SENIOR

HIGH

Personal Development
Activity Sheet
Quarter 3 – MELC 2
1
Social Relationships in Middle and
Late Adolescents

REGION VI – WESTERN VISAYAS

PERSONAL DEVELOPMENT FOR SENIOR HIGH
Learning Activity Sheet No. 1, Week 1, Quarter 2
First Edition, 2021

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
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the payment of royalties.

This Learning Activity Sheet is developed by DepEd Region 6 – Western

Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be reproduced

or transmitted in any form or by any means electronic or mechanical without written
permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of PERSONAL DEVELOPMENT Activity Sheet

Writer: ROSE ANN B. AMPARO

Illustrators:

Layout Artists:

Schools Division Quality Assurance Team:

Division of Negros Occidental Management Team:

Marsette D. Sabbaluca, CESO VI
Ma. Theresa P. Generoso, ASDS
Zaldy H. Reliquias, CID Chief
Raulito Dinaga LR-EPS
Carmelita R. Segara EPS

Regional Management Team

Ma. Gemma M. Ledesma,
Dr. Josilyn S. Solana,
Dr. Elena P. Gonzaga,
Mr. Donald T. Genine,
Meriam Lima
Introductory Message
Welcome to learning area and grade level!

The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Negros Occidental and DepEd Regional Office VI - Western
Visayas through the Curriculum and Learning Management Division (CLMD). This is
developed to guide the learning facilitators (teachers, parents and responsible adults)
in helping the learners meet the standards set by the K to 12 Basic Education
Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The PERSONAL DEVELOPMENT Activity Sheet will help you facilitate the leaching-
learning activities specified in each Most Essential Learning Competency (MELC) with
minimal or no face-to-face encounter between you and learner. This will be made
available to the learners with the references/links to ease the independent learning.

For the learner:

The PERSONAL DEVELOPMENT Activity Sheet is developed to help you

continue learning even if you are not in school. This learning material provides you with
meaningful and engaging activities for independent learning. Being an active learner,
carefully read and understand the instructions then perform the activities and answer
the assessments. This will be returned to your facilitator on the agreed schedule.
 Learning Activity Sheets (LAS) for PERSONAL DEVELOPMENT

Name of Learner: _______________________________________________

Grade Level: __________________________________________________
Section: ______________________________________________________
Date: ________________________________________________________

PERSONAL DEVELOPMENT

Social Relationships in Middle and Late

Adolescents
I. LEARNING COMPETENCY WITH CODE
Distinguish the various roles of different individuals in society and how they
can influence people through their leadership or followership EsP-PD11/12SR-IIb-
10.1

II. BACKGROUND INFORMATION FOR LEARNERS

Every individual is important and equally liable to some roles and
responsibilities when living in a cultured society. There are some who are leader of the
church, some are president of the clubs, some are farmers, some are fisherman, some
are politicians, some are students, some are doctors, some are teachers, some are
protector of the country and some are common individual. These individual plays a
vital role in allowing society to function.
According to John Locke, the individual gives consent in establishing society, but the
individual has an obligation to obey laws. An individual can only become a member of
society if he gives consent.
Among the mention individuals, who do you want to be in the future? Do you think you
can be one of the people who can influence the next generation? Which would you
prefer? A leader or a follower?
This learning activity would made you realize your role in life and in the future. This
will help you decide what you want to be.
 DIFFERENT INDIVIDUALS IN THE SOCIETY AND THEIR ROLES

POLITICAL LEADERS

They are the people who create and

implement the laws of the land. They
are the role models through which we
follow the laws.

TEACHERS They are the educators of young

minds. They impart knowledge to the
young generation to become the next
generation of leaders.

CHURCH MEMBERS
They are the people who commit to
practice their faith. They let their
faith and carry out their faith
traditions

CELEBRITIES They are the people who promote

behavior responsible personal
decisions, and social justice. They
are also expected to show good
behaviors
CHILDREN
They are the ones that need to be
cared more and ensured that they
are supported with `services they
mostly need

ATHLETES They are the one who brings honor

to the country through their talents.

SOLDIERS They are the protector of the country.

They are the corner stone of the
state and human security.

DOCTORS They are the skilled one and the

person who is trained and licensed to
treat sick and injured people. They
improve the health in the community
through advocacy and health
education and invlovement in
community health activities.
 WHAT IS LEADERSHIP?
According to Chris Bernard, leadership is the ability of the person in authority
to guide others to achieve certain goals. Leadership is also a way of influencing other
people by which the leader influence the followers to achieve the organizational
goals. Next to leadership is followership which is the act or condition of following a
leader. Being a follower is not passive, one must be a critical thinker and interactive
in the act of helping the leader achieve the goal. Thus, the leader and the follower
need each other; there is a dynamic relationship of mutual benefit and support
between them.

Nevertheless, being either a leader or follower gives you the opportunity to

influence people around you. Social influence is the impact of a person to another
person which causes the latter to change his behavior as convinced by the influencer.

Some social influences are known as:

 conformity - is behaving as o
 thers do. This is desiring to belong to peers and seek their approval in
order to feel that you are one of them.
 compliance – an individual is doing something that another individual
has told them to do. This is also another way of an adolescent to feel
belong with peers.
 obedience – this is accepting and doing something directed to you by
a person you look up as someone in authority. In most cases in
obedience, you believe that you don’t have a choice.

Now, as an adolescent, you must have undergone recognizing yourself,

knowing your strengths and limitations and discovering about the person you are. By
that, you are now capable of knowing where you stand in either a leader or a follower
by which suits and makes you a better person.
Reading: LESSONS ON LEADERSHIP AND MEMBERSHIP FROM FABLES
Can you identify the lesson being taught by each story?

1. The Farmer and the Stork

A Farmer placed nets on his newly sown plough lands, and caught a quantity of
Cranes, which came to pick up his seed. With them he trapped a Stork also. The Stork
having his leg fractured by the net, earnestly besought the Farmer to spare his life.
“Pray, save me, Master,” he said, “and let me go free this once. My broken limb should
excite your pity. Besides, I am no Crane, I am a Stork, a bird of excellent character;
and see how I love and slave for my father and mother. Look too, at my feathers, they
are not the least like to those of a Crane.” The Farmer laughed aloud, and said, “It may
be all as you say; I only know this, I have taken you with these robbers, the Cranes,
and you must die in their company.”
Source: http://www.artofmanliness.com/2010/10/17/manvotional-aesops-fables/

2. The Hunter and the Woodsman

A hunter, not very bold, was searching for the tracks of a Lion. He asked a man felling
oaks in the forest if he had seen any marks of his footsteps or knew where his lair was.
“I will,” said the man, “at once show you the Lion himself.” The Hunter, turning very
pale and chattering with his teeth from fear, replied, “No, thank you. I did not ask that;
it is his track only I am in search of, not the Lion himself.”
Source: http://ancienthistory.about.com/library/bl/bl_aesop_hunter_woodman.htm

3. Bear and man lying down

Two men were traveling together, when a bear suddenly met them on their path. One
of them climbed up quickly into a tree, and concealed himself in the branches. The
other, seeing that he must be attacked, fell flat on the ground, and when the Bear
came up and felt him with his snout, and smelt him all over, he held his breath, and
feigned the appearance of death as much as he could. The Bear soon left him, for it
is said he will not touch a dead body. When he was quite gone, the other traveler
descended from the tree, and accosting his friend, jocularly inquired “what it was the
Bear had whispered in his ear?” he replied, “He gave me this advice: Never travel with
a friend who deserts you at the approach of danger.” Source:
http://www.moralstories.org/the-bear-and-the-two-friends/
4. Goatherd and the wild goats
A Goatherd, driving his flock from their pasture at eventide, found some Wild Goats
mingled among them, and shut them up together with his own for the night. The next
day it snowed very hard, so that he could not take the herd to their usual feeding
places, but was obliged to keep them in the fold. He gave his own goats just sufficient
food to keep them alive, but fed the strangers more abundantly in the hope of enticing
them to stay with him and of making them his own. When the thaw set in, he led them
all out to feed, and the Wild Goats scampered away as fast as they could to the
mountains. The Goatherd scolded them for their ingratitude in leaving him, when
during the storm he had taken more care of them than of his own herd. One of them,
turning about, said to him: “That is the very reason why we are so cautious; for if you
yesterday treated us better than the Goats you have had so long, it is plain also that if
others came after us, you would in the same manner prefer them to ourselves.”
Source: http://fablesofaesop.com/the-goatherd-and-the-wild-goats.html

5. The Gnat and the Bull

A Gnat settled on the horn of a Bull, and sat there a long time. Just as he was about
to fly off, he made a buzzing noise, and inquired of the Bull if he would like him to go.
The Bull replied, “I did not know you had come, and I shall not miss you when you go
away.”
Source: http://www.artofmanliness.com/2010/10/17/manvotional-aesops-fables/

6. The Man and the Little Cat

One day, an old man was having a stroll in the forest when he suddenly saw a little
cat stuck in a hole. The poor animal was struggling to get out. So, he gave him his
hand to get him out. But the cat scratched his hand with fear. The man pulled his hand
screaming with pain. But he did not stop; he tried to give a hand to the cat again and
again. Another man was watching the scene, screamed with surprise, “Stop helping
this cat! He’s going to get himself out of there”. The other man did not care about him,
he just continued saving that animal until he finally succeeded, and then he walked to
that man and said, “Son, it is cat’s Instincts that makes him scratch and to hurt, and it
is my job to love and care”.
Source: http://www.moralstories.org/the-man-and-the-little-cat/
III. ACCOMPANYING DEPED TEXTBOOK AND EDUCATIONAL SITES
PERSONALITY DEVELOPMENT BOOK, Page 77-84

IV. EXERCISES / ACTIVITIES

Activity 1. Distinguish the role you want in the society and explain why in 3-5
sentences
ROLE YOU WANT IN THE SOCIETY WHY?

Activity 2. QUESTIONNAIRE ON ETHICAL AND SERVANT LEADERSHIP.

Answer the following statements with a True or False
1. Leaders can follow their whims and fancies.
2. Leaders are capable to do anything they like.
3. Leaders don’t need to mind their subjects.
4. Leaders should follow ethical principles.
5. Leaders are responsible.
6. Leaders are to serve others.
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.
8. Servant leadership is the type of leadership that puts others first before one’s own
self.
9. A servant leader listens deeply to others and empathizes with the people around
him/her.
10. A servant leader puts others’ concerns first and foremost above own self-
interests and motives.
V. GUIDE QUESTIONS
Which did you prefer—leading or being led? Why?
______________________________________________________________
______________________________________________________________
______________________________________________________________
What responsibilities did you have as the leader? As the person being led?
______________________________________________________________
______________________________________________________________
______________________________________________________________
What does it take to trust someone to lead you? What does it take to be trustworthy
leader?
______________________________________________________________
______________________________________________________________
______________________________________________________________
How might these ideas inform our larger class inquiry?
______________________________________________________________
______________________________________________________________
______________________________________________________________

VI. REFLECTIONS
Write a reflection paper on this quote “A LEADER IS ONE WHO KNOWS THE
WAY, GOES THE WAY AND SHOWS THE WAY”
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 RUBRICS IN ANSWERING ACTIVITY 1, GUIDE QUESTIONS AND REFLECTIONS
Exemplary 4 points Sufficient 3 points Minimal 2 points Beginning 1 point

Self- Student Student demonstrates Student demonstrates Student

disclosure / demonstrates an in- a general reflection a minimal reflection demonstrates a
Depth of depth reflection on, on, and on, and lack of reflection
reflection and personalization personalization of, the personalization of, the on, or
of the theories, theories, concepts, theories, concepts, personalization of,
concepts, and/or and/or strategies and/or strategies the theories,
strategies presented presented in the presented in the concepts, and/or
in the course course materials. course materials. strategies
materials. Viewpoints Viewpoints and Viewpoints and presented in the
and interpretations interpretations are interpretations are course materials.
are insightful and well supported. unsupported or Viewpoints
supported. Clear, Appropriate examples supported with flawed and interpretations
detailed examples are provided from arguments. Examples are missing,
from personal personal experiences, are not provided or inappropriate,
experiences are as applicable. are irrelevant to the and/or
provided, as assignment. unsupported.
applicable. Examples are not
provided.
Connection Student makes in- Student goes into little Student merely
to outside depth synthesis of detail explaining identifies some
experiences thoughtfully selected some specific ideas general ideas or
aspects of or issues from outside issues from
experiences related experiences related to outside
to the topic and the topic and m very experiences
makes clear few connections related to the topic.
connections between between what is
what is learned from learned from outside
outside experiences experiences and the
and the topic. topic.
Connection Student makes in- Student goes into Student goes into little Student identifies
to readings depth synthesis of more detail explaining detail explaining some general
thoughtfully selected some specific ideas or some specific ideas ideas or issues
aspects of readings issues from readings or issues from from readings
related to the topic related to the topic readings related to related to the topic.
and makes clear and makes general the topic and makes Readings are only
connections between connections between general connections those assigned for
what is learned from what is learned from between what is the topic.
readings and the readings and the learned from readings
topic. Includes topic. Includes and the topic.
reference to at least reference to at least
two readings other one reading other
than those assigned than those assigned
for class. for class.
Connection Student synthesizes, Student synthesizes Student attempts to Student has
to class analyzes and clearly some directly synthesize some difficulty restating
discussions evaluates appropriate ideas or directly appropriate some general
& unit thoughtfully selected issues from the class ideas or issues from ideas or issues
objectives aspects of ideas or discussion as they the class discussion from the class
issues from the class relate to this topic. as they relate to this discussion as they
discussion as they topic. relate to this topic.
relate to this topic.
VII. REFERENCE FOR LEARNERS
Fernandez, B. et.al., “Personal Development (Reader)”,
https://buenavistanhs.weebly.com/uploads/7/2/2/8/7228051/personal_development_reader_
v13_final_apr_28_2016.pdf

Apurado, A., “Learning Acitivity Sheets in Personality Development”,

https://drive.google.com/drive/folders/1PVQyOM1Z1kJjhb-ZkpubByS1qA6iZMFK

Clark-Lempers, D., J.D. Lempers & C. Ho. (1991). Early, Middle, and Late Adolescents'
Perceptions of Their Relationships with Significant Others . Journal of Adolescent
Research. 6-3, 296-315.

Roldan, Amelia S. (2003). On Becoming a Winner: A Workbook on Personality Development

and Character Building. AR Skills Development and Management Services (SDMS),
Paranaque City, Metro Manila.

“Personal Relationship”, accessed last June 13, 2020,

https://www.slideshare.net/PennVillanueva/personal-relationship

“Chapter 10 Personal Relationship”, accessed last June 13, 2020,

https://www.slideshare.net/RupertGarryTorres/personal-relationship-7288530

Source: http://www.professional-counselling.com/common-relationship-problems.html
Source:http://www.takingcharge.csh.umn.edu/enhance-your-wellbeing/relationships/whypersonal-
relationships-are-important

Source: http://www.artofmanliness.com/2010/10/17/manvotional-aesops-fables/
VIII. ANSWER KEY

ACTIVITY 1
ANSWERS MAY VARY

ACTIVITY 2
1. FALSE
2. FALSE
3. FALSE
4. TRUE
5. TRUE
6. TRUE
7. TRUE
8. TRUE
9. TRUE
10. TRUE

GUIDE QUESTIONS
Answers may vary
REFLECTION
Answers may vary