MT.

MORIAH CHRISTIAN ACADEMY

Senior High School Department

CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP (CIDAM)

Grade: 11 Semester: First Semester

Subject Title: Personal Development No. of Hours/Semester: 80 hrs

This course makes senior high school students aware of the developmental stage that they are in, for them to better
understand themselves and the significant people around them as they make important career decisions as adolescents.
The course consists of modules, each of which addresses a key concern in personal development. Using the experiential
Subject Description: learning approach, each module invites students to explore specific themes in their development. Personal reflections,
sharing, and lectures help reveal and articulate relevant concepts, theories, and tools in different areas in psychology

Performance Standard:

Performance Task:

Quarter : First Quarter Unit Theme: Unit 1: Self-Development (20 hours)

Highest Enabling Strategy
to Use in Developing the
Learning Competencies Highest Thinking Skill to Assess
Highest Thinking Skill to
Performance Assess
Content Content Standard
Standard
Asessment Techniques
Minimum KUD RBT Teaching Strategies
QA WW PC
 MT. MORIAH CHRISTIAN ACADEMY
Senior High School Department

The learners
1. Knowing demonstrate The learners The learners will
Oneself an understanding shall be able to 1.1 explain that knowing
oneself can make a
Understanding of himself/herself conduct self- unit
person accept his/her
oneself during during middle and exploration and strengths and limitations Theme:
middle and late late simple disclosure
and dealing with others
adolescence adolescence better

2.1 share his/her unique

characteristics, habits,
and
experiences

3.1 maintain a journal

2.1 discuss the

relationship among
physiological,
cognitive, psychological,
spiritual, and social
development
The learners to understand his/her
demonstrate the The learners thoughts, feelings, and
various aspects of shall be able to behaviors
holistic illustrate the
2. Developing development: connections
the Whole physiological, between
Person cognitive, thoughts,
psychological, feelings, and 2.2 evaluate his/her own
spiritual, behaviors in a thoughts, feelings, and
and social person’s holistic behaviors
development development
 psychological, feelings, and
spiritual, behaviors in a
and social person’s holistic MT. MORIAH CHRISTIAN ACADEMY
development development Senior High School Department

2.3 show the

connections between
thoughts, feelings,
and behaviors in actual
life situations
3.
Developmental
Stages in Middle
and Late
Adolescence 3.1 classifiy various
make a list of developmental tasks
the skills and tasks ways to become according to
appropriate for responsible developmental stage
middle and late adolescents
adolescence, and prepared for
preparatory to adult life
early adulthood

3.2 evaluate one’s

development in
comparison with
persons of the same age
group
3.3 list ways to become a
responsible adolescent
prepared for adult life

Quarter : First Quarter Unit Theme: Unit 2: Aspects of Personal Development (20 hours)
 MT. MORIAH CHRISTIAN ACADEMY
Senior High School Department

5. Coping with
Stress in Middle
and
Late Adolescence The learners
demonstrate
an understanding of 5.1 discuss that
stress and its The learners
understanding stress and
sources; various shall be able to
its sources
stress responses; identify personal
and coping during adolescence may
ways of coping help in identifying ways
strategies for for healthful
healthful living in to cope
living and have a healthful life
middle and late
adolescence

5.2 identify sources of

one’s stress and
illustrate the
effect of stress on one’s
system

5.3 demonstrate
personal ways of coping
with stress for
healthful living

6.1 discuss that

The learners understanding the left
demonstrate and right brain
an understanding may help in improving
of the whole brain The learners one’s learning
theory, or shall be able to
6. The Powers of two hemispheres identify ways to
the Mind of the improve
brain: artistic learning using
(right-brain both the left
dominant) and and right brain
linear
 demonstrate
an understanding
of the whole brain The learners MT. MORIAH CHRISTIAN ACADEMY
theory, or shall be able to Senior High School Department
6. The Powers of two hemispheres identify ways to
the Mind of the improve
brain: artistic learning using
(right-brain both the left
dominant) and and right brain
linear 6.2 explore two types of
(left-brain mind-mapping
dominant) techniques, each
suited to right brain- or
left brain-dominant
thinking
styles

6.3 make a plan to

improve learning using
left and right
brain through mind-
mapping activities

7.1 interpret the

concepts of mental
health and
psychological well-being
in everyday observations
about
mental health problems
during adolescence
The learners
The learners
demonstrate shall be able to
7. Mental Health an understanding
and Well-being of the concepts identify his/her
own 7.2 identify his/her own
in about vulnerabilities
vulnerabilities
Middle and Late mental health and
and make a plan
adolescence wellbeing in 7.3 make a mind map on
on how to stay
middle and late ways of achieving
mentally
adolescence healthy psychological
well-being.
 healthy

MT. MORIAH CHRISTIAN ACADEMY

Senior High School Department

7.4 create a plan to stay

mentally healthy during
adolescence

the learners the learners shall 8.1 discuss the

demonstrate be able to understanding the
different types of identify ways to intensity and
emotions and how communicate differentiation of
they are and manage emotions may help in
expressed. emotions in a communicating
8. Emotional healthy manner emotional expressions
Intelligence

8.2 explore one`s

positive and negative
emotions and how one
expresses or hides them.

8.3 demonstrate and

create ways to manage
various emotions.
 MT. MORIAH CHRISTIAN ACADEMY
Senior High School Department

KUD (Knowing, Understanding, Doing)

RBT (Revised Bloom's Taxonomy) HOTS (Creating, Evaluating, Analyzing)

LOTS (Applying, Understanding, Remembering)

QA (Quarterly Assessment) WW (Written Works) PC (Performance Check)

 MT. MORIAH CHRISTIAN ACADEMY
Senior High School Department

CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP (CIDAM)

Grade: 11 Semester: First Semester

Subject Title: Personal Development No. of Hours/Semester: 80 hrs

This course makes senior high school students aware of the developmental stage that they are in, for them to better
understand themselves and the significant people around them as they make important career decisions as adolescents. The
course consists of modules, each of which addresses a key concern in personal development. Using the experiential learning
Subject Description: approach, each module invites students to explore specific themes in their development. Personal reflections, sharing, and
lectures help reveal and articulate relevant concepts, theories, and tools in different areas in psychology

Performance Standard:

Performance Task:

Quarter : Second Quarter Unit Theme: Unit 3: Building and Maintaining Relationships (20 hours)
Highest Enabling Strategy
to Use in Developing the
Learning Competencies Highest Thinking Skill to Assess
Highest Thinking Skill to
Performance Assess
Content Content Standard
Standard
Asessment Techniques
Minimum KUD RBT Teaching Strategies
QA WW PC
 MT. MORIAH CHRISTIAN ACADEMY
Senior High School Department

The learners shall

The learners The learners will
be able toappraise
demonstrate 9.1 discuss an
one’s present
an understanding understanding of teen-
9. Personal of the dynamics of relationships and age relationships,
Relationships make plans
attraction, love, including the acceptable
for building
and and unacceptable
responsible future
commitment expressions of
relationships
attractions

9.2 express his/her ways

of showing attraction,
love, and
commitment

9.3 identify ways to

become responsible in a
relationship

10.1 distinguish the

various roles of different
individuals
in society and how they
can influence people
through
their leadership or
The learners The learners shall followership
demonstrate the be able to identify
10. Social
concepts about the different roles
Relationships in social of
Middle and Late influence, group
leaders and
Adolescence leadership and followers in
followership society
 The learners The learners shall MT. MORIAH CHRISTIAN ACADEMY
demonstrate the be able to identify Senior High School Department
10. Social concepts about the different roles
Relationships in
social of 10.2 compare one’s
Middle and Late influence, group leaders and
Adolescence perception of
leadership and followers in himself/herself and
followership society how others see him/her

10.3 conduct a mini-

survey on Filipino
relationships
(family, school, and
community)

The learners
demonstrate the 11.1 appraise one’s
impact of one’s The learners shall family structure and the
family be able to identify type of care
11. Family on his/her the firm and he/she gives and
Structures and personal gentle receives, which may help
Legacies development sides of family in
during care that affect understanding
middle and late a person’s himself/herself better
adolescence development
during
middle and late
adolescence

11.2 make a genogram

and trace certain
physical,
personality, or
behavioral attributes
through generations
 MT. MORIAH CHRISTIAN ACADEMY
Senior High School Department

11.3 prepare a plan on

how to make the family
members
firmer and gentler with
each other

Quarter : First Quarter Unit Theme: Unit 4: Career Development (20 hours)

The learners
demonstrate The learners shall
an understanding be able to set a 12.1 explain that
of the concepts of personal career through understanding
12. Persons and
career goal of the concepts
Careers
development, life based on the of career and life goals
goals, results of self- can help in planning
and personal assessment of his/her
factors various career
influencing career personal factors
choices
 MT. MORIAH CHRISTIAN ACADEMY
Senior High School Department

12.2 identify the

personal factors
influencing career
choices

12.3 take a self-

assessment tool to know
his/her
personality traits and
other personal factors in
relation to
his/her life goals

13.1 discuss the external

factors influencing
The learners shall career
The learners be able to make a choices that may help in
demonstrate career plan based career decision making
13. Career an understanding on
Pathways of the external his/her personal
factors goal, and
influencing career external factors
choices influencing 13.2 identify pros and
career choices cons of various career
options with the
guidance of parent,
teacher, or counselor

13.3 prepare a career

plan based on his/her
personal
goal and external factors
influencing career
choices.
 MT. MORIAH CHRISTIAN ACADEMY
Senior High School Department

14. Insights into The learners The learners shall

One’s Personal demonstrate be able to analyze
Development an understanding and synthesize
of his/her his/her 14.1 explain the factors
personal personal in personal development
development as development as that
an important an important may guide him/her in
component of component of making important career
setting career and setting career and decisions
life goals life goals as adolescents

14.2 share insights that

make him/her realize the
importance of personal
development in making
a career
decision as adolescent

14.3 construct a creative

visualization of his/her
personal
development through of
the various stages
he/she went
through, stressors,
influences, and decision-
making
points, and a personal
profile analysis
 MT. MORIAH CHRISTIAN ACADEMY
Senior High School Department

KUD (Knowing, Understanding, Doing)

RBT (Revised Bloom's Taxonomy) HOTS (Creating, Evaluating, Analyzing)

LOTS (Applying, Understanding, Remembering)

QA (Quarterly Assessment) WW (Written Works) PC (Performance Check)

 MT. MORIAH CHRISTIAN ACADEMY
Taguig City

TEACHING GUIDE (TG)

SUBJECT Personal Development GRADE LEVEL: 11

TOPIC /LESSON NAME

CONTENT STANDARDS

PERFORMANCE STANDARDS

LEARNING COMPETENCIES

SPECIFIC LEARNING OUTCOMES

TIME ALLOTMENT 4 Hours

MATERIALS

RESOURCES
PROCEDURE MEETING THE LEARNERS' NEEDS
1. INTRODUCTION

2. MOTIVATION

3. INSTRUCTION/DELIVERY

4. PRACTICE

5. ENRICHMENT

6. EVALUATION
MT. MORIAH CHRISTIAN ACADEMY
Taguig City
 MT. MORIAH CHRISTIAN ACADEMY
Taguig City

TEACHING GUIDE (TG)

SUBJECT Personal Development GRADE LEVEL: 11

TOPIC /LESSON NAME Knowing Oneself- Understanding oneself during middle and late adolescence

CONTENT STANDARDS The learners demonstrate an understanding of himself/herself during middle and late adolescence

PERFORMANCE STANDARDS The learners shall be able to conduct self-exploration and simple disclosure
1.1 the learners will explain that knowing oneself can make a person accept his/her strengths and
limitations and dealing with others better EsP-PD11/12KO-Ia-1.1
2.1 the learners will share his/her unique characteristics,
LEARNING COMPETENCIES habits, and experiences EsP-PD11/12KO-Ia-1.2
3.1 the learners will maintain a journal EsP-PD11/12KO-Ib-
1.3

at the end of the session, students will be able to:

1. Identify the role of early childhood experiences in human development through a concept or
theory.
2. Relate the concepts and ideas that they have learned about different developmental stages
3. Discuss the
SPECIFIC LEARNING OUTCOMES challenges and issues confronted during the transition period. 4. Make use of
helpful tips on how to overcome challenges during middle and late adolescence
5. Express unique characteristics,
habits, and experiences through a portfolio 6. Reflect on self-discoveries
and maintain a journal.
A1+A20

TIME ALLOTMENT 4 Hours

MATERIALS powerpoint presentation, book, journal
RESOURCES "Moving Up, A Guide to Personal and Career Development by Maricel Ilag-Ramos"

PROCEDURE MEETING THE LEARNERS' NEEDS

1. INTRODUCTION Procedure for the Teacher:

1. Introduce yourself to the class.
Day 1:Subject Orientation and Requirements and Diagnostic Test 2. Talk about the course Personal Development,
Group the class to form 3 or 4 groups and tell them to plan for a variety or its content and objectives
talent show which they will do during the third class session, where they can 3. Explain
showcase their talents and abilities. Give them ample time to prepare and rehearse. Course Content, Course Method, Materials, and
They can do the rehearsals during their free time Requirements for PERDEV
Objectives: Assignment: Each student should have the
at the end of the session, following materials for Personal Development:
1. I can Identify the role of early (a) a Journal notebook where
childhood experiences in human development through a concept or theory. they shall write their reflections, assignments,
2. I can relate the answers to exercises, etc.,
concepts and ideas that I have learned about different developmental stages (b) a colored folder or clear book where they
3. I can express my shall store all the portfolio outputs, to be submitted
unique characteristics, habits, and experiences through a portfolio to their teacher at the end of each unit or as
4. I can reflect on my self-discoveries and directed; and (c)
maintain a journal. Day 2: Review several sheets of white paper for drawings or other
work assigned. (d)
Objectives: Personalize their Journal notebooks and portfolio
3. I can discuss the challenges and
issues confronted during the transition period. 4. I can make use of
helpful tips on how to overcome challenges during middle and late adolescence
5. I can express my
unique characteristics, habits, and experiences through a portfolio
6 . I can reflect on my self-discoveries and
maintain a journal.
 1. Introduce yourself to the class.
Day 1:Subject Orientation and Requirements and Diagnostic Test 2. Talk about the course Personal Development,
Group the class to form 3 or 4 groups and tell them to plan for a variety or its content and objectives
MT.
talent show which they will do during the third class MORIAH
session, CHRISTIAN
where they canACADEMY 3. Explain
Taguig City
showcase their talents and abilities. Give them ample time to prepare and rehearse. Course Content, Course Method, Materials, and
They can do the rehearsals during their free time Requirements for PERDEV
Objectives: Assignment: Each student should have the
at the end of the session, following materials for Personal Development:
1. I can Identify the role of early (a) a Journal notebook where
childhood experiences in human development through a concept or theory. they shall write their reflections, assignments,
2. I can relate the answers to exercises, etc.,
concepts and ideas that I have learned about different developmental stages (b) a colored folder or clear book where they
3. I can express my shall store all the portfolio outputs, to be submitted
unique characteristics, habits, and experiences through a portfolio to their teacher at the end of each unit or as
4. I can reflect on my self-discoveries and directed; and (c)
maintain a journal. Day 2: Review several sheets of white paper for drawings or other
work assigned. (d)
Objectives: Personalize their Journal notebooks and portfolio
3. I can discuss the challenges and
issues confronted during the transition period. 4. I can make use of
helpful tips on how to overcome challenges during middle and late adolescence
5. I can express my
unique characteristics, habits, and experiences through a portfolio
6 . I can reflect on my self-discoveries and
maintain a journal.

2. 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 To make sure everyone mingles with several
minutes. Without talking, they are to read the upper left corner of the other group people, you could implement a rule that no
members' cards. When time is up, they are to find one or two people who look most two people can be in the same group more
like them and talk with them for a few minutes. When time is up, they are to mingle than once.
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.

3. INSTRUCTION/DELIVERY
Day 1: Self-Concept Inventory: Exploring One’s Strengths and Limitations 1.Teachers are strongly encouraged to set
Take a look at your own self- the mood of acceptance and nonjudgmental
concept and answer the following self-concept inventory (page 27-28 ) atmosphere.
PAIRED ACTIVITY: 2. When the students are
1.Share a comfortable with one another and the mood is
few things about yourself based on your answers on the self assessment exercises. already set, they may proceed to the first
2. activity. Remind students to be honest about
taking turns, listen to your partner`s disclosure. themselves. Tell them to answer the inventory
3. Do not forget to be respectful of what your partner shares. based on how they see themselves and not of
4. Give feedback and affirmation to your partner what others perceive them to be. Self-talk is
Day 2: Group more powerful.
Sharing 3. Explain instructions of the
1. Form a groups of six members. Self-Concept Inventory and allow students a
2. Identify common points of experience and life issues. few minutes to answer it.
3. Choose a speaker for each groupto share the common points 4. Use the self-
among members in a class. assessment exercise in conducting paired
activity and group sharing.

5. Discuss the topic

about stages of human development for day 1
 MT. MORIAH CHRISTIAN ACADEMY 1.Teachers are strongly encouraged to set
Day 1: Self-Concept Inventory: Exploring One’s Strengths and Limitations
Taguig City
Take a look at your own self- the mood of acceptance and nonjudgmental
concept and answer the following self-concept inventory (page 27-28 ) atmosphere.
PAIRED ACTIVITY: 2. When the students are
1.Share a comfortable with one another and the mood is
few things about yourself based on your answers on the self assessment exercises. already set, they may proceed to the first
2. activity. Remind students to be honest about
taking turns, listen to your partner`s disclosure. themselves. Tell them to answer the inventory
3. Do not forget to be respectful of what your partner shares. based on how they see themselves and not of
4. Give feedback and affirmation to your partner what others perceive them to be. Self-talk is
Day 2: Group more powerful.
Sharing 3. Explain instructions of the
1. Form a groups of six members. Self-Concept Inventory and allow students a
2. Identify common points of experience and life issues. few minutes to answer it.
3. Choose a speaker for each groupto share the common points 4. Use the self-
among members in a class. assessment exercise in conducting paired
activity and group sharing.

5. Discuss the topic

about stages of human development for day 1
4. PRACTICE and self-identity for day 2. see powerpoint
presentation.
DAY 1: 6. let student share meaningful experiences
How well do you understand this and ideas from the topic
chapter? Express yourself. 1. What is your
understanding of human development based on the discussion in this chapter?How
does a person grow and develop? 2.
Explain the role of early childhood experiences in human development.
3. Fill out the table
below with the ideas/concepts you have learned about yourself and about the
different developmental stages discussed in this chapter.

DAY 2: How well do you understand this chapter? Express yourself.

A. Integrating your experience with the concepts discussed in this chapter about
the stage of adolescence, how will you described the period of development.
B. Following the theories of Erikson and Marcia, describe your own
development of self-identity. How did you become who you are now? What factors
influenced you?
C. What are the challenges and issues you were
confronted with during your transition period from childhood to this point?
D. Why is it important to know oneself? How will it
help you in your personal development? Cite one specific example on how you can
apply your learning or self discovery in planning for your future.

5. ENRICHMENT
Day 1: Time of My Life: My Childhood Memory"
With the help of your parents,
guardians, or caregivers who took care of you when you were a child, recall
significant experiences developments when you were growing up. Identify some
important experiences that you think shaped who are you now. Identify a theory or
concept that was discussed in this chapter which was evident or relevant to your
growing experiences

Let the student reflect on self discoveries

using. Ask them to write their insights using
the guidelines from enrichment.
 MT. MORIAH CHRISTIAN ACADEMY Let the student reflect on self discoveries
Taguig City using. Ask them to write their insights using
the guidelines from enrichment.
Day 2:Who am I?
Know thyself is a very old maxim inscribed in the temple of Apollo at Delphi.
It dates back as far as ancient Greece. Yet the advice remains alive and worth doing
until now. In Greek, It is gnothi seauton, In Latin, it is temet nosce. After learning
significant things about yourself, reflect on your own discoveries. Under the title
"Who am I?" write something about yourself.

6. EVALUATION
DAY 1: Create a personal collage
It’s the Selfie Project- Show
Yourself:Then and Now! Present some
interesting changes in you. Make a collage of pictures. In the first box, collect and
post some of your photos when you were still young. In the other box, post some of
your current pictures. Be creative. Look how you have grown!
DAY 2: Self-
Awareness Exercises Just
to get you started in discovering yourself, let us have random take of your favorites
and interests. Like Teacher will have a quiz to know if the
a wheel that moves a carriage, identify your favorites and interests that drive you, students understand the lesson well.
energize you, make you happy, inspire you to move on and level up. Write your
answer on each spike of the wheel
1. Do you see any pattern or connection among your favorites and interests?
2. What do your interests and favorites seem to point out?

Submiited by: Teacher Shannen May C. Gestiada

Approved by: Teacher Norma Fajardo

 TEACHING GUIDE (TG)
SUBJECT Personal Development GRADE LEVEL: 11
TOPIC /LESSON NAME Challenges of Middle and Late Adolescence
The skills and tasks appropriate for middle and late adolescence, and
preparatory to early adulthood
CONTENT STANDARDS
Make a list of ways to become responsible adolescents prepared for adult life
PERFORMANCE STANDARDS
The Learners will..
3.1 classifiy various developmental tasks according to developmental
stage 3.2 evaluate one’s development in comparison with persons of the
LEARNING COMPETENCIES same age group
3.3 list ways to become a responsible adolescent prepared
for adult life
at the end of the session, students will be able to:
SPECIFIC LEARNING OUTCOMES
TIME ALLOTMENT 4 Hours
MATERIALS Book, Powerpoint Presentation, Journal
K-12 Moving Up, A Guide to Personal and Career Development
RESOURCES by Maricel Ilag-Ramos

PROCEDURE MEETING THE LEARNERS' NEEDS

1. INTRODUCTION Procedure for teacher:
Day 1: The students will read one of Jose Rizal's poems 1. the teacher will introduce the lesson by using
about the Filipino Youth and they will give their the Poem of Jose Rizal
reactions/reflections about the poem. 2. ask the students on how should they deal
Objectives: with life's demands;
at the 3. Talk about the life of a teenager
end of the sessions the students are expected to: centuries ago. 4. Encourage them to find ways
in comes of dealing with life demands (Positive
Approaches in Dealing with Life Demands)
a. fully develop theirselves, acquiring full
knowledge of the changes they go through as they grow;
b. undergo skill building,
particularly in critical and analytical thingking
c. be fully aware of social,
political,economic, and cultural issues, be active in
community and political affairs
Day 2: Encouragements
Objectives
a. building self-
esteem and confidence b.
maintaining healthy relationships with their parents and
peer;
c. firm decision-making, and leadership

2. MOTIVATION 1. To fully understand the activity the teacher will give

The life of teenagers takes many forms and colors. How an example of her/his own methaporical symbol of
they describe their own teenage life and what metaphor her/his life and explain the meaning of it.
can they use to depict their budding life? They will draw a 2. The
metaphorical symbol of their youth. teacher will also encourage them to think and take the
activity seriously because it has something to do with
their life.
The life of teenagers takes many forms and colors. How an example of her/his own methaporical symbol of
they describe their own teenage life and what metaphor her/his life and explain the meaning of it.
can they use to depict their budding life? They will draw a 2. The
metaphorical symbol of their youth. teacher will also encourage them to think and take the
activity seriously because it has something to do with
their life.

3. INSTRUCTION/DELIVERY
Day 1. There is a classic song of Apo Hiking Society that
speaks of the typical sentiments of parents about their
growing child and the students will hear that song.
After they heard the song, they will list down
the expectations or challenges (issues/demands/concern)
they currently face within the family.
Group sharing: with their group, find common
challenges based on the challenges they have identified
individually.
Day 2: Sharing thoughts!
a. Share a few things about your personal life
demands to your partner. 1. The teacher will guide the students by facilitating
b. Identify common points in comes of them in their activity and make them comfortable with
life demands. c. Give feedback and support to your their group.
partner. 2. To make
sure everyone's participating in their respective group,
they should create a symbol of support that they will
give to the person next to them within their group
(right or left side). It may be short letter, a bible verse ,
4. PRACTICE a thing that symbolizes their support, or the kind of
support their classmates needs.
Day 1: How well do you understand this chapter? Express 3. Day 1: Discuss the topic about
yourself. Positive Approaches in dealing with Life Demands
a.Why do adolescents need to understand the 4. Day 2: Discuss the topic
typical challenges they encounter during the middle and about Peer Challenges 5. Let student share
late adolescent stage? meaningful experiences and ideas from the topic
b. What skills do you need to develop so you
can better handle the demands or life challenges that
come your way?
Day 2: a. Has it ever happened to you?
Were you ever asked by friends to do
something and you struggled to do it for the sake of
belonging, or in exchage of something?
b. How did you handle it?

5. ENRICHMENT
Day 1-2: Your Personal Insights!
Reflect on the following questions. Write how you feel
about them. Let the students reflect on their different life demands.
1. What are the challenges I face? For their guidance, they can answer the given question
2. What are expected of me? in Journal Writing.
3. How can I handle them?

6. EVALUATION
Day 1: Time Management
List down your activities. What are the things you need
to do? Use a matrix based on Covey's book to help you
organize your school activities and prioritize your
accomplishment with them. Teacher can have a quiz to know if the students
Day 2: Create your own guidelines or list down some understand the lesson well.
important tips on facing Peer challenges that you think
can help you in your everyday lives.
 List down your activities. What are the things you need
to do? Use a matrix based on Covey's book to help you
organize your school activities and prioritize your
accomplishment with them. Teacher can have a quiz to know if the students
Day 2: Create your own guidelines or list down some understand the lesson well.
important tips on facing Peer challenges that you think
can help you in your everyday lives.

Submitted by: Ms. Ma. Cristina L. Perea

Approved by: Mrs. Norma T. Fajardo

 TEACHING GUIDE (TG)
SUBJECT Personal Development GRADE LEVEL: 11
TOPIC /LESSON NAME Emotional Intelligence
The learners demonstrate different types of emotions and how they are expressed.
CONTENT STANDARDS
The learners shall be able to identify ways to communicate and manage emotions in
a healthy manner
PERFORMANCE STANDARDS
Discuss the understanding the intensity and differentiation of emotions may help in
communicating emotional expressions
LEARNING COMPETENCIES
SPECIFIC LEARNING OUTCOMES
TIME ALLOTMENT 4 Hours
MATERIALS Book, Powerpoint Presentation, Journal, coloring materials
K-12 Moving Up, A Guide to Personal and Career Development
by Maricel Ilag-Ramos
RESOURCES
PROCEDURE MEETING THE LEARNERS' NEEDS
1. INTRODUCTION Procedure for teacher:
Act 1: Let us start off with a simple activity. There is an 1. The teacher will introduce the lesson by using the
illustration of circle of emotions we typically experience. circle of emotions.
Fill in the circle with some personal descriptions of each 2. Explain to the students the guidelines or
given emotion. Then choose a color to apply it to a how to do the activity.
particular emotion until you come up with a colorful 3. Encourage them to express their
illustration of emotions. emotions using the illustration
a. how does your circle of emotions look like? 4. ask the students on how can
b. share your work to your classmates. Do you they express their emotions in a positive way
have similar descriptions? 5. Give the
c. What ideas do you have about emotions, and meaning/definition of emotions according to different
how would you define emotions? dictionaries.

2. MOTIVATION 1. To fully understand the activity the teacher will give an

Group Game: "Emotional Charade" instruction on how to play the charade.
2. The teacher will
also encourage them to think and participate to the said
activity and have fun.

3. INSTRUCTION/DELIVERY
There is a table that full of words that are associated with
the word emotion. You need to encircle the emotions that
do not seem clear to you. Look them up in the dictionary
to know more of what they mean. Now, do you think you
have experienced those emotions?

Put a plus sign (+) if you think they are

positive; negative sign (-) if otherwise.
objectives: 1. The teacher will guide the students by facilitating them in
a. to know other emotions their activity and make them comfortable by doing the
and differentiate them; b. to activity.
understand different expressions 2. To make sure everyone's
doing the activity, some of them will be called unexpectedly
so they need to be ready and finish the activity.
3. Discuss the topic
about Emotional Intelligence
4. Give the different Theories associated with
Emotions
5. Encourage/inform them that Emotional Intelligence is
basically about handling ourselves and our relationships
There is a table that full of words that are associated with
the word emotion. You need to encircle the emotions that
do not seem clear to you. Look them up in the dictionary
to know more of what they mean. Now, do you think you
have experienced those emotions?

Put a plus sign (+) if you think they are

positive; negative sign (-) if otherwise.
objectives: 1. The teacher will guide the students by facilitating them in
a. to know other emotions their activity and make them comfortable by doing the
and differentiate them; activity.
b. to
understand different expressions 2. To make sure everyone's
doing the activity, some of them will be called unexpectedly
so they need to be ready and finish the activity.
3. Discuss the topic
about Emotional Intelligence
4. Give the different Theories associated with
Emotions
5. Encourage/inform them that Emotional Intelligence is
basically about handling ourselves and our relationships
effectively.
4. PRACTICE 6. Emotional Intelligence is highly valuable for
Day 1: How well do you understand this chapter? Express productivity and success.
yourself. 7. Let student share meaningful
a. What are emotions? Describe them. experiences and ideas from the topic
b. Do you think emotional intelligence is
important in your development? Explain your answer.
c. What area(s) of emotional intelligence
do you need to develop?

5. ENRICHMENT
Day 1-2: Your Personal Insights!
Hans Selye said: "A long, healthy, and happy life is
the result of making contributions, of having meaningful
projects that are personally exciting and contribute to and
bless the lives of others". Using your journal, write some Let the students reflect on some of their specific personal
of your personal contributions or meaningful projects you contributions or meaningful projects they can do now or in
can do now or in the nearest future that will be a source the nearest future that will be a source of happiness for
of happiness for you. them.
-Who do you want to bless with
your gifts?

6. EVALUATION
Express your Emotions!
How will you react when others are acting or feeling this
way?
Here are some situation:
a. You talk to a friend, telling her exciting
news. He/she does not listen to you.
b. Your seatmate (Whom you do not
really quite like) suddenly bursts into tears during a class Teacher can have a quiz to know if the students understand
break. You are told that his parents have separated, and the lesson well.
just last night, one of them left the house for good. He
needs someone to talk to.
c. Your friend in another class
seems to be avoiding you
 How will you react when others are acting or feeling this
way?
Here are some situation:
a. You talk to a friend, telling her exciting
news. He/she does not listen to you.
b. Your seatmate (Whom you do not
really quite like) suddenly bursts into tears during a class Teacher can have a quiz to know if the students understand
break. You are told that his parents have separated, and the lesson well.
just last night, one of them left the house for good. He
needs someone to talk to.
c. Your friend in another class
seems to be avoiding you

Submitted by: Ms. Ma. Cristina L. Perea

Approved by: Mrs. Norma T. Fajardo

 TEACHING GUIDE (TG)
SUBJECT Personal Development GRADE LEVEL: 11
TOPIC /LESSON NAME Exploring the World of Work-Creating the Future
The learners demonstrate an understanding of the external factors influencing
CONTENT STANDARDS career choices
The learners shall be able to make a career plan based on his/her personal goal, an
external factors influencing career choices
PERFORMANCE STANDARDS
13.1 discuss the external factors influencing career choices that may help in career
decision making
13.2 identify pros and cons of various career options with the guidance of
parent, teacher, or counselor
LEARNING COMPETENCIES 13.3 prepare a career plan based on his/her personal
goal and external factors influencing career choices.

SPECIFIC LEARNING OUTCOMES

TIME ALLOTMENT 4 Hours
MATERIALS Book, Powerpoint Presentation, Journal, coloring materials
K-12 Moving Up, A Guide to Personal and Career Development
RESOURCES by Maricel Ilag-Ramos
PROCEDURE MEETING THE LEARNERS' NEEDS
1. INTRODUCTION Procedure for teacher:
Act 1: Let us start off with a simple activity. 1. The teacher will introduce the lesson by asking
a. Go on page 184 of your book. Do you already know them on what do they want to do, especially in their
what you want to become and what job you would like to future.
do in the future? Make a big check (/) inside the box. 2. Encourage them to express their ideas about their
b. To get you started with your big step in the future, goals in life.
describe what you want to do in your life. Write a few 4. Give the meaning/definition of Career (What
sentences about it. is Career?)

2. MOTIVATION 1. To fully understand the activity the teacher will give an

instruction on how to play the charade.
2. The teacher
will also encourage them to think and participate to the
said activity and have fun.
2. To make sure
3. INSTRUCTION/DELIVERY everyone's doing the activity, some of them will be called
There is a table that full of words that are associated with unexpectedly so they need to be ready and finish the
the word emotion. You need to encircle the emotions that activity.
do not seem clear to you. Look them up in the dictionary 3. Discuss the topic about Emotional Intelligence
to know more of what they mean. Now, do you think you 4. Give the different Theories
4. PRACTICE associated with Emotions
Day 1: How well do you understand this chapter? Express 5. Encourage/inform them that
yourself. Emotional Intelligence is basically about handling
a. What are emotions? Describe them. ourselves and our relationships effectively.
b. Do you think emotional intelligence is 6. Emotional
Intelligence is highly valuable for productivity and
5. ENRICHMENT Let the students reflect on some of their specific personal
Day 1-2: Your Personal Insights! contributions or meaningful projects they can do now or
Hans Selye said: "A long, healthy, and happy life is the in the nearest future that will be a source of happiness for
result of making contributions, of having meaningful them.
projects that are personally exciting and contribute to and
6. EVALUATION
Express your Emotions!
How will you react when others are acting or feeling this Teacher can have a quiz to know if the students
understand the lesson well.
How will you react when others are acting or feeling this Teacher can have a quiz to know if the students
way? understand the lesson well.
Here are some situation:
a. You talk to a friend, telling her exciting
news. He/she does not listen to you.
Submitted by: Ms. Ma. Cristina L. Perea

Approved by: Mrs. Norma T. Fajardo