellectual Self
2.intellectual Self 6.Nutritional Self
3.Emotional Self 7.Contextual Self
4.Sensual Self 8.Spiritual Self or Life Force
VI. Assignment
Questions:
1.Can you identify what are the good characteristic of Manny pacquio?
2.What lessons can you learn from Manny Pacquio’s success story.

GRADE 11 ( HE-B, STEM, ICT)
Tuesday, June 26, 2018
I.Lesson Objectives:
B. Evaluate their own thoughts, feelings and actions, and
C. Show the connection of their thoughts, feelings and actions to actual life situations.
II.Content Standard
development.
III.Subject Matter ( CONTINUATION OF THE TOPIC…….)
A. TOPIC
Developing the whole person
 Aspects of the self
 The three success stories
 The story of the two wolves
B. REFERENCES
Pages 8-16
IV.Procedure
A. MOTIVATION
Ask the class how they can deal with different life situations. What do they feel, and what actions they do to deal with it.
B.Presentation of the topic:
1. Discuss the personal effectiveness through holistic development with plan and action.
2. Read and explain the aspects of the self.
3. Introduce the success story of Manny Paquio.
V.Assessment
Direction: Form a group. Draw a large circle on a bond paper. Divide the circle into 8 segments. Each segment, write some description of the different
aspects of yourself as follows:
1.Physical Self 5.Intellectual Self
2.intellectual Self 6.Nutritional Self
3.Emotional Self 7.Contextual Self
4.Sensual Self 8.Spiritual Self or Life Force
VI. Assignment
Questions: Choose 1 success story from the three success stories and make a reflection on a bond paper

WEDNESDAY, June 27, 2018
At the end of the lesson, the learners will be able to:
B. Evaluate their own thoughts, feelings and actions, and
C. Show the connection of their thoughts, feelings and actions to actual life situations.
II.Content Standard
development.
A. TOPIC
Developing the whole person
 Aspects of the self
 The three success stories
 The story of the two wolves
B. REFERENCES
Pages 8-16
IV.Procedure
A. MOTIVATION
Ask the class how they can deal with different life situations. What do they feel, and what actions they do to deal with it.
B.Presentation of the topic:
1. Remind students that assessing one’s own development is incomplete without identifying one’s own goals in life;
2. Personal recipe for success is about assisting students to identify what they need in order for them to win in life. They need to see them in
their own context. En courage them to feel every phrase or ingredient they will include in the recipe;
3. Give time for students to read the three success stories.
V.Assessment
This activity involves making personal recipe for achieving personal goals. Identify your goal and break it down into a recipe. Do this activity on a short bond paper.
VI. Assignment
Make a reflection on the activity My Personal Recipe.


B. Classify various developmental tasks according to developmental stage;
C. Evaluate your development in comparison with persons of the same age group; and
D. List ways to become a responsible adolescent prepared for adult life.
II.Content Standard
 The learners demonstrate an understanding the skills and the task appropriate for middle and late adolescence, and preparatory to adulthood.
A. TOPIC
Development Stages in Middle and Late Adolescence
 Developmental stages
 Havighurt’s Developmental tasks During the Life span
 Worksheet on Developmental tasks of Being in Grade 11
B. REFERENCES
Pages 17-23
IV.Procedure
A. MOTIVATION
Tell the students to line up in the order of their birthdays, so that the order goes from the oldest to youngest. Don’t let them speak to each other to
figure out when their birthdays are.
B. Presentation of the topic:
1. Use the motivation to introduce the topic on developmental stages and task. Remind students that things have progression or certain patterns.
Life also has developmental stages.
2. Activity on personal timeline can be sensitive activity especially for students who are quite emotional. Before the activity start, give a very
positive introduction by orienting them about the purpose of the activity.
3. Explain the development stages, and concentrate on the developmental task during adolescence and early adulthood. Entertain questions on
the issues of this developmental stages.
V.Assessment
Direction: Using a short bond paper, write the major events in your life and the significant people in your life. Be creative in you representation. Think of a title for your
personal timeline.
VI. Assignment
Make a reflection on the activity My Personal Timeline.

Monday , July 2, 2018
A. Discuss how to face the challenges during the adolescence, they may able to clarify and manage the demands od teen years.
B. Express their feelings on the expectations of the significant people around them, such as their parents, siblings, friends, teachers, community leaders and
C. Make affirmations that help them become more lovable and capable as an adolescent.
II.Content Standard
The learner demonstrate the understanding of the develop expectations of and from adolescent.
III.Subject Matter
A. TOPIC
The Challenges of Middle and Late Adolescence
 The passage to Adulthood: Challenges of Late Adolescence
 Encouragement: The courage to be Imperfect by Timothy D. Evans
B. REFERENCES
Pages 24-26
IV.Procedure
A. MOTIVATION
Read to the class the story “ Life With the Wrigth Family”
1. Have the entire group stand in a circle, shoulder to shoulder. Tell the students to get a small a small item from their bag. Read to them the
story and every time they hear any word that sounds like “right”, they are to pass the item in their hand to the person on their right, and every
time they hear the word “left”, they should pass the item to the left.. after the reading, tell the students that the idea was not to get distracted
by the “rights” and “lefts” and stay focused on was happening in the story. Same in our every day lives, we often have tasks that pull us in
many directions, but we should always remember what is important- the health of young people.
2. Give the lecturette on the The passage to Adulthood: Challenges of Late Adolescence
3. Explain the required portfolio output.
V.Assessment
Group Activity
Direction: Role Play Situations o Challenges of middle Adolescence. Make your script for 10 minutes and another 10 minutes to rehearse for the role play. Present a
10-minute role play and at the end of the activity, the rest of your classmates will suggest ways on how to effectively manage the challenges.
VI. Assignment
Make a reflection on your role play on your journal notebook

Tuesday , July 3, 2018
A. Discuss how to face the challenges during the adolescence, they may able to clarify and manage the demands od teen years.
II.Content Standard
III.Subject Matter ( CONTINUATION OF THE LESSON….)
A. TOPIC
B. REFERENCES
Pages 24-26
IV.Procedure
A. MOTIVATION
1. Reviewing the topic.
2. Have the entire group stand in a circle, shoulder to shoulder. Tell the students to get a small a small item from their bag. Read to them the story
and every time they hear any word that sounds like “right”, they are to pass the item in their hand to the person on their right, and every time they
hear the word “left”, they should pass the item to the left.. after the reading, tell the students that the idea was not to get distracted by the
“rights” and “lefts” and stay focused on was happening in the story. Same in our every day lives, we often have tasks that pull us in many
directions, but we should always remember what is important- the health of young people.
V.Assessment
Direction: Read an essay on “Being Happy”. Choose a phrase or sentence or paragraph that strikes you. Make a slogan or personal declaration on how you can be
committed to your self development. Explain your thoughts and feelings about it. Include specific ways in which you will develop yourself further.
VI. Assignment
Do the Opinion of others. On a short bond paper, make a list of expectations of the significant people (parents, siblings, friends, teachers, and peers) in your lives
and express how you feel about their expectations in you.

Wednesday, July 4, 2018
A. Discuss how to face the challenges during the adolescence, they may able to clarify and manage the demands of teen years.
II .Content Standard
III. Subject Matter ( CONTINUATION OF THE LESSON….)
A. TOPIC
B. REFERENCES
Pages 24-26
IV. Procedure
A. MOTIVATION
1. Reviewing the topic.
2. Have the entire group stand in a circle, shoulder to shoulder. Tell the students to get a small a small item from their bag. Read to them the
story and every time they hear any word that sounds like “right”, they are to pass the item in their hand to the person on their right, and every
time they hear the word “left”, they should pass the item to the left.. after the reading, tell the students that the idea was not to get distracted
by the “rights” and “lefts” and stay focused on was happening in the story. Same in our every day lives, we often have tasks that pull us in
many directions, but we should always remember what is important- the health of young people.
V. Assessment
Direction: Do the Opinion of others. On a short bond paper, make a list of expectations of the significant people (parents, siblings, friends, teachers, and peers) in
your lives and express how you feel about their expectations in you.
VI. Assignment
On your journal notebook, make a reflection on the activity “Do the Opinion of others”.

Thursday, July 5, 2018
1. Discuss how to face the challenges during the adolescence, they may able to clarify and manage the demands od teen years.
2. Express their feelings on the expectations of the significant people around them, such as their parents, siblings, friends, teachers, community leaders and
3. Make affirmations that help them become more lovable and capable as an adolescent.
II.Content Standard
III.Subject Matter ( CONTINUATION OF THE LESSON….)
A. TOPIC
 The power of personal declarations
 Being Happy
B. REFERENCES
Pages 26-28
IV.Procedure
A. MOTIVATION
1.Read with the class “ The Power of Personal Declarations and Being Happy”.
2. Encourage the students to make their personal declaration and make a creative slogan to highlight its impact. Explain the required portfolio
output.
V.Assessment
Direction: Make a slogan Or Personal Declaration On Being Happy. Read an essay on “Being Happy”. Choose a phrase or sentence or paragraph that strikes you. Make
a slogan or personal declaration on how you can be committed to your self development. Explain your thoughts and feelings about it. Include specific ways in which you will
develop yourself further.
VI. Assignment
On your Journal Notebook, Make a reflection about the activity.

Monday, July 9, 2018
 Discuss that understanding stress and its sources during adolescence may help in identifying ways to cope and have a healthy life,
 Identify sources of their stress and illustrate the effect of stress on their system, and
II.Content Standard
The learner demonstrate the understanding of stress and its sources; various stress responses; and coping strategies for healthful living in middle and late adolescence.
III.Subject Matter
A. TOPIC
Coping Stress in Middle and Late Adolescence
 Stress Management
 Causes and effects of stress
B. REFERENCES
Pages 29-32
IV.Procedure
A. MOTIVATION
1. Let the learners copy the BINGO CARD in their journal.
2. Find someone who regularly participates in this kind of activities. Ask him/her to sign his/her name in the appropriate box.
3. Find a different person for each box then call out for the type of bingo activity.
1. Ask students what they understand by “stress” and whether they have experienced stress.
2. Conduct the motivation: STRESS BINGO. Have students walk around and find someone who participates in one of the activities listedon the
bingo sheet.
3. Give a lecturette on Stress Management. Encourage discussion.
4. Conduct the activity: WHAT MAKES YOU TO “LOSE YOUR COOL”?
V.Assessment
WHAT MAKES YOU TO “LOSE YOUR COOL”?

 Let the learners determine what causes them to lose their cool by completing the activity.
 When they begin to identify .their stressors, they can become skilled at preventing negative consequences.
 Let them place an X next to each factor that causes them stress
VI. Assignment
On your Journal Notebook, Make a reflection about the activity.

Tuesday, July 10, 2018
 Discuss that understanding stress and its sources during adolescence may help in identifying ways to cope and have a healthy life,
 Identify sources of their stress and illustrate the effect of stress on their system, and
II.Content Standard
III.Subject Matter
A. TOPIC (CONTINUATION OF THE TOPIC…..)

 Stress Management
 Causes and effects of stress
B. REFERENCES
Pages 29-32
IV.Procedure
A. MOTIVATION
Have you experience some situations that make you feel bad? Give examples.
1. Review the topic yesterday.
2. Ask students what they understand by “stress” and whether they have experienced stress.
3. As a class, have stedents brainstorming types of good stress and bad stress. Write their responses on the board, and review the previous activity
worksheet, “ WHAT CAUSES YOU TO LOOSE YOUR COOL?”
4. Ask students how they commonly feel when they “lose their control.”Ask students to complete the activity, “STRESS SIGNALS.” After they done, they
may pair up with a partner to share their responses.
4. Give a lecturette on Stress Management. Encourage discussion.
5. Conduct the activity: WHAT MAKES YOU TO “LOSE YOUR COOL”?
V.Assessment
Get ¼ sheet of paper for a short quiz.
1-3 Give at least 3 words that describe the emotions associated with stress.
4.It is an emotional factor that causes bodily or mental tension. What is it?
5. How will you manage stress in one word.

 Demonstrate personal ways of coping with stress for healthful living.
II.Content Standard
III.Subject Matter
A. TOPIC
 Stress response
B. REFERENCES
Pages 33-35
Emotional Intelligence Activities for Teens 13-18
IV.Procedure
A. MOTIVATION
1. Let the students copy the list of warning signs of stress listed on the book and tell the learners apply the warning signs into the stresses they have experienced.
2. When they are finished copying and checking the warning signs, let them discuss the list together with their seatmates.
1. do the motivation: STRESS SIGNALS.
2. Discuss with students how stress is part of everyday life, and that there is good stress and bad stress.
3. Discuss that understanding stress and its sources during adolescence may help in identifying ways to cope and have a healthful life;
4. Discuss the reading: Stress Response with the Students.
5. Demonstrate personal ways of coping with stress for healthful living
V.Assessment
ACTIVITY: QUITE TIME
Provide students with paint, clay or pencils for creating if need be. Students can put their heads on the desk or find a quite space somewhere in the room to relax. After
15 minutes of quite time, students may share the experience of how they felt before, during and after the activity.
Write about your stress signals. Answer the following question:
1. How do you know that you are stressed?

2. What stress signals do you have that your partner does not have?
3. How much stress do you think you are currently under?
4. How are your stress signals different for different types of stressors?
5. What are some ways that you usually remove or reduce the stress that cause you physical, emotional or behavioural difficulties?
 Demonstrate personal ways of coping with stress for healthful living.
III. Subject Matter
A. TOPIC
 Keep stress under control
B. REFERENCES
Pages 33-35
Emotional Intelligence Activities for Teens 13-18
IV. Procedure
A. MOTIVATION
BELLY BREATHING
Deep breathing is a stress reduction strategy that can be used in the present moment as well as an excellent skill to master to more to more effectively cope with
future stressors.
1. Have all students stand straight with feet shoulder-with apart.
2. Tell the learners to relax their arms, and hands and also their body
3. Tell them to close their eyes and focus on their abdomen (belly) an imagine a small balloon in that space Breath slowly and deeply through nostrils imagining a
balloon inflating (getting bigger ,larger, growing) Slowly hold a few seconds then slowly exhale through the mouth imagining the balloon deflating (getting
smaller, shrinking);
4. Blow out the mouth as if blowing out a candle
5. Place hand over the lower abdomen to feel it go up and down, and make sure thet there not breathing with the chest
6. Repeat at least 3 times.
1. Review the lessons yesterday.
2. Do the motivation: STRESS SIGNALS.
3. Discuss with students how stress is part of everyday life, and that there is good stress and bad stress.
4. Discuss that understanding stress and its sources during adolescence may help in identifying ways to cope and have a healthful life;
5. Identify sources of one’s stress and illustrate the effect of stress on one’s system
6. Demonstrate personal ways of coping with stress for healthful living
V.Assessment
Individual Work:
PROJECT TO DO LIST
The objective of this activity is to provide the students with a project that they will need to plan. This allow the learners to experience what it is like to plan a project
without help and how their experience may differ when they provided with a planning tool to help them break the project down into smaller , or more manageable, task.
Project To-Do List

Project Overview:
Step 1:
Task:
 _______________________________________________
 _______________________________________________
 _______________________________________________
Step 2:
Task:
 ______________________________________________
 ______________________________________________
 ______________________________________________
Step 3:
Task:
 ______________________________________________
 ______________________________________________
 ______________________________________________
VI. Assignment
STRESS SURVIVAL KIT
Survival kits are essencial to prepare before a crisis. In this activity the learners will be making their own survival kits that will help them cope with stress within their
everyday lives.

 Discuss that understanding the left and right brain function may help in improving one’s learning.
II.Content Standard
The learners demonstrate an understanding of the whole brain theory, or two hemispheres of the brain: artistic (right-brain dominant) and linear (left-brain dominant)
III.Subject Matter
A. TOPIC
The Powers of the Mind (Module 6)
Brain Power: Complex Organ Controls Your Every Thought And Move
B. REFERENCES
Pages 36-38
Christy Oglesby, CNNfyi Senior Writer
IV.Procedure
A. MOTIVATION
LATERAL THINKING PUZZLE
1. You are driving down the road in your car on a wild, stormy night, when you pass by a bus stop and you see three people waiting for the bus: a. An old lady who
looks as if she is about to die b. An old friend who once saved your life c. The perfect partner you have been dreaming about Knowing that there can only be one
passenger in your car, whom would you choose? (Answer: The old lady of course! After helping the old lady into the car, you can give your keys to your friend,
and wait with your perfect partner for the bus.)
2. Acting on an anonymous phone call, the police raid a house to arrest a suspected murderer. They don't know what he looks like but they know his name is John
and that he is inside the house. The police bust in on a carpenter, a lorry driver, a mechanic and a fireman all playing poker. Without hesitation or communication
of any kind, they immediately arrest the fireman. How do they know they've got their man? (Answer: The fireman is the only man in the room. The rest of the
poker players are women.)
3. A man lives in the penthouse of an apartment building. Every morning he takes the elevator down to the lobby and leaves the building. Upon his return,
however, he can only travel halfway up in the lift and has to walk the rest of the way - unless it's raining. What is the explanation for this? (Answer: The man is a
dwarf. He can't reach the upper elevator buttons, but he can ask people to push them for him. He can also push them with his umbrella.)

1. Start the class with the motivation.
2. Introduce the topic on cognitive development. Tell the class that the next lesson, well talk about new scientific discoveries about they already
know. Then consider the 2 questions:
 What is the brain and how does it work?
 What happens inside your brain when you learn something new?
3. Records students answers beginning with the first question. Students may need to promps to answer the second question, such as: how did you learn to talk? To
read? To ride a bicycle? To shoot a basket?
4. Give a lecturette on cognitive development with the use of the reader: Brain Power: Complex Organ Controls Your Every Thought And Move.
V.Assessment
On a ¼ sheet of paper, answer the following questions:
1. It is the largest of the three brain sections that accounts for about 85 percent of the brains weight and has four lobes. ( ans. Cerebrum)
2. The _____________determines personality and emotions. ( ans. Frontal Lobe)
3-5. What are the three major parts of the brain? ( ans. Cerebrum, Cerebellum, Brain stem)
II.Content Standard
III.Subject Matter
A. TOPIC ( Continuation of the topic….)

The Powers of the Mind (Module 6)
Brain Power: Complex Organ Controls Your Every Thought And Move
B. REFERENCES
Pages 36-38
IV.Procedure
A. MOTIVATION
As you were thinking of solutions to the puzzles, what was going on inside you? What organ was working?

2. Introduce the topic on cognitive development. Tell the class that the next lesson, well talk about new scientific discoveries about they already
know. Then consider the 2 questions:
 What is the brain and how does it work
 What happens inside your brain when you learn something new?
3. Records students answers beginning with the first question. Students may need to promps to answer the second question, such as: how did you learn to
talk? To read? To ride a bicycle? To shoot a basket?
4. Give a lecturette on cognitive development with the use of the reader: Brain Power: Complex Organ Controls Your Every Thought And Move.
V. Assessment
LATERAL THINKING PUZZLE
1. A father and his son are in a car crash. The father is killed and the child is taken to hospital gravely injured. When he gets there, the surgeon says, 'I can't
operate on this boy - for he is my son!!!' How can this possibly be? (Answer: The surgeon cannot operate on her own son; she is his mother.)
2. There are six eggs in the basket. Six people each take one of the eggs. How can it be that one egg is left in the basket? (Answer: The last person took the
basket with the last egg still inside.)
3. How could a baby fall out of a twenty-story building onto the ground and live? (Answer: The baby fell out of a ground floor window.)
SEMI-DETAILED LESSON PLAN IN PERSONALITY DEVELOPMENT

II.Content Standard
III.Subject Matter
A. TOPIC
The Dominant Side Of The Brain
Research Study “ The Brain’s Left and Right Sides Seem To Work Together Better in Mathematically Gifted Middle-School Youth
Mind Mapping
B. REFERENCES
Pages 36-38
IV.Procedure
A. MOTIVATION
BRAIN DOMINANCE
Which of these apply to you?
____ I am very organized ____ I daydream a lot.

____ I remember faces more than names. ____ I hate taking risks.
____ I think things through before making a decision. ____ I tend to get emotional.
____ If someone’s mad at me, I can tell even without the person saying ____ I make a to-do-list.
a word. ____ I trust my “gut instinct”.
____ I work best in a quite space.
If you have more “yes” answers from the left column, you are probably left-brain dominant, while if you have more “yes” answers from the right column, you are
probably right-brain dominant.

1. Start the class with the motivation. Ask the students to raise their hands if they are right-brain dominant or left-brain dominant.
2. Read together with the class and discuss the reading: The dominant Side of the Brain.
3. Give the lecturrete on new Research Study on The Brain’s Left and Right Side. Generate questions from students. What do they think about this
new research? Encourage critical thinking.
4. Introduce students to the Mind Mapping Activity. Say something like: However, some learning tools that help you utilize both sides of the brain
may help you learn more effectively.
5. To practice the concept, do a sample Mind Map with the students.
6. Do the assessment.
V.Assessment
1. What is MIND MAPPING?
2. It has said that mind mapping can be used in all curriculum areas and can help children to think about learning

 Explore mind mapping techniques suited to the right brain or left brain-dominant thinking styles.
II.Content Standard
III.Subject Matter
A. TOPIC
Mind Mapping
B. REFERENCES
Pages 36-38
IV.Procedure
A. MOTIVATION
Do you believe in the phrase “You can grow your intellingence”? Why?
1. Start the class with the motivation. Collect answers from the class.
2. Read together with the class and discuss the reading: The dominant Side of the Brain.
3. Give the lecturrete on Mind Mapping to students.
may help you learn more effectively.
5. To practice the concept, do a sample Mind Map with the students.
V.Assessment
LET’S TRY IT MAKING A MIND MAP
Write the word BRAIN on the board. Ask students to follow the steps in making a mind-map using what they already know about the brain from the lesson. Do the
activity by group.

 Make a plan to improve learning using both left and right brain development.
II.Content Standard
III.Subject Matter
A. TOPIC
The key to growing the brain: Practice!
The Real Truth about “Smart” and “Dumb”.
What Can You Do to Get Smarter?
Additional Reading: THE MYTH OF MICHAEL JORDAN
B. REFERENCES
Pages 36-38
IV.Procedure
A. MOTIVATION
 You’re smart or you’re not smart, and that never changes. OR
 It’s possible to grow intelligence.
Raise your hand if you believe the first one. [show of hands] Raise your hand if you believe the second one. [show of hands.] if you’re not sure, you’re not alone. This
question researchers have been asking for years. And some of the answers are surprising.

Read together with the class and discuss the reading: The key to growing the brain: Practice!
2. Give the lecturrete on The Real Truth about “Smart” and “Dumb” and What Can You Do to Get Smarter?
may help you learn more effectively.To practice the concept, do a sample Mind Map with the students.
4. Additional Reading: THE MYTH OF MICHAEL JORDAN
V.Assessment
LET’S TRY IT MAKING A MIND MAP
Write the word BRAIN on the board. Ask students to follow the steps in making a mind-map using what they already know about the brain from the lesson. Do the
activity by group.

 Make a plan to improve learning using both left and right brain development.
II.Content Standard
III.Subject Matter
A. TOPIC (continuation…)
The key to growing the brain: Practice!
The Real Truth about “Smart” and “Dumb”.
What Can You Do to Get Smarter?
Additional Reading: THE MYTH OF MICHAEL JORDAN
B. REFERENCES
Pages 36-38

IV.Procedure
A. MOTIVATION
Who knows about Michael Jordan? Is he a great player for you? why?
2. Read together with the class and discuss the reading: The key to growing the brain: Practice!
3. Give the lecturrete on The Real Truth about “Smart” and “Dumb” and What Can You Do to Get Smarter?
may help you learn more effectively.To practice the concept, do a sample Mind Map with the students.
5. Additional Reading: THE MYTH OF MICHAEL JORDAN
7. Give assignment for the next session. Bring some print ads of body beautifying products, clothes, or fashion.
V.Assessment
Draw a subject or instruments, or other items that you do well on a bond paper. Make explanations or step by step procedure on how did you gain the knowledge and the
skills base on your drawing.
VI. Assignment
Bring some print ads of body beautifying products, clothes, or fashion.

 Interpret the concepts of mental health and psychological well-being in everyday observations about mental health problems during adolescence.
II.Content Standard
The learners demonstrate an understanding of the concept about mental health and well being in middle and late adolescence.
III.Subject Matter
A. TOPIC
CHANGE YOUR MIND ABOUT MENTAL HEALTH
ADDITIONAL INFORMATION: STRATEGIES FOR BECOMING A CRITICAL VIEWER OF THE MEDIA
B. REFERENCES
Pages 45-46
http://www.albertahealthservices.ca/assets/programs/ps-7344-body-image-gr7.pdf
IV.Procedure
A. MOTIVATION
How many of you have been sick last year? Why were you sick? How long were you sick?

1. Collaborate with the school guidance councelor. The councelor may give a short orientation on how students can set appontments or visit the
counsellor for any concern.
2. Start the motivation by asking “how many of you have been sick last year? Why were you sick? How long were you sck?
3. Introduce the topic about CHANGE YOUR MIND ABOUT MENTAL HEALTH.
4. Read together with the class and discuss the reading: ADDITIONAL INFORMATION: STRATEGIES FOR BECOMING A CRITICAL VIEWER OF THE MEDIA.
V.Assessment
Named some print add or commercials on television that touches your well-being and, answer the question WHY on a bond paper.
Choose 3-5 learners to read their work and let the class reflect from their classmate’s output.

II.Content Standard
The learners demonstrate an understanding of the concept about mental health and well-being in middle and late adolescence.
III.Subject Matter
A. TOPIC (continuation….)
CHANGE YOUR MIND ABOUT MENTAL HEALTH
ADDITIONAL INFORMATION: STRATEGIES FOR BECOMING A CRITICAL VIEWER OF THE MEDIA
B. REFERENCES
Pages 45-46
http://www.albertahealthservices.ca/assets/programs/ps-7344-body-image-gr7.pdf
IV.Procedure
A. MOTIVATION
FACT OR FICTION
Read through the answer key and correct the students’ misconcept.
1. One person in every True. One percent of the general population develops schizophrenia.
100 persons develops
schizophrenia.
2. A person who has one True. Mental illness can be hereditary. For example, the rate of
or both parents with schizophrenia in the general population is one percent. This rate rises
mental illness is more to eight percent if one parent has the disorder and to 37-46 percent if
likely to develop both parents have it. One in 100 people in the general population has
mental illness. experienced depression, compared to one in four for people whose
parents have experienced depression.
3. Mental illness is False. Mental illness is not contagious. Hereditary can, and often
contagious. does, play a factor in the development of the disease.
4. Mental illness tends to True. The first episode of mental illness often occurs between the
begin during ages of 15 and 30 years. Early intervention is currently thought to be
adolescence. the one of the most important factors related to recovery from
mental illness. Embarrassment, fear, peer pressure and stigma often
prevent young people from seeking out help.
5. Poor parenting causes False. Childhood abuse or neglect does not cause mental illness such
schizophrenia as schizophrenia. However, stressful or abusive environments may
seriously impair a person’s ability to cope with and later manage the
illness.
6. Illegal drug use causes True and False. Alcohol and other drugs sometimes play a role in the
mental illness. development of some symptoms and disorders, but do not usually
cause the illness. However, long-term drug and alcohol use can lead
to the development of drug-induced psychosis, which has many of the
same symptoms of organic mental illness. Alcohol and drugs are often
used as a means to cope with the illness, although using alcohol and
drugs can make the symptoms of mental illness worse.
7. Mental illness can be False. Mental illness is associated with chemical imbalances in the
cured with willpower. brain and requires a comprehensive treatment plan.
8. People with mental False. With the right kind of help, many people with a mental illness
illness never get do recover and go on to lead healthy, productive and satisfying lives.
better. While the illness may not go away, the symptoms associated with it
can be controlled. This usually allows the person to regain normal
functioning. Medication, counseling and psychosocial rehabilitation
are treatment options that can help people recover from mental
illness.
9. People with mental False. People who experience a mental illness acutely sometimes
illness tend to be behave very differently from people who do not. While some of their
violent. behaviors may seem bizarre, people with mental illness are not more
violent than the rest of the population.
10. All homeless people False. Although studies have shown that between 17 and 70 percent
are mentally ill of people who are homeless have mental illnesses, it is clear that
being homeless doesn’t automatically indicate a mental illness.
11. Developmental False. Mental illness is often confused with developmental disabilities,
disabilities are a form even though the two conditions are quite different. Mental illness
of mental illness. does not affect an individual’s intellectual capacity, whereas
developmental disabilities do. However, people with developmental
disabilities are more susceptible to developing mental illness
12. Poor people are more False. Income is not a factor in overall rates of mental health
likely to have mental problems. However, people with lower incomes experience slightly
illness than those who higher rates of depression. People who live with major mental
are not illnesses often end up in lower social classes because the illness may
interfere with their ability to hold a job.

1. Collaborate with the school guidance councelor. The councelor may give a short orientation on how students can set appontments or visit the
counsellor for any concern.
2. Start the motivation by: Fact or Fiction? by stating that not all sickness is physical in nature. There may also be mental illness.
3. Introduce the topic about CHANGE YOUR MIND ABOUT MENTAL HEALTH.
4. Read together with the class and discuss the reading: ADDITIONAL INFORMATION: STRATEGIES FOR BECOMING A CRITICAL VIEWER OF THE MEDIA.
5. Do the assessment: Media Motives
V.Assessment
MEDIA MOTIVES
The activity in this lesson is intended to make students dig deeply at media advertisements so they are more critical of what they are seeing and less apt to internalize the
messages. Advertisers have developed a multi-billion dollar industry to convince consumers that we need to buy their products. In this lesson, we are going to examine the
advertising methods that are used. Body image can be a sensitive topic to many individuals, so it is important that others be respectful to emotions and feelings that may
arise.
1. What type of product or service is featured in your ad?
2. What approach has the advertiser used to promote or sell this product or service? Here are some of the methods that advertisers use to attract consumer:
 Sex Appeal  We Try Harder  Best Value
 Join the Bandwagon: Everyone is getting one!  New & Improved
 Highest Quality Available  Financial Plans/Installment Incentives  Name Brands & Logos
 Negative Advertising  Health & Safety
 Home style or Traditional
3. What message does this ad give the consumer?
4. How would you define or describe this approach to advertising?
5. Do you think that this approach is effective advertising for the product? Why or why not?
6. In what ways, if any, could any part of this advertisement impact a person’s body image? (e.g. you could take into consideration: the product itself, the models selling it,
the way it is being presented, etc.)
Monday, July 30 , 2018
II.Content Standard
III.Subject Matter
A. TOPIC
Reading : SELF ESTEEM AND BODY ESTEEM
COMMON EATING DISORDERS
B. REFERENCES
Pages 47-49
IV.Procedure
A. MOTIVATION
Are you putting yourself down?
1. Collaborate with the school guidance councelor. The councelor may give a short orientation on how students can set appointments or visit the counsellor for any concern.
2. Start the motivation by asking the students; Are you putting yourself down?
3. Introduce the topic about Reading : SELF ESTEEM AND BODY ESTEEM
4. Read together with the class and discuss the reading:
5. Introduce the lesson on Media Motives and proceed to the assessment called MEDIA INFLUENCES (How Ads Affected My Self-Esteem)
a. Body image continues to be a topic of interest in high school, as students attempt to define and discover who they are. On a daily basis, students are bombarded with
messages in the media which affect this process. Helping them to navigate through it all is an important task.
b. The activity in this lesson is intended to make students look at media advertisements so they are more critical of what they are seeing and less apt to internalize the
messages. You may set the pace, meaning that if there is a particular concept that requires reinforcement, there is opportunity to use this lesson as a springboard for further
discussion.
c. Advertisers have developed a multi-billion dollar industry to convince consumers that we need to buy their products. In this lesson, we are going to examine the advertising
methods that are used. Body image can be a sensitive topic to many individuals, so it is important that others be respectful to emotions and feelings that may arise.
d. Break students into small groups.
e. Have each group look at the advertisements brought by their members and decide which advertisement they will critique.
f. Instruct them to “decode” the ad as they proceed through the worksheet questions.
g. Have each group present their ad back to the large group.
h. As groups present their ads, students will fill in a “definition” sheet that serves to identify the advertising methods.
i. There is no formal answer key to accompany the definitions sheet – the intent is to have students arrive at their own understanding of the techniques. They will be better
equipped to neutralize the impact of media messages.
j. Explain Additional Information: Strategies for Becoming a Critical Viewer of the Media
V.Assessment
MEDIA INFLUENCES
(How Ads Affected My Self-Esteem)
Name some ads that appear on TV, billboards, the internet.
1. What messages do these ads give to the middle adolescence like you?
2. How have these ads affected your lifestyle, self-esteem, and values?
3. How has this lesson changed your perception about ads?
II.Content Standard
III.Subject Matter
A. TOPIC
ANXIETY DISORDERS
B. REFERENCES
Pages
IV.Procedure
A. MOTIVATION
Do you have your friends/classmates/neighbors who are mentally ill? In what situations are they going to react negatively?
1. Lead the class in Activity: Mental Health Challenge
a. Preparation: Before the class starts, photocopy the content on specific Mental Health Challenges and cut out the description of each of the mental health challenges (ADHD,
Anxiety, Autism, Bi-Polar Disorder, Depression, Eating Disorders, Post Traumatic Stress Disorder, Schizophrenia) and place each description in a separate envelope.
b. Divide the class by giving numbers to each student from 1 to 8. Have each student go to the workstation that has his or her number. All students with number “one” go to one,
etc.
c. Hand out one envelope containing one of the 8 mental health challenges to each group.
d. Instruct the groups to read the paragraph and put the name of their mental health challenge at the top of their chart paper. Using the content in their paragraph, each group
should create 4 - 5 bullets or short sentences that describe the mental health challenge assigned to their group. Let the groups know that their list should also include some positive
aspect related to the challenge.
e. Give each group 2-3 minutes to present to the other groups what they have learned about their group's mental health challenge.
f. As groups present, circle the bulleted content that has the positive statement so that it is more visible and later when summarizing students can visually see what may be a
positive commonality across all challenges -- e.g. people can be helped... people still want friends, etc.
g. Tell the students that they might know someone who has experienced one of these challenges, but remind them that this is not about telling someone else's story, but more
about just understanding what each term is about.
h. After the students report on the mental health challenges, ask them:
i. one thing they learned today about mental health challenges that they did not know before this class began
ii. the similarities across the positive characteristics that are circled
i. Reinforce the students’ minds that people facing mental health challenges are just like everybody else in that they want to be a friend and have friends with help people
with mental health challenges can get better and live normal lives.
2.Explain the requirement for Portfolio Output No. 13: Research on Anxiety Disorders or Depression.
V. Assessment (NOT TAKEN)
Answer the following questions on a ½ sheet of paper.
1. What did you learn today bout mental health challenges that you did not know before this class began?
2. Look at the positive characteristics that are circled. Are there any similarities across the different challenges?
3. People facing mental health challenges are just like everybody who wants to be a friend and have friends with: helping people with mental health challenges can get better and live
normal lives.
Wednesday, August 01, 2018

II.Content Standard
III.Subject Matter
A. TOPIC
ANXIETY DISORDERS (CONTINUATION…)
B. REFERENCES
Pages
IV.Procedure
A. MOTIVATION
VIDEO PRESENTATION
Video presentation of an example of a person who has an anxiety disorders.
1. Lead the class in Activity: Mental Health Challenge
a. Preparation: Before the class starts Ask the students to bring out their assignment and the activity to be continued in this session. Tell the students to start presenting their
unfinished activity last session.
b. As groups present, circle the bulleted content that has the positive statement so that it is more visible and later when summarizing students can visually see what may be a
positive commonality across all challenges -- e.g. people can be helped... people still want friends, etc.
g. Tell the students that they might know someone who has experienced one of these challenges, but remind them that this is not about telling someone else's story, but more
about just understanding what each term is about.
h. After the students report on the mental health challenges, ask them:
i. one thing they learned today about mental health challenges that they did not know before this class began
ii. the similarities across the positive characteristics that are circled
i. Reinforce the students’ minds that people facing mental health challenges are just like everybody else in that they want to be a friend and have friends with help people with
mental health challenges can get better and live normal lives.
V. Assessment
Answer the following questions on a ½ sheet of paper.
1. What did you learn today bout mental health challenges that you did not know before this class began?
2. Look at the positive characteristics that are circled. Are there any similarities across the different challenges?
3. People facing mental health challenges are just like everybody who wants to be a friend and have friends with: helping people with mental health challenges can get better and live
normal lives.
VI. Assignment
REASERCH ON ANXIETY DISORDERS/ DEPRESSION
Among the mental health challenges discussed in the class, two of the most common among middle adolescents are anxiety disorders and depression. Go to the Library or Browse
the internet and do a research on either one of these and put them in your portfolio.

Thursday, August 02, 2018
II.Content Standard
III.Subject Matter
A. TOPIC
MENTAL HEALTH ISSUES AND STIGMA
B. REFERENCES
Pages
IV.Procedure
A. MOTIVATION
Ask students some questions relating the topic.
Have you had feelings of worthlessness or guilt? How about feeling sad depressed or down most of the time.
B. ACTIVITY
Group the students into 3 groups. Instruct them to form a circle.
Tell students to bring out their homework.
Ask students to discuss some of their research findings on anxiety disorders and depression.
C. Abstraction
 Ask the class about their ideas on MENTAL HEALTH ISSUES AND STIGMA.
 Give the meaning of MENTAL HEALTH ISSUES AND STIGMA.
 Discuss that any disclosure, incident or thoughts of self-harm require serious attention guidance counsellor about referral-making strategies.
 Confidentiality must be broken when a student reports neglected or physical, sexual, or psychological abuse. All teachers are mandated to report suspected child abuse.
 Privacy should be respected, even though confidentiality cannot be promised. When information is passed on, tell the student, and inform and involve them in passing on the
information to the appropriate people.
 Give lecturette: Support Strategies/Community Mental Health Resources
 At the end of the lecturette, present the school and community resources that students may access when they need them. Consult your counsellor for information on these
resources. It is important that you yourself have confidence in the resources. Also, if there is any student that approaches you for help, refer to the counsellor. Consult the school
couselor for the best ways to make a referral.
 Discuss the background information on Suicide.
D. APPLICATION
a. Write the following scenario on the board:
“ Your friend isn’t acting like his old self. He seems really down, and has been doing strange things like giving his favourite things away. He recently told you that he
thought the people he knew would be better off without him around and that he’s thought of killing himself. After he tells you, he asks you not to tell anyone else about
what he has said.”
b. AsK a class, brainstorm answers to the following questions:
- Do you think he has a mental health problem?
- Is he in trouble?
- What should you do?
V. ASSESSMENT
Present things to do when someone you know may harm himself/herself. Put these on manila paper or poster.
VI. ASSIGNMENT
Ask students to bring pictures, print ads, wrappers or labels of food that they usually eat for snacks or merienda..
V. Assessment
SIGNS OF TROUBLE: DEPRESSION
What is the difference between just having a bad day and something potentially more serious? Put a check mark under the Column Yes or no for each of the items below:
Test Your Mood Yes No

Do you feel sad, depressed or down most of the time?
Are you unable to enjoy the things that once gave you pleasure?
Do you feel tired and/or lack energy most of the time?
Do you have trouble sleeping or do you sleep too much?
Do you find it difficult to concentrate or make decisions?
Have you had an increase or decrease in appetite or weight?
Have you had feelings of worthlessness or guilt?
Have you felt frightened or panicky for no apparent reason at all?
Have you felt restless and found it difficult to sit still?
Have you been feeling anxious or worried?
Have you felt like just cannot go on or had thoughts of death or dying?
Monday, August 06, 2018
II.Content Standard
III.Subject Matter
A. TOPIC
MENTAL HEALTH ISSUES AND STIGMA (CONTINUATION)
B. REFERENCES
Pages
IV.Procedure
A. MOTIVATION
1. Review Homework. Ask students to discuss some of their research findings on anxiety disorders and depression.
2. Introduce the topic on mental health issues with lecturette
3. Important Note: Teachers must be aware of the limits of confidentiality.
4. Do the activity on Suicide Prevention
C. Preparation: Talk to your school’s guidance counselor about support agencies where students can get help for themselves or a friend when any signs of depression or suicide
become apparent. Present these at the end of the lesson.
D. Discuss the background information on Suicide.
E. Write the following scenario on the board:
“ Your friend isn’t acting like his old self. He seems really down, and has been doing strange things like giving his favourite things away. He recently told you that he
thought the people he knew would be better off without him around and that he’s thought of killing himself. After he tells you, he asks you not to tell anyone else about
what he has said.”
F. As a class, brainstorm answers to the following questions:
- Do you think he has a mental health problem?
- Is he in trouble?
- What should you do?
G. Present things to do when someone you know may harm himself/herself. Put these on manila paper or poster.
a. Give lecturette: Support Strategies/Community Mental Health Resources
b. At the end of the lecturette, present the school and community resources that students may access when they need them. Consult your counsellor for information on
these resources. It is important that you yourself have confidence in the resources. Also, if there is any student that approaches you for help, refer to the counsellor.
Consult the school couselor for the best ways to make a referral.
c. You may also refer to the additional Reading: Help How-To’s.
d. Give assignment for next session. Ask students to bring pictures, print ads, wrappers or labels of food that they usually eat for snacks or merienda.
V. Assessment
SUICIDE PREVENTION
Suicide is a leading cause of death among young people ages 15-24. At least 90% of those who die by suicide have a mental illness. If a friend mentions thoughts of suicide or self-harm, you
NEED to tell an adult. This may be a parent, teacher or a guidance counselor. It’s better to have a friend who is angry with you than to keep their secret and live with knowing you could have
helped, but remained silent when your friend was in trouble. Here’s a scenario:
“Your friend isn’t acting like his old self. He seems really down, and has been doing strange things like giving his favorite things away. He recently told you that he thought the people he
knew would be better off without him around and that he’s thought of killing himself. After he tells you, he asks you not to tell anyone else about what he has said.”
1. Do you think he has a mental health problem?
2. Is he in trouble?
3. What should you do?
4. Make a reflection about the scenario.
VI. Assignment
Bring pictures, print ads, wrappers or labels of food that you usually eat for snacks or merienda for an activity next meeting
Tuesday, August 07, 2018

II.Content Standard
III.Subject Matter
A. TOPIC
HEALTHY LIVING AND MENTAL HEALTH
B. REFERENCES
Pages
IV.Procedure
A. MOTIVATION
1. Give Introduction to the Topic
a. In recent years, there has been an increase in understanding about the relationship between good mental health, healthy eating and physical activity. Mental health is a key
element of a person’s overall health. The relationship between physical and mental health (and the social, biological, environmental and psychological determinants of health) is
complex and not completely understood.
b. Physical illnesses and mental illnesses often occur together, e.g., depression and heart disease.
c. The state of a person’s mental health can influence the onset or course of a physical or mental illness. Similarly, the state of a person’s physical health can influence their
mental health (WHO, 2005).
d. One way to promote mental health is to take care of your physical health. Eating healthy foods, being physically active and getting a good night’s sleep help us deal with the
effects of stress. Stress seems to play a key role in many mental disorders (CAMH – Mental Health and Addiction 101 Series).
2. Conduct activity for snack foods.
3. Discuss the Reading: Healthy Eating and Mental Health with the students.
4. Do Activity 2: Dear Abby (NOT TAKEN)
a. Divide the class into small groups.
b. The groups brainstorm some of the problems teens experience if they are not fully rested.
c. Have students read the “Dear Abby” letter.
d. Let each student respond with advice to “Tired at School”.
5. Give the assignment for Portfolio Output No. 14. The students put their group answers together and come up with a reply to “Tired at School” with at least 3 good suggestions.
6. Introduce students to Activity 3: Sleep and Bedtime Activities Diary.
a. Students will record how many hours of sleep they get every night for one week.
b. Follow up with classroom discussion about the importance of getting adequate sleep.
7. Conclude the session with: Being mentally well includes looking after your physical health. Therefore it is important to eat healthy, be physically active, and get enough sleep.
V. ASSESSMENT
SNACK FOOD
1. Prepare a drop box.
2. Students drop the picture, wrapper, print ad, or label of food that they usually eat for snacks in the drop box.
3. Have a student come up and draw a slip of paper out of the box. The student will use their best judgment and put the paper onto chart paper into one of the columns “Choose Most
Often” Choose Sometimes” or “Choose Least Often”.
4. You may invite the school nurse, nutritionist or medical staff, or another expert to be present in the class to be the judge of healthy or unhealthy eating.
5. You may also consult the following resources.

 Recall all the topics taken in the past few weeks or month for them to be able to pass the first examination period.
II.Content Standard
III.Subject Matter
A. TOPIC
1st Grading Examination Period Coverage
B. REFERENCES
Pages
IV.Procedure
A. MOTIVATION
a. Ask the student like this, “Do you want to pass your first grading exam? And why”
b. Collect the learner’s response and tell them to listen carefully and takenote of the topics reviewed.
1. Tell students to get their books and notebooks to start the review.
2. Start reviewing from the very first day topic of the class.
3. Ask students some questions regarding each of the topic.
4. Let them answer some of the questions made for the exam.
V. ASSESSMENT ( NONE)
II.Content Standard
III.Subject Matter
A. TOPIC
HEALTHY LIVING AND MENTAL HEALTH (CONTINUATION)
B. REFERENCES
Pages
IV.Procedure
A. MOTIVATION
1. Give Introduction to the Topic
a. In recent years, there has been an increase in understanding about the relationship between good mental health, healthy eating and physical activity. Mental health is a key
element of a person’s overall health. The relationship between physical and mental health (and the social, biological, environmental and psychological determinants of health) is
complex and not completely understood.
b. Physical illnesses and mental illnesses often occur together, e.g., depression and heart disease.
c. The state of a person’s mental health can influence the onset or course of a physical or mental illness. Similarly, the state of a person’s physical health can influence their
mental health (WHO, 2005).
d. One way to promote mental health is to take care of your physical health. Eating healthy foods, being physically active and getting a good night’s sleep help us deal with the
effects of stress. Stress seems to play a key role in many mental disorders (CAMH – Mental Health and Addiction 101 Series).
2. Conduct activity for snack foods.
3. Discuss the Reading: Healthy Eating and Mental Health with the students.
4. Do Activity 2: Dear Abby (CONTINUATION…..)
a. Divide the class into small groups.
b. The groups brainstorm some of the problems teens experience if they are not fully rested.
c. Have students read the “Dear Abby” letter.
d. Let each student respond with advice to “Tired at School”.
5. Give the assignment for Portfolio Output No. 14. The students put their group answers together and come up with a reply to “Tired at School” with at least 3 good suggestions.
6. Introduce students to Activity 3: Sleep and Bedtime Activities Diary.
a. Students will record how many hours of sleep they get every night for one week.
b. Follow up with classroom discussion about the importance of getting adequate sleep.
7. Conclude the session with: Being mentally well includes looking after your physical health. Therefore it is important to eat healthy, be physically active, and get enough sleep.
V. ASSESSMENT
Response to “Tired at School”
Pretend that you are Abby. Write an answer to the letter writer “Tired at School”.
Dear Abby,
I fell asleep in class today – once again! When I go to bed at night, I just can’t seem to fall asleep. I lie in bed for hours and it doesn’t seem to make a difference. When I wake up in
the morning, I feel like I don’t want to get up and go to school. This is the time that I could really sleep. I wish that school didn’t start until 10:00 a.m. Please help me out! Give me
some ideas on how I could get a better sleep, so Mr. Gomez doesn’t get upset that I fall asleep in his class. Tired at School
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written
permission from the DepEd Central Office. First Edition, 2016.

 Discuss that understanding the intensity and differences or their emotions may help in communicating emotional expressions;
 Explore their positive and negative emotions and how they express or hide them, and
 Demonstrate and create ways to manage various emotions.
II.Content Standard
The learners can identify the different types of emotions and how they are expressed
III.Subject Matter
A. TOPIC
EMOTIONS
B. REFERENCES
Pages
IV.Procedure
A. MOTIVATION
TODAY I FEEL...
1. On a blank piece of paper, have students draw a face or an emoticon that expresses their feelings today.
2. Ask students to break out in groups of four, and share their drawing and why they feel that way today.
1. Conduct Motivation on “Today I Feel”.
2. Introduce the topic. For the following lessons, you will be talking about emotions, how they affect our lives, and how we can manage them.
3. Discuss the Reading on Emotional Intelligence.
4. Introduce Activity 1: Introduction to Emotions
a. This activity has two parts. The first part defines different emotions.
b. The second requires you to list times you felt certain emotions.
c. Once you have completed them, you will be able to identify emotions, and identify when you have felt these emotions.
5. Read out the definitions of different emotions. Ask students the translation of these emotions in Filipino or the local dialect.
6. Conduct Activity 2: Exploring Emotions
a. Write about a time when you felt these emotions in space provided.
b. Use definitions found on the first page of this activity for help.
7. Conduct Activity 3: I Am…
a. Emotional self-awareness is the ability to recognize one’s own feelings.
b. In the spaces provided, students complete each statement based on how they feel.
8. Explain the requirement for Portfolio Output No. 15: Reflection on Exploring Emotions and I Am.
V. ASSESSMENT / ACTIVITY 1
INTRODUCTION TO EMOTIONS
Emotions are what you feel on the inside when things happen. Emotions are also known as feelings.
1. Afraid: feeling fear and worry
2. Angry: feeling mad with a person, act, or idea
3. Ashamed: feeling bad after doing wrong
4. Confident: feeling able to do something
5. Confused: feeling unable to think clear
6. Depressed: feeling sad, blue, discouraged, and unhappy 11. Jealous: feeling upset when someone has something that you would like to have or
they get to do something you wanted
7. Embarrassed: feeling worried about what others may think
12. Lonely: feeling alone and that nobody cares
8. Energetic: feeling full of energy
13. Proud: feeling pleased for doing well
9. Excited: feeling happy and aroused
14. Relaxed: feeling at ease and without worry, calm
10. Glad: feeling joy and pleasure
15. Stressed: feeling tense, tired, uneasy, and overwhelmed Source:
www.DannyPettry.Com
Activity 2: EXPLORING EMOTIONS Emotional self-awareness is the ability to recognize one’s own feelings. In your journal,
complete each statement based on how you feel. Use the blanks to add your own feeling
Identify what was happening when the following emotions were felt: Afraid Angry
words.
Ashamed Confident Confused Depressed Embarrassed Energetic Excited Glad Jealous
Lonely Proud Relaxed Stressed Examples:
1. I am most happy when _________________.
What are the top three feelings that you do not like to have most? 2. I feel embarrassed when __________________.
Activity 3: I AM… 3. I think negative thoughts about myself when _________________.
4. I am ____________ when ______________________.

5. I feel ________________ when ____________________.
6. I think _________ about __________ when ______________.
7. I am _________ when _____________________________.
8. I feel ________________ when _____________________.
9. I think ___________ about ____________ when ______________.
VI. ASSIGNMENT
Reflection on “Exploring Emotions” and “I Am”
1. The emotions you have felt recently and the circumstances in which you felt them;
2. Your emotional self-awareness; and
3. What you learned through these exercises and how you can use these learnings to
improve your emotional development.
II.Content Standard
III.Subject Matter
IV.Procedure
V.Activity/Assessment
VI.Assignment
(TEACHER INDUCTION PROGRAM IN PAGADIAN)
II.Content Standard
III.Subject Matter
IV.Procedure
VI.Assignment
(TEACHER INDUCTION PROGRAM IN PAGADIAN)
II.Content Standard
III.Subject Matter
A. TOPIC
EMOTIONS
B. REFERENCES
Pages
IV.Procedure
A. MOTIVATION
GENEVA’S STORY
Geneva has been standing in line for over two hours to buy a concert ticket. The rule is, one person, one ticket. Her feet are killing her and she knows she is in trouble with her
mom, who expected her home by now. But there are only five people left in front of her and she is sure she will get a ticket. Out of nowhere, two girls from school walk up, make a
big deal about meeting up with their friend who just happens to be standing in front of Geneva, and take places in line in front of her.
Processing Questions:
1. What do you think Geneva should do?
2. How will Geneva feel? How will the two girls feel?
3. What is the worst possible outcome?
1. Introduce the Topic
a. When we teach teens to be assertive, we need to also teach them to assess situations and to consider their personal safety. In some situations, speaking up and communicating
assertively can be dangerous (if someone has a weapon, has been drinking or taking drugs, is extremely angry and so on).
b. When you introduce the topic of assertiveness, keep in mind that communicating assertively, especially for women, is not considered the norm in some cultures. Individual
cultural teachings regarding assertiveness will vary among your participants. Some will come from families in which speaking up for oneself or refusing a request, especially from an
adult or a male, is considered inappropriate.
c. You do not want to encourage teens to behave in a way that could have unpleasant consequences for them in their cultural or family circles. It is important, however, that all
participants understand there are certain situations in which assertive behavior will often yield positive results. (Examples include resisting pressure from romantic partners or peers
to have sex, use alcohol or other drugs, join a gang, or fail in school.)
d. Be aware that assertive, aggressive and passive forms of communication are defined culturally and regionally. Source: http://www.advocatesforyouth.org/publications/1190-
lessons
2. Conduct the Motivation: Geneva’s story.
a. Read the scenario aloud.
b. Ask processing questions.
c. Explain “assertive," “aggressive" and “passive” responses d. Illustrate why assertiveness is usually the best choice in a situation like this.
3. Conduct Activity 1: Am I Assertive?
a. Students answer the form.
b. Ask processing questions.
c. Have students pair up and share their responses with their partner.
4. Introduce the next topic. Another feeling that can be difficult to manage is anger.
a. Ask the class to reflect on the last time that they were angry.
b. Ask them to focus on where that anger came from.
c. Do the angry feelings have synonyms, such as frustration, rage, disappointment, etc.?
d. Ask them to share, as best they can, what happened to them when they got angry. Examples: went to sleep, yelled at their dog, confronted someone, cried, punched a wall,
irritated, flight or fight, etc.
5. Conduct Activity 2: Get a Grip on Anger
V. ASSESSMENT / ACTIVITY
Activity 1: AM I ASSERTIVE?
Assertiveness is the ability to express your wishes and beliefs in a positive way. Too little assertiveness can make you a doormat. Too much, and you can be bossy and aggressive.
1. Think of a time when you were a doormat. What happened? ______________________. What did you do? _____________________. How did you feel? _____________________. Now
think of a better way to handle that situation in the future. Write a better response and practice it.
2. Think of a time when you were too bossy. What happened? ______________________. What did you do? _____________________. How did you feel? _____________________.
Activity 2: GET A GRIP ON ANGER
Sometimes people use anger to get their way. Being assertive doesn’t mean getting your way; it means that you can express your wishes and beliefs in a nondestructive way. Some
examples of how people deal with anger are listed below. Brainstorm some ways that are used to deal with anger. Include both good and bad methods. When you have finished with a list,
go back and place an asterisk (*) in the boxes of the methods that are healthy ways to deal with anger.
Throw things _________ Scream_______________ Count to 10 __________  ____________________ Source: http://www.pbs.org/inthemix/educators/lessons/schoolviol3/
II.Content Standard
III.Subject Matter
IV.Procedure
VI.Assignment
(HOLIDAY)
II.Content Standard
III.Subject Matter
A. TOPIC
INTEGRATION OF ACTIVITY
B. REFERENCES
Pages
IV.Procedure
A. MOTIVATION
Thumbs Up/Thumbs Down
After I read a statement, give it thumbs-up or a thumbs-down. We should not be judgmental of other students’ reactions, but we can ask what would be a more effective response
to deal with feelings. If students give an inappropriate response, ask probing questions.
 When I get angry, it helps me feel better if I yell at my brother.
 When I feel sad, it helps me feel better if I bounce a ball.
 When I feel bored, it helps me feel better when I hold my favorite stuffed animal.
 When I feel tired, it helps me feel better to close my eyes and listen to music.
 When I feel mad, it helps if I pick on someone.
 When I feel jealous, it helps me feel better to put someone else down.
 When I feel lonely, it helps me feel better to go play with my hamster.

1. Introduce motivation: Thumbs Up/Thumbs Down. This activity shows students that they have the power to choose their responses to a feeling. It also gives them the
opportunity to calibrate, within this safe social setting, if their behavior is acceptable or not.
2. Introduce the Activity 1: Responsible Action Sheet. Complete the sentences on how you can be the Boss of your feelings.
3. Discuss the Integration lecturette as closing to this module.
4. Assign the requirement for the Portfolio Output No. 16: Responsible Action.
RESPONSIBLE ACTION SHEET
I am the BOSS of my feelings! When I get angry, it helps me feel better if I _______________________________ . When I feel sad, it helps me feel better if I
_________________________________ . When I feel anxious or nervous, it helps me feel better if I _____________________. When I feel grumpy, it helps me if I
______________________________________ . When I feel lonely, it helps me if I _______________________________________ . When I feel embarrassed, it helps if I
__________________________________ . When I feel sick, it helps me feel better if I ________________________________ . When I feel silly, I like to
____________________________________________ . When I feel disappointed, it helps me if I ________________________________ . When I am honest, I feel
_____________________________________________ . When I feel _________________ , it helps me feel better if I __________________ .
VI. ASSIGNMENT
Responsible Action Sheet. What have you learned in this Unit on Aspects of Personal Development? Write down your plans to take responsible actions on your emotions
II.Content Standard
III.Subject Matter
A. TOPIC
INTEGRATION OF ACTIVITY (CONTINUATION)
B. REFERENCES
Pages
IV.Procedure
A. MOTIVATION
The Smile Challenge/Breathing Challenge/Bee breath Challenge
The Smile Challenge: Next time you are feeling sad or grumpy, smile at someone or try to make someone laugh. Notice how making someone laugh or smile makes you smile too.
The Breathing Challenge: Who controls how you breathe? That's right, you do! So here is a challenge. Next time you are upset, feeling nervous, or can't get to sleep, take your
hand and put it on your heart or your tummy. You may like to close your eyes as we count five breaths. With each full breath, that's one breath in and one breath out, press one
finger, and then the next, against your tummy. Let's do this five times with long, slow, easy breaths." After the five breaths, say, "Open your eyes. Do you feel better? Tell your
teacher if it works for you. Maybe you can all do it as a class if you need to take a break, to turn the day around, or to get ready for a test.”
The “Bee Breath”: If you start to feel angry or upset, sit quietly with your hands in your lap. Close your eyes and make an angry face. Then take a deep breath in and as you breathe
out, hum or buzz that angry bee out. Keep buzzing using all your breath. Now make a happy face, breathe in again, and make a happy humming or buzzing sound as you breathe
out. Keep buzzing until you feel that the angry bee is gone.
1. Introduce motivation: The Smile Challenge/Breathing Challenge/Bee Breath Challenge
2. Give the lecturette on Integration.
3. Discuss the Integration lecturette as closing to this module.
4. Assign the requirement for the Portfolio Output No. 16: Responsible Action.
Get ½ sheet of paper and answer the given question in a paragraph form.
When you feel jealous/mad/bored tired, how will you going to give reactions or how will you respond when you experience that kind of feeling?
II.Content Standard
III.Subject Matter
IV.Procedure
VI.Assignment
(HOLIDAY)
II.Content Standard
III.Subject Matter
A. TOPIC
PERSONAL RELATIONSHIPS
B. REFERENCES
Pages
IV.Procedure
A. MOTIVATION
What do you mean by Personal Relationship? Have you been in love? Who are among you here are in a relationship status?
1. In the first two units, we discussed the individual. We talked about the learner, and his / her strengths and limitations, stages of development and challenges, stress
management, mental and emotional development. In this unit, we shall talk about the learner’s relationships with significant persons in his/her life.
2. To introduce the topic and to check on the prior knowledge of the students, ask the students what they understand by the following words/terms: relationship, personal
relationships, love, commitment, and attraction.
3. Give the lecturette on Basic Definitions to clarify the meanings of these words.
4. Introduce the activity: Statements on Relationships by asking: “What are the basics of a relationship? What do we really know about relationships? Are our ideas about
relationships true or false?
a. Refer to the Reader for the 15 statements about relationships. Students decide whether each statement is true or false, and write T or F on a piece of paper.
b. Call students to share their answers with the class.
c. The answer can be found at the end of each statement in this Teacher’s Guide.
d. Have a bit of discussion when needed.
5. Introduce the readings on relationships (What do we mean by personal relationships? A research study on relationships, Why personal relationships are important, and 25 Most
common relationship problems).
a. The following questions may be asked:
i. Why do we say ‘No man is an island’?
ii. How are we different from animals?
iii. What is the difference between family, friends/friendship, and partnership/romantic relationships?
iv. Why are relationships important to us humans?
v. What are the most common problems in a relationship?
b. Have some students share their answer with the class, orally.
c. Give some time for the class to read the articles on their own quietly. In the interest of time, the class may be divided into 4 groups, with each group reading one or two of the
articles.
d. Check on their comprehension and analysis by doing any or combinations of the following:
i. Share with the class key points each article has.
ii. Share their comments/reactions about the article/s.
iii. Explain why they agree or disagree with the article/s.
iv. Expound on the part/s of the article that has/have an impact on them.
v. Share story/stories that would support or negate the point/s of the article. (Take note to remind the students that too personal information or confidential matters need
not be mentioned/shared with the class.)
vi. Write a paragraph or two as a reaction to the article/s.
vii. Make a poster or slogan on the things they learned from the article/s.
Activity: STATEMENTS ON RELATIONSHIPS
State whether these statements are True or False.
1. It is important to work on communicating our feelings in relationships. TRUE
2. To love someone, we must love our self first.
TRUE 3. Trying to understand where other people are coming from rather than judging them helps us build and maintain relationships. TRUE
4. Having a good relationship does not contribute anything to us having good health. FALSE
5. When people listen deeply and let us know that they recognize the feeling behind our words, more likely than not, our relationship is doing good. TRUE
6. In our relationships, it is vital that we practice forgiveness when a loved one has hurt us. TRUE
7. Our loved ones cannot help us when we deal with stress. FALSE
8. Using positive methods to resolve conflict will more likely help us maintain good relationships. TRUE
9. Expressing gratitude to our friends and family help us maintain good relationships. TRUE
10. Significant differences in core values and beliefs never create a problem in relationships. FALSE
11. We are happy in our relationships when our loved ones stay connected by spending time with us and letting us know that they love us. TRUE
12. Excessive reliance on social media can be a cause of tension in relationships. TRUE
13. Relationships are static; they are unchangeable. FALSE
14. Being compassionate, forgiving and grateful contribute to healthy relationships. TRUE
15. To fully enjoy and benefit from relationships we need skills, information, inspiration, practice, and social support. TRUE
II.Content Standard
III.Subject Matter
A. TOPIC
COMMON RELATIONSHIP PROBLEMS
B. REFERENCES
Pages
IV.Procedure
A. MOTIVATION
Is personal relationship important? Why? Does it affect to your health?
1. Introduce the readings on relationships (What do we mean by personal relationships? A research study on relationships, Why personal relationships are important, and 25 Most
common relationship problems).
a. The following questions may be asked:
i. Why do we say ‘No man is an island’?
ii. How are we different from animals?
iii. What is the difference between family, friends/friendship, and partnership/romantic relationships?
iv. Why are relationships important to us humans?
v. What are the most common problems in a relationship?
b. Have some students share their answer with the class, orally.
c. Give some time for the class to read the articles on their own quietly. In the interest of time, the class may be divided into 4 groups, with each group reading one or two of the
articles.
d. Check on their comprehension and analysis by doing any or combinations of the following:
i. Share with the class key points each article has.
ii. Share their comments/reactions about the article/s.
iii. Explain why they agree or disagree with the article/s.
iv. Expound on the part/s of the article that has/have an impact on them.
v. Share story/stories that would support or negate the point/s of the article. (Take note to remind the students that too personal information or confidential matters need
not be mentioned/shared with the class.)
vi. Write a paragraph or two as a reaction to the article/s.
vii. Make a poster or slogan on the things they learned from the article/s.
2. Introduce Motivation.
V. ASSESSMENT
ESSAY WRITING
On a ½ sheet of paper Make an essay about someone who is very special to you.
II.Content Standard
III.Subject Matter
A. TOPIC
FAMILY RELATIONSHIPS
B. REFERENCES
Pages
IV.Procedure
A. MOTIVATION
1. Introduce the ‘Letter from Mom’ activity. You may say something like “Class, now we will read a letter written by someone who has been with us since day one of our lives.” 2.
The letter may be read silently or orally aloud. 3. Draw out answers from the class to the following:
a. What kind of relationship does the letter describe?
b. Who are involved in the relationship? Describe each character.
c. What role does each character play in the relationship?
d. Are you satisfied with this type of relationship? Explain your answer.
e. Do you agree that this type of relationship can be improved? Explain your answer.
f. In what ways can the characters show they are responsible to maintain a good relationship?
4. Facilitate more group discussions on specific parts of the letter using the 16 questions found after the letter.
5. Note to the Teacher: Be sensitive and discrete. Maintain confidentiality of personal issues. When applicable, refer students with issues to the Guidance Counselor.
6. Explain the Portfolio Output No. 17: Response to Mom’s Letter. Ask the students to bring their response letter during the next class session.
7. To introduce the next readings (Nurture your relationships, and Ten rules for finding love and creating long-lasting, authentic relationships), write each of these questions on
small pieces of paper and have a student pick a paper to be answered by anyone from the class: Sample questions:
a. What three words describe your relationship with your family? Parents? Siblings?
b. What three words describe your relationship with your friends? Peers? Boy friend/Girl friend?
C. Which relationships are important to you? Why?
d. In what ways do you express your feelings toward your loved ones?
d. Is there really such a thing as forever? Explain your answer.
e. Do we really need to find a lifetime partner? (our ‘forever’) Explain your answer.
f. What five qualities are you looking for in a lifetime partner? Why?
g. What five qualities do you possess that would make you the ‘right person’? Why?
h. Why do some relationships fail?
i. How does one prepare for a relationship?
8. Give time for students to read the articles and discuss these with them.
Activity: LETTER FROM MOM
Read the letter from mom found in the reader. After reading the letter, write your answer to the following questions on your journal:
1. What kind of relationship does the letter describe?
2. Who are involved in the relationship? Describe each character.
3. What roles does each character play in the relationship?
4. Are you satisfied with this type of relationship? Explain your answer.
5. Do you agree that this type of relationship can be improved? Explain your answer.
6. In what ways can the characters show they are responsible to maintain a good relationship?
Monday, September 03, 2018
II.Content Standard
III.Subject Matter
IV.Procedure
VI.Assignment
(RPMS SEMINAR)
Tuesday, September 04, 2018
II.Content Standard
III.Subject Matter
IV.Procedure
VI.Assignment
(RPMS SEMINAR)
Wednesday, September 05, 2018
II.Content Standard
III.Subject Matter
IV.Procedure
VI.Assignment
(RPMS SEMINAR)
Thursday, September 06, 2018
II.Content Standard
III.Subject Matter
IV.Procedure
VI.Assignment
(GIRL SCOUT AND BOY SCOUT ACTIVITY-ADULT LEADER)

GRADE 11 ( HE-B, STEM, ICT-A)
II.Content Standard
III.Subject Matter
A. TOPIC
FAMILY RELATIONSHIPS (CONTINUATION…..)
B. REFERENCES
Pages
IV.Procedure
A. MOTIVATION
1. Ask the student to bring out their response letter for MOM to have a group discussion
2. To introduce the next readings (Nurture your relationships, and Ten rules for finding love and creating long-lasting, authentic relationships), write each of these questions on
small pieces of paper and have a student pick a paper to be answered by anyone from the class: Sample questions:
a. What three words describe your relationship with your family? Parents? Siblings?
b. What three words describe your relationship with your friends? Peers? Boy friend/Girl friend?
C. Which relationships are important to you? Why?
d. In what ways do you express your feelings toward your loved ones?
d. Is there really such a thing as forever? Explain your answer.
e. Do we really need to find a lifetime partner? (our ‘forever’) Explain your answer.
f. What five qualities are you looking for in a lifetime partner? Why?
g. What five qualities do you possess that would make you the ‘right person’? Why?
h. Why do some relationships fail?
i. How does one prepare for a relationship?
3. Give time for students to read the articles and discuss these with them.
Activity: GROUP DISCUSSION ON LETTER FROM MOM
1. Why would the Mom write that her daughter thinks life is unfair?
2. Why would the Mom write that nobody understands her daughter? Does this mean the Mom also does not understand her daughter? Explain your answer.
3. How does the Mom describe her daughter’s behavior on paragraph 3?
4. What does the Mom mean when she wrote “you are both obsessed with and terrified by boys”?
5. Refer to paragraphs 5 and 6, do you agree with what the Mom wrote about the daughter not being a small adult? What does it mean to be a small adult?
6. What is the Mom trying to say on paragraph 6?
7. Refer to paragraph 7, why did the Mom say they are not friends or equals? Do you agree with her? Explain your answer.
8. Refer to paragraph 8, do you agree with the Mom that she is teaching her daughter a lesson on success each time she asks her daughter to do something? Explain your answer.
9. Refer to paragraph 9, what does the Mom mean when she wrote “The balance you learn to strike right now will carry you through your entire life where friendships can be vital. But,
you cannot rely on a great friendship to buy you a house.”? Does the Mom mean friendship is not important? Explain your answer.
10. What does the Mom mean when she wrote “… unless you’re becoming a hermit which let’s face it, is never going to happen”?
11. Refer to paragraph 10, give one lesson the Mom wants her daughter to learn.
12. How does the Mom feel when she wrote “When you look at me all you see is old, and mom.”? Explain your answer.
13. Refer to paragraph 11, why do you think Mom write such details?
14. Refer to paragraph 12, do you agree with the Mom when she wrote “When I stand my ground and open myself up to your vitriol and disregard and general railroading, that, my dear, is
love.”? Explain your answer
15. Give instances that would make the Mom write “…it is the great irony of life that the person I love most, I get treated the worst by.”
16. Refer to paragraph 13, what did the Mom promise her daughter? What was the Mom’s request from her daughter? Adapted
II.Content Standard
III.Subject Matter
IV.Procedure
VI.Assignment
(HOLIDAY)
II.Content Standard
III.Subject Matter
A. TOPIC
HEALTHY RELATIONSHIP
B. REFERENCES
Pages
IV.Procedure
A. MOTIVATION
1. Start by discussing the response letter done by the students as a homework. Have some students share their response with the class.
2. Have students swap their letter with a partner. Instruct the students to imagine themselves being the mom/dad of their partner and then respond to his/her
letter. Ask volunteers to share with the class.
3. Ask the following processing questions to the class:
a. How did you feel being the mom/dad explaining yourself to your child?
b. How did you feel as the child being explained to by your mom/dad?
c. How would you describe the communication that happened to you as a parent and to your classmate as your child or vice versa?
d. Do you think you are successful with the way you communicated with each other? Explain your answer.
4. Have the students answer the activity ‘Healthy Relationships Items Set’. See the activity for the instructions. Facilitate the six processing questions afterwards. Introduce the
next activity ‘I know the signs of a healthy relationship’ and give the instructions.
5. After calling out the answers (indicated at the end of each statement in this Teacher’s Guide), you may conclude that the first 9 statements are signs of a healthy relationship
and the last 9 statements are signs of an unhealthy relationship.
6. Introduce the last two readings (Keeping healthy relationships, and Basic rights in a relationship) as a review on how to maintain healthy relationships and our basic rights in a
relationship.
7. Depending on the time available, you may do any or combinations of the following to check on the students’ understanding after they read the articles:
a. write a letter to a friend who needs help with his/her relationship.
b. write a letter to his/her sweetheart on things he/she learned from the module.
c. share with the class the key points that each article has.
d. share their comments/reactions about the article/s.
e. defend whether they agree or disagree with the article/s.
f. expound on the part/s of the article which has/have an impact to them.
g. . share a story/stories that would support or negate the point/s of the article.
8. Take note to remind the students that too personal information or confidential matters need not be mentioned/shared with the class.
9. Explain the requirement for Portfolio Output No. 18: Poster on Basic Rights in Relationships.
All V. ASSESSMENT / ACTIVITY

Activity: HEALTHY RELATIONSHIPS ITEMS SET (Answer Key) Answer the following in your journal.
1. What should you consider when making decisions around sex and sexual limits?
a. Your values b. Your friends c. Your family d. All of the above
All of the above. Values, goals, moral and spiritual principles are all things people consider when making decision about sex. Talking to people you trust such as family and friends
will help you make healthy decisions.
2. What is the best style of communication to use when making decisions about sexual limits and boundaries?
a. Assertive b. Passive c. Aggressive
a. Assertive communication. When individuals are assertive they:

 Stand up for their rights without denying other people theirs
 Respect themselves as well as others
 Know how to listen and talk
 Express their emotions, both positive and negative
 Know how to be self-confident without seeming arrogant
3. Name three important qualities of a healthy relationship.
Possible answers: Trust, Respect, Honesty, Loyalty, Open communication, Fun, Caring
4. Which of the following is NOT an element of a healthy relationship?
a. Trust one another
b. One person makes all the decisions
c. Respect one another
d. Open and honest communication
b. One person makes all the decisions. When one person in the relationship is making all the decisions they hold the most power and may be manipulative. It is best if both of you
make decisions together.
5. Name a reason why you may not make healthy choices when it comes to sex.
Possible answers: Pressure, Alcohol or substance use, Did not think about how you can handle the situation, You are in the “moment”, Poor planning
6. Name three resources you can turn to if you are worried about abuse in your relationship.
Possible answers: Family, Friends, Teachers, Guidance Counselors, Parents
7. Name three characteristics of an unhealthy relationship.
Possible answers: Jealousy, Abuse, Obsession, Manipulation, Dishonesty, Possessiveness, Lies, Fear; Some of these characteristics are easier to spot than others such as physical
abuse. Listen to your instincts and talk with people you trust regarding maintaining a relationship and making wise decisions. If abuse is involved, it is time for the relationship to
end.
8. What skills do you need to make healthy decisions in a relationship?
a. Intelligence, memory, ability to do public speaking
b. Assertive communication, active listening, and negotiation skills
c. Ability to persuade others, love,
d. passive communication
e. None of the above
b.Assertive communication, active listening and negotiation skills. These are all very important skills to have when making decisions about sexual activities with a partner.
9. Why would you choose abstinence? Give 3 reasons.
Possible answers: Moral/family/religious beliefs, Prevent STI and HIV, Prevent pregnancy, Waiting for marriage/long term commitment/a certain age, Have not met the right person
yet
10. Which of the following are signs that you may be in an abusive relationship?
a. Bruises, scratches and other signs of injuries
b. Avoiding friends
c. Apologizing for your partner`s behavior
d. All of the above
e. All of the above. Relationship abuse comes in many forms, some are easier to stop than others. The person being abused may not be able to identify the abuse but their
behavior nay show signs. Avoiding friends is a way of hiding the abuse from the people who care about you.
II.Content Standard
III.Subject Matter
IV.Procedure
VI.Assignment
(CONGRESSIONAL MEET)
II.Content Standard
III.Subject Matter
A. TOPIC
HEALTHY RELATIONSHIP ( continuation……)
B. REFERENCES
Pages
Source: http://washingteenhelp.org/your-relationships/your-love-life has these signs to know
IV.Procedure
A. MOTIVATION
Write a letter to your parents on things relating to relationship you cannot say face-to-face.
1. Start the class with the motivation: Letter writing for student’s parents for the things relating to relationships they cannot say face-face.
2. Have the students answer the activity ‘Healthy Relationships Items Set’. See the activity for the instructions. Facilitate the six processing questions afterwards. Introduce
the next activity ‘I know the signs of a healthy relationship’ and give the instructions.
3. After calling out the answers (indicated at the end of each statement in this Teacher’s Guide), you may conclude that the first 9 statements are signs of a healthy
relationship and the last 9 statements are signs of an unhealthy relationship.
4. Introduce the last two readings (Keeping healthy relationships, and Basic rights in a relationship) as a review on how to maintain healthy relationships and our basic rights in
a relationship.
a. What were your thoughts and feelings while answering the activity?
b. What did you discover about yourself after doing the activity?
c. With previous activities, how would you describe your relationship with your parents? Siblings? Possible or current romantic relationship? Friends?
d. Which relationship is most important to you? Why?
e. In what ways do you express your feelings, whether positive or negative? 6. If your relationship is not doing very well, what can you do about it?
5. Give Instruction to students on the activity: I KNOW THE SIGNS OF A HEALTHY RELATIONSHIP
Put a HEART before each statement that you think is a sign of a healthy relationship; put an X on each statement that you think is a sign of an unhealthy relationship. Take
note to remind the students that too personal information or confidential matters need not be mentioned/shared with the class.
All V. ASSESSMENT / ACTIVITY
I KNOW THE SIGNS OF A HEALTHY RELATIONSHIP
Put a HEART before each statement that you think is a sign of a healthy relationship; put an X on each statement that you think is a sign of an unhealthy relationship.
1. You can express your opinion without fear or dread.
2. You and your partner can make decisions together and fairly.
3. Each person takes responsibility for their own actions.
4. Your partner respects your feelings about sex.
5. Your partner supports you and your choices—even when they disagree with you.
6. You respect and encourage each other.
7. You give each other space to study or hang out with friends or family.
8. You are able to make your own decisions about spending your money without worrying about your partner’s reaction.
9. You can discuss pregnancy and parenting decisions and your view is respected.
10. You feel isolated from friends and family. X
11. Your partner tries to control how you spend time and who you hang out with. X
12. Your partner tries to control how you spend money. X
13. Your partner doesn’t support your decisions. X
14. You are sometimes forced to do something that you’re not comfortable with. X
15. Your partner threatens, insults, or humiliates you. X
16. Your partner hurts you physically or emotionally. X

17. Your partner doesn’t keep your secrets safe. X
18. Your partner undermines your decisions about pregnancy and parenting. X Source: http://washingteenhelp.org/your-relationships/your-love-life has these signs to know
PERSONALITY DEVELOPMENT-GRADE 11 ( HE-B, STEM, ICT-A)
 distinguish the various roles of different individuals in society and how they can influence people through their leadership or followership,
II.Content Standard
The learners can identify ways on how to become responsible in their personal relationships.
III.Subject Matter
A. TOPIC
GROUPS AND ORGANIZATIONS
B. REFERENCES
Pages
IV.Procedure
A. MOTIVATION
Ask for a show of hands on who belong to the following groups / clubs / organizations:
 choir
 dance group
 play/theater arts
 school cheer leading team
 school paper
1. To introduce the topic, ask for a show of hands on who belong to the following groups / clubs / organizations: • choir • dance group • play/theater arts •
school cheer leading team • school paper • others (identify existing organizations in your school and/or area)
2. Ask the following questions and have the students share their answer with the class: a. Why did you choose to be in that particular group/organization? b.
What was the biggest factor that made you decide to be in that group/organization? c. Who decided on your role in that organization? d. How do you fulfill your
responsibilities in that organization? e. How do you find the leader/s of the organization?
3. Explain Activity: ‘My organizations’ Have the students write down the name of organizations they belong to, the type of organization and the student’s
position/role in the organization.
4. To introduce the readings (How culture shapes many aspects of adolescent development, Teenagers’ who join youth groups and other clubs are happier and
less likely to drink, and Community activity: get involved), explain how the society/community/culture plays a major role in the life of a teenager. Teens have to
be mindful of who they follow, go with/join, and imitate.
5. Explain to the class that being with the majority is not always correct. Point out the many benefits of being able to help others; teens are in the best position to
serve older people or be of service to the community. Mention also how studies and research have shown that being in a club/organization and serving the
community benefit teens.
6. Discuss the readings and the insights gained from them.
7. Explain the requirements for Portfolio Output No. 20: Description of My Social Group.
8. As homework, ask students to bring several sheets of blank paper for the genogram to be done during the next session.
V. ACTIVITY/ ASSESSMENT ( Not Taken)
MY ORGANIZATIONS
Name Of Organization Type Of Organization My Position/Role In The Organization
Neighborhood association, church group, singing/dance group, community organization, youth group, club, school organization, volunteer group, etc.

 compare their self-perception and how others see them, and
 conduct a mini-survey on Filipino relationships (family, school, and community).
II.Content Standard
The learners can identify ways on how to become responsible in their personal relationships.
III.Subject Matter
A. TOPIC
GROUPS AND ORGANIZATIONS
B. REFERENCES
Pages
IV.Procedure
A. MOTIVATION
Ask for a show of hands on who belong to church choir in their own religion. Ask who are with them during their practice or activities.
B. others (identify existing organizations in your school and/or area) Presentation of the topic:
1. Introduce the motivation.
2. Explain Activity: ‘My organizations’ Have the students write down the name of organizations they belong to, the type of organization and the student’s
position/role in the organization.
3. To introduce the readings (How culture shapes many aspects of adolescent development, Teenagers’ who join youth groups and other clubs are happier
and less likely to drink, and Community activity: get involved), explain how the society/community/culture plays a major role in the life of a teenager. Teens
have to be mindful of who they follow, go with/join, and imitate.
4. Explain to the class that being with the majority is not always correct. Point out the many benefits of being able to help others; teens are in the best
position to serve older people or be of service to the community. Mention also how studies and research have shown that being in a club/organization and
serving the community benefit teens.
5. Discuss the readings and the insights gained from them.
6. Explain the requirements for Portfolio Output No. 20: Description of My Social Group.
7. As homework, ask students to bring several sheets of blank paper for the genogram to be done during the next session.
V. ACTIVITY/ ASSESSMENT (Continuation…..)
MY ORGANIZATIONS
Name Of Organization Type Of Organization My Position/Role In The Organization
Neighborhood association, church group, singing/dance group, community organization, youth group, club, school organization, volunteer group, etc.
VI. ASSIGNMENT
Bring several sheets of blank paper for the genogram to be done during the next session.

PERSONALITY DEVELOPMENT-GRADE 11 ( HE-B, STEM, ICT-A)
II.Content Standard
The learners can compare their self-perception on to become a servant leader in their own ways.
III.Subject Matter
A. TOPIC
LEADERSHIP
B. REFERENCES
Pages
IV.Procedure
A. MOTIVATION
What is a true Leader for you?
1. Start by asking volunteer students to read aloud the fables in the Reader. Explain that fables have been written for people to learn lessons from. Ask students
to identify the lesson each fable is trying to teach.
2. Introduce the activity “Questionnaire on Ethical and Servant Leadership”.
3. Ask students to answer the activity sheet on their journal. (Answers are indicated at the end of each statement in this Teacher’s Guide.)
4. Discuss why the statements are True or False.
5. Give time for students to read the article “Servant Leadership”. After which, you may do any or combinations of the following:
a. Think of a leader that fits in the description “servant leader.” Share with the class.
b. Think of an organization that has a ‘servant leader.’ Share with the class.
c. Share the key points of the article.
d. Share their comments/reactions about the article.
e. Defend why they agree or disagree with the article.
f. Expound on the part/s of the article that has/have an impact to them.
g. Share a story/stories that would support or negate the point/s of the article. (Take note to remind the students that too personal information or
confidential matters need not be mentioned/shared with the class.)
h. Write a paragraph or two as a reaction to the article.
i. Make a poster or slogan on the things they learned from the article.
V. ACTIVITY/ ASSESSMENT
QUESTIONNAIRE ON ETHICAL AND SERVANT LEADERSHIP
Answer the following statements with a True or False.
1. Leaders can follow their whims and fancies. FALSE
2. Leaders are capable to do anything they like. FALSE
3. Leaders don’t need to mind their subjects. FALSE
4. Leaders should follow ethical principles. TRUE
5. Leaders are responsible. TRUE
6. Leaders are to serve others. TRUE
7. An Ethical Leader is someone who works for other people’s interests and not for his own hidden agenda or ulterior motives as guided by sound principles. TRUE
8. Servant leadership is the type of leadership that puts others first before one’s own self. TRUE
9. A servant leader listens deeply to others and empathizes with the people around him/her. TRUE
10. A servant leader puts others’ concerns first and foremost above own self interests and motives. TRUE

GRADE 11 H.E - RUBY
MONDAY, October 7, 2019
II.Content Standard
The learners can compare their self-perception on to become a servant leader in their own ways.
III.Subject Matter
A. TOPIC
LEADERSHIP (continuation……)
B. REFERENCES
Pages
IV.Procedure
A. MOTIVATION
How do we know that a leader is a true leader?
How do we know that the person we are following is worth our trust and loyalty?
1. Start by asking volunteer students to read aloud the fables in the Reader. Explain that fables have been written for people to learn lessons from. Ask students
to identify the lesson each fable is trying to teach.
2. Give time for students to read the article “Servant Leadership”. After which, you may do any or combinations of the following:
a. Think of a leader that fits in the description “servant leader.” Share with the class.
b. Think of an organization that has a ‘servant leader.’ Share with the class.
c. Share the key points of the article.
d. Share their comments/reactions about the article.
e. Defend why they agree or disagree with the article.
f. Expound on the part/s of the article that has/have an impact to them.
g. Share a story/stories that would support or negate the point/s of the article. (Take note to remind the students that too personal information or
confidential matters need not be mentioned/shared with the class.)
h. Write a paragraph or two as a reaction to the article.
i. Make a poster or slogan on the things they learned from the article.
3. Introduce the Activity/ Assessment the portfolio output: Reflections on Leadership and Membership
V. Assessment/ Activity
Reflections on Leadership and Membership
Write on any one or a combination of the following:
1. A leader that fits in the description “servant leader.”
2. An organization that has a ‘servant leader.’
3. The key points of the article.
4. Your comments/reactions about the article.
5. The part of the article that has an impact to you.
6. A story that would support or negate the points of the article.
7. A poster or slogan on the things you learned from the article.

Wednesday, October 9, 2019
 appraise their family structure and the type of care they give and receive, which may help in understanding themselves better ,
 make a genogram and trace certain physical, personality, or behavioral attributes through generations, and
 prepare a plan on how to make their family members firmer and gentler with each other.
II.Content Standard
The learners can give answers to these question: How does family affects me as a developing individual?
III.Subject Matter
A. TOPIC
FAMILY STRUCTURES
B. REFERENCES
Pages
IV.Procedure
A. MOTIVATION
How do we know that a leader is a true leader?
How do we know that the person we are following is worth our trust and loyalty?
1. To introduce the topic, read the quote by Jane Howard on families: “Call it a clan, call it a network, call it a tribe, and call it a family. Whatever you call it, whoever you are, you
need one.” Then ask the students whether they agree with Ms. Howard. Ask how they need their respective families in their life.
2. The following activity is called genogram or family tree making. Almost every one knows what a family tree is and how it is made. Ask the students why they think we need to
make one at the start of our topic. What information can we gather from a genogram/family tree? Using a blank sheet of paper, instruct the students to make their own
genogram. Be sure to read the instructions to the class before they start making their genogram. The genogram is to be included in their portfolio as Portfolio Output No. 22.
3. To introduce the reading on Family structure, ask for volunteers to describe their respective families in terms of people in their family, physical set up/agreement, place of
residence, who leads/makes decision in the family.
4. After reading the article, have the students refer to their genogram and identify which among the family structures does their family belong. Have a quick survey among the
class. Which family structure is prevalent?
5. To introduce the topic on family legacies, have the students write a poem about their respective families using the guideline for the activity ‘Poem Writing’. The guideline may
be written on the board. Give time for students to write their family poem, afterwards, call on volunteers to share their poems to the class. Ask the class, “what unique qualities
does your family have?”
6. Introduce the reading on Inspiring Stories of Families by saying: “The reading on Inspiring Stories of Families aims to remind us of the importance of our respective families.
These readings came from different parts of the world which prove how universal the importance of and our need for family is. Read through and be reminded of the sacrifices
our individual family does for us.
7. Give the assessment or reflection from the story with these guiding question: “How do I show my love and appreciation for my family?”
Instruct the students to use their journal notebook for the reflection.
GRADE 11 H.E. - RUBY
Thursday, October 10, 2019
II.Content Standard
III.Subject Matter
A. TOPIC
FAMILY LEGACIES
B. REFERENCES
Pages
IV.Procedure
A. MOTIVATION
“The activity that we are about to do will identify the legacies our family/parents has/have passed on to us. Are you aware of these legacies? What if you don’t like the legacies your parents
passed on to you? Is there a chance that we can change the legacy we received from our parents? “
1. Introduce the activity ‘Emotional, social and spiritual legacy’ by saying something like: “The activity that we are about to do will identify the legacies our family/parents has/have passed
on to us. Are you aware of these legacies? What if you don’t like the legacies your parents passed on to you? Is there a chance that we can change the legacy we received from our parents?
“
2. Have the students answer the activity on Emotional, social and spiritual legacy.
3. Spend some time for the students to share their thoughts with the class.
4. Introduce the reading on ‘Family legacies’ by saying something like: “Are you happy with your legacy scores? Let us reverse the roles, suppose you are the parents, what legacies are you
ready to pass on to your children? The reading on Family legacies will review you on the details of emotional, spiritual and social legacies. The reading will also encourage you not to lose
hope when you do not like the legacies your parents have passed on to you.”
5. Have the students share with the class their ideas on the concept of legacy, in particular, family legacies.
6. Explain the requirements for Portfolio Output No. 23: Reactions to the Emotional, Social and Spiritual Legacy Evaluation.
PORTFOLIO OUTPUT NO. 23
Answer each question by circling the number that best reflects the legacy you have received from your parents. Then add up your score.
1. When you walked into your house, what was your feeling?
1 Dread 4 Stability 2 Tension 5 Calm 3 Chaos 6 Warmth
2. Which word best describes the tone of your home?
1 Hateful 4 Serious 2 Angry 5 Relaxed 3 Sad 6 Fun
3. What was the message of your family life?
1 You are worthless. 4 You are respected. 2 You are a burden. 5 You are important. 3 You are okay. 6 You are the greatest.
4. Which word best describes the "fragrance" of your home life?
1 Repulsive 4 Sterile 2 Rotten 5 Fresh 3 Unpleasant 6 Sweet
5. Which was most frequent in your home?
1 An intense fight 4 A strong disagreement 2 The silent treatment 5 A kind word 3 Detached apathy 6 An affectionate hug
Results: Above 24 = Strong emotional legacy
19 - 24 = Healthy legacy
14 - 18 = Mixed legacy - good and bad elements
10 - 13 = Weak emotional legacy
Below 10 = Damaged emotional legacy

GRADE 11 H.E - RUBY
Friday, October 11, 2019
II.Content Standard
III.Subject Matter
A. TOPIC
FAMILY LEGACIES
B. REFERENCES
Pages
IV.Procedure
A. MOTIVATION
“The activity that we are about to do will identify the legacies our family/parents has/have passed on to us. Are you aware of these legacies? What if you don’t like the legacies your parents
passed on to you? Is there a chance that we can change the legacy we received from our parents? “
1. Introduce the activity ‘Emotional, social and spiritual legacy’ by saying something like: “The activity that we are about to do will identify the legacies our family/parents has/have passed
on to us. Are you aware of these legacies? What if you don’t like the legacies your parents passed on to you? Is there a chance that we can change the legacy we received from our parents?
“
2. Review yesterdays topic.
3. Introduce the reading on ‘Family legacies’ by saying something like: “Are you happy with your legacy scores? Let us reverse the roles, suppose you are the parents, what legacies are you
ready to pass on to your children? The reading on Family legacies will review you on the details of emotional, spiritual and social legacies. The reading will also encourage you not to lose
hope when you do not like the legacies your parents have passed on to you.”
4. Have the students share with the class their ideas on the concept of legacy, in particular, family legacies.
5. Explain the requirements for Portfolio Output No. 23: Reactions to the Emotional, Social and Spiritual Legacy Evaluation.
PORTFOLIO OUTPUT NO. 23
Social Legacy Evaluation.
Answer each question by circling the number that best reflects the legacy you have received from your parents. Then add up your score.
1. Which words most closely resemble the social tone of your family?
1 Cruel and abusive 4 Non-communicative but stable 2 Cutting sarcasm 5 Secure with open communication 3 Chaotic and distant 6 Loving and fun
2. What was the message of your home life with regard to relationships?
1 "Step on others to get your way." 4 “Mind your own business.” 2 "Hurt them if they hurt you." 5 “Treat others with respect.” 3 "Demand your rights." 6 “Put others before
yourself.”
3. How were rules set and enforced in your home?
1 Independent of relationship 4 Inconsistently 2 In reaction to parental stress 5 Out of concern for my well-being 3 Dictatorially 6 In the context of a loving relationship
4. Which word best characterizes the tone of communication in your home?
1 Shouting 4 Clear 2 Manipulation 5 Constructive 3 Confusing 6 Courteous
All Results: Above 24 = Strong emotional legacy

19 - 24 = Healthy legacy
14 - 18 = Mixed legacy - good and bad elements
10 - 13 = Weak emotional legacy
Below 10 = Damaged emotional legacy

GRADE 11 H.E. - RUBY
Monday, October 14, 2019
II.Content Standard
III.Subject Matter
A. TOPIC
TRIBUTES
B. REFERENCES
Pages
IV.Procedure
A. MOTIVATION
“How do you feel about your relationships? Where do you see your relationships going? Are you happy with your relationships?”
1. To end this unit, the activity ‘How do you feel about your relationships?’ asks the students how they feel about their various relationships (family, friends, partner, and
community/social/organizations). Ask the students: “How do you feel about your relationships? Where do you see your relationships going? Are you happy with your relationships?”
2. Let the students answer the activity sheet.
3. Facilitate the processing questions.
4. As a class, read the poem ‘A tribute to families’.
5. Explain requirements for Portfolio Output No. 24: Insights on Relationships and Tribute to My Family. V. Assessment/ Activity
ASSESSMENT
Activity: HOW DO YOU FEEL ABOUT YOUR RELATIONSHIPS?

How do you feel about your relationships? Where do you see your relationships going? Are you happy with your relationships? Put a ✔ if your answer is YES and write Χ if your answer is
NO. Criteria / Relationship FAMILY FRIENDS PARTNER ORGANIZATIONS

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SEMI-DETAILED LESSON PLAN

At the end of the lesson, the learners are expected to:

B. MOTIVATION (NAMETAG MATCH MAKERS)

1. I have strong sex appeal. 15. I have integrity and good

a. Actual self b. Self-concept c. Ideal self d. Self-image

In the spaces indicated by numbers, write down the following:

Who are you among these three people?

Advanced Competent Progressing Beginning

SEMI-DETAILED LESSON PLAN

At the end of the lesson, the learners are expected to:

SEMI-DETAILED LESSON PLAN

At the end of the lesson, the learners will be able to:

Make a reflection on the activity My Personal Recipe.

SEMI-DETAILED LESSON PLAN

At the end of the lesson, the learners will be able to:

Make a reflection on the activity My Personal Timeline.

SEMI-DETAILED LESSON PLAN

At the end of the lesson, the learners will be able to:

Make a reflection on your role play on your journal notebook

SEMI-DETAILED LESSON PLAN

At the end of the lesson, the learners will be able to:

III.Subject Matter ( CONTINUATION OF THE LESSON….)

SEMI-DETAILED LESSON PLAN

At the end of the lesson, the learners will be able to:

III. Subject Matter ( CONTINUATION OF THE LESSON….)

SEMI-DETAILED LESSON PLAN

At the end of the lesson, the learners will be able to:

III.Subject Matter ( CONTINUATION OF THE LESSON….)

On your Journal Notebook, Make a reflection about the activity.

SEMI-DETAILED LESSON PLAN

At the end of the lesson, the learners will be able to:

WHAT MAKES YOU TO “LOSE YOUR COOL”?

On your Journal Notebook, Make a reflection about the activity.

SEMI-DETAILED LESSON PLAN

At the end of the lesson, the learners will be able to:

A. TOPIC (CONTINUATION OF THE TOPIC…..)

Get ¼ sheet of paper for a short quiz.

5. How will you manage stress in one word.

SEMI-DETAILED LESSON PLAN

At the end of the lesson, the learners will be able to:

 Demonstrate personal ways of coping with stress for healthful living.

ACTIVITY: QUITE TIME

Write about your stress signals. Answer the following question:

1. How do you know that you are stressed?

At the end of the lesson, the learners will be able to:

 Demonstrate personal ways of coping with stress for healthful living.

II. Content Standard

III. Subject Matter

Project To-Do List

STRESS SURVIVAL KIT

SEMI-DETAILED LESSON PLAN

At the end of the lesson, the learners will be able to:

B. Presentation of the topic:

On a ¼ sheet of paper, answer the following questions:

At the end of the lesson, the learners will be able to:

A. TOPIC ( Continuation of the topic….)

B. Presentation of the topic:

LATERAL THINKING PUZZLE

I am very organized I daydream a lot.