DAILY LESSON School Parañaque National High Grade level Grade 11

PLAN School - Main

District VIII Learning Area Personal Development
Name of Adrian Nathaniel D. Castillo Head Teacher Ms. Annie L. Mascariñas
Teacher/Position Teacher II
School Year 2022-2023 Quarter 1st Quarter/2nd
Semester
Date March 6, 2023 (Tan, Sia, Week 3
Que, Ramos, Reyes)

I- OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the skills and tasks appropriate for
middle and late adolescence, and preparatory to early
B. Performance Standards The learners shall be able to make a list of ways to become responsible adolescents
prepared for adult life
C. Learning • The learners classify various developmental tasks according to developmental
Competency/Objective( stage. (EsP-PD11/12DS-Ic-3.1)
s)
• The learners evaluate one’s development in comparison with persons of the
same age group (EsP-PD11/12DS-Id-3.2)

D. Specific Objective(s) • The learners identify different developmental stages and the appropriate tasks
for each stage.
• The learners are able to compare one’s development to other students of the
same age group.

II- CONTENT
A. Lesson Developmental Stages in Middle and Late Adolescence
B. Subtopic - Adolescence
- Psychosocial Development
III- LEARNING
RESOURCES
A. Reference/s Personal Development by R. Santos, Rex Bookstore, Pages 19-24
B. Other Learning
Resources -

IV. PROCEDURES
A. Reviewing the previous Daily Routinary Activities
lesson/presenting a new - Prayer
lesson - Greetings
(ELICIT) - Attendance checking
- Review of the previous lesson
B. Establishing a purpose
Ask the learners:
for the lesson
(ELICIT)
What do you know about adolescence?
C. Presenting Examples Ask the learners
/instances of the new
lesson Do you remember the feeling you had when you finally celebrated your 13th birthday?
(ELICIT) Which symbolized your crossing over the developmental stage of childhood to teen-
hood? There was probably some sadness, because you realized you were not a child
anymore. You probably felt some excitement because suddenly you have strong needs
and desires to be with people your age, make friends, and have fun without the
presence of your family. You also must have felt afraid of the future. You also started
to notice certain physical changes happening to your body—the growth of hair in the
armpits and the pubic area, the increase in height, and for the males, the deepening of
the voice. For females, it is the start of their menstruation period and the development
of their breasts. These physical changes mark the onset of puberty, and the beginning of
the adolescent stage of human development.
D. Discussing new Ask the learners…
concepts and practicing
new skills #1 What behavior usually characterizes the adolescent stage of development? Try to
(ENGAGE) remember what your parents usually complain or praise about you.
E. Developing Mastery The teacher will discuss the following:
(Leads to formative
assessment 3) ADOLESCENCE: BETWEEN CHILDHOOD AND ADULTHOOD
(EXPLAIN)
As adolescents develop physically, they also develop cognitively, psychologically,
socially, and spiritually.

The ages during adolescence may be bracketed as follows (Corpuz, Lucas, Borabo, and
Lucido 2010):

• Early adolescence – ages around 10 to 13

• Middle adolescence – ages from 14 to 16
• Late adolescence – ages from 17 to 20

American psychologists differ slightly with their age definitions of adolescence. Feist
and Rosenberg (2012) pegged early adolescence at age 11 or 12, and late adolescence at
about of age 18. Hence, in America, a child is usually out of the house by the 18 because
this is the age of how they define young adulthood. This age definition of adolescence is
not a cut-and-dried rule as some persons mature ahead of others, or some
experience delayed maturity due to many factors like genetics, environment, or even
economic conditions.

ERIKSON’S EIGHT STAGES OF PSYCHOSOCIAL DEVELOPMENT

Erik Erikson’s eight stages of psychosocial development define each stage of human
development with a crisis or a conflict. Each crisis or conflict either gets resolved or may
be left unresolved, resulting in favorable or unfavorable outcomes.

In referring to these eight stages of development espoused by Erikson, it is important to

know that the stages and their corresponding developmental crisis may overlap. For
example, an adolescent who is experiencing identity issues may also be experiencing
intimacy issues (young adulthood) or may still be struggling with inferiority (of school
age), depending on whether or not they were able to resolve each stage crisis.
ADOLESCENCE: IDENTITY VERSUS ROLE CONFUSION

In the description for the adolescent stage, the crisis or conflict identified is that of
identity and role confusion. What does this mean?

Identity is the concept of an individual about himself or herself and is often referred to
as “self-identity” that is influenced and molded by their external environment. These may
include the manner by which they interact with people. For example, the youngest child,
who is always treated as the “baby” of the family, will develop an identity of a child who
needs to be taken care of. Identity is a self-belief of what the individual thinks and feels
about himself. Roles oftentimes form part of this self-identity, such as birth order in the
family, the nature of work, occupation or title, and academic and social standing. Identity
is also influenced by how others perceive an individual. For example, the eldest child
may develop an authoritative identity, the kuya or the ate whom their siblings look upon
as the substitute parent when they are not around.

Role confusion is the negation of self-identity, in a sense that there is confusion over
one’s self-concept or the absence or lack of such a concept. Role confusion affects an
individual’s relationship with others, because there is no clear definition of what he or
she is and how he or she relates to others. For example: the eldest child who is treated as
the baby of the family will end up confused over his or her identity. When this
eldest child who thinks he or she is still a baby will have difficulty dealing with other
people who may expect him or her to behave and think like a panganay rather than a
bunso.
 F. Finding practical
applications of
concepts and skills in
daily living
(ELABORATE)

G. Making generalizations The teacher will give the summary of the lesson discussed…
and abstractions about
the lesson • Puberty involves the physical changes that happen during the adolescent stage.
(ELABORATE) During puberty, the adolescent body matures sexually.
• Cognitive development also happens during adolescence as the brain continues
to grow and develop. New cognitive skills develop, such as reasoning, abstract
thinking, and increased intelligence.
• Social development happens during adolescence when adolescents desire for
more autonomy and independence from their families; and as their friends and
peers become their primary influence, taking over the previous roles their
parents had.
H. Evaluating learning Short Essay Response: Answer the question in a short and concise manner.
(EVALUATE)
1. What skills, interests, or behaviors have you recently discovered about yourself?
How does discovering those things improve your life?

I. Additional activities Video Watching

for application or
remediation The male identity and role are tackled by Justin Baldoni in this talk on redefining
(EXTEND) masculinity, how to be good men and good humans. The world wants to start a
dialogue with men about redefining masculinity—to figure out ways to be not just good
men, but also good humans.

Why I’m Done Trying to Be Man Enough presented by Justin Baldoni at TEDWomen
event on November 2017

https://youtu.be/Cetg4gu0oQQ
V. REMARKS

VI.REFLECTION

Prepared by:

Adrian Nathaniel D. Castillo

Teacher II

Checked by: Approved by: Noted by:

RODEL H. VALLEJOS ANNIE L. MASCARIÑAS GERRY A. LUMABAN

MT 1 – ESP Department / HT VI-ESP Department School Principal IV
Assistant Principal