PRIVATE EDUCATION ASSISTANCE COMMITTEE

PATRONAGE OF MARY DEVELOPMENT SCHOOL

S. Medida (Extension) Street, Poblacion, Boljoon, Cebu
Tel. No.: (032) 482 – 9302 | Website: www.pmdsbc.com | Email Add.: [email protected]
OFFICE OF THE SENIOR HIGH SCHOOL DEPARTMENT
PERSONAL DEVELOPMENT | ADAPTIVE TEACHING GUIDE

MET # 3: DEVELOPMENTAL STAGES AND CHALLENGES IN MIDDLE AND LATE ADOLESCENTS

LESSON # 4: GENDER AND SEX

PREREQUISITE CONTENT
1) Understanding the “Self” 2) One’s Holistic Personal Development 3) Developmental Skills and
KNOWLEDGE
Tasks among Adolescents

1) Critical Thinking
PREREQUISITE SKILL 2) Creativity
3) Collaboration
4) Communication
LET’S GET STARTED!
PRE-QUIZ OR ORAL RECITATION OF THE PAST LESSON.
1. Why should parents support teenagers having friends outside their families?
2. What human tasks which are inherent in every stage of development?
3. What teenagers’ task that require them to engage in health sexual behaviors?
PREREQUISITE ASSESSMENT 4. What task that is developed through developing a sense of individuality as well as connection to valued people and
groups?
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5. What task of the adolescent which is developed through activities and efforts that require them to think about
possibilities, try out hypotheses and understand their own through processes and construct philosophies?
6. What common challenge usually encountered by adolescents that cause them to be self-conscious leading to low self-
esteem and lack of self-confidence?
7. What issues relative to attitude are being experienced by teenagers?
8. Glenda is learning to acquire the skills to manage the multiple demands that will allow her to move into the labor
market. What developmental task is manifested by Glenda?
9. Charlie has acquired new ability to think and has a clear plan for his future. He is interested in problem-solving and
conflict resolution books, videos and seminars in order to improve his decision-making skills. What developmental task is
mastered by Charlie?
10. Marites recognized the fact that she needs to be doing and engaging in adult activities and take part in some
responsibilities as elder sister to her siblings. She is now practicing her autonomy while re-establishing a new connection
to her family. What task is described above?

Pre-lesson Remediation Activity: Offline Blended

(Modular or Printed) (Online/Limited Face-to-Face Classes)
For Students with Insufficient Level on Provide an additional learning instruction and Provide an additional learning instruction and
Prerequisite Content-knowledge and/or video links of the contents discussed. comprehensive class discussion.
Skill(s)
For Students with Fairly Sufficient Level on Provide video links with comprehensive Summarization of the contents and discussion
Prerequisite Content-knowledge and/or discussion. with simpler terminologies.
Skill(s)

INTRODUCTION:
Time Frame: This lesson is good for 4 hours (240 minutes).
At the end of the lesson, the students are expected to:
(a) Differentiate the meaning and cope between gender and sex;
RUA: (b) Realize the different adolescent and gender roles; and
(c) Appreciate personal characteristics relative to gender roles.
As indicated in the objectives on what is expected from the students, the learnings from this topic are very much
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Context: applicable to how students will be able to enumerate gender roles through journal writing.
In this lesson, students will have a clearer understanding of the distinctions between gender and sex, recognize the
Overview of the Lesson: influence of gender roles on adolescent experiences, and appreciate the importance of embracing individual
characteristics regardless of societal norms. This knowledge will help foster a more inclusive and accepting
environment where diversity is celebrated, and personal qualities are valued beyond traditional gender roles.
STUDENT’S EXPERIENTIAL LEARNING:
(Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
OFFLINE BLENDED
LESSON CHUNKS FORMATIVE QUESTIONS (MODULAR OR PRINTED) (ONLINE/LIMITED FACE-TO-
FACE CLASSES)

Chunk 1: Interactive and collaborative

1. What are the stages of Using the printed instructional materials,
DIFFERENCE class discussion,
psychosocial development Stair Diagram, identify the stages of
BETWEEN Stair Diagram, identify the stages of
psychosocial development according to its
GENDER AND SEX according to Erik Erikson? psychosocial development according to
age range and provide examples in every
its age range and provide examples in
stage.
every stage. Explain and share to the
class.
Interactive and collaborative
class discussion,
Chunk 2: Using the printed instructional materials, Table analysis, identify the
ADOLESCENTS 1. What are the developmental tasks Table analysis, identify the developmental developmental tasks presented and
AND GENDER for adolescents according to tasks presented and explain them in not explain them in not less than 5
ROLES Havighurst? less than 5 sentences. Provide relevant sentences. Provide relevant examples
examples or situations in which it is or situations in which it is applicable.
applicable. Share to the class.

Synthesis: The teacher will share the main points covered in the lesson and request the students to provide a summary of what was
taught.
Key point(s):
 Sex- this refers to the biological aspect that makes a person male or female. It has a number of indicators like the biological sex of the
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person, sex chromosomes, gonads, internal reproductive organs, and external genitalia.
 Gender- this refers to the attitudes, feelings, and behaviors that a culture associates with a person’s biological sex.
 Androgynous- a term used to describe people who believe that they have both masculine and feminine characteristics.
 Undifferentiated- a term used to describe people who perceive that they lack both masculine and feminine characteristics.
A. MULTIPLE CHOICE:
1. Carlo is the only child of the couple Andrea and Marco. He possesses attitudes and behaviors associated with that of a girl. He plays
badminton with his girl friends. He is not interested to play games and sports for men. His parents noticed that Carlo acts and behaves like
a girl. What aspect is described in this case?
2. What are some of the indicators of biological sex?
RUA of a
3. When adolescents view and understand gender roles as part of social conventions and have a more flexible attitude toward them, what
Student’s Learning: is the generalization then?
4. Why is it that some adolescents male teases a boy who is perceived as feminine and why others do not mind?
5. What term which refers to describe people who perceive that they lack both masculine and feminine characteristics?
6. Kirby claims that he possesses both masculine and feminine characteristics. How should we describe Kirby?
7. Teacher Jeremy describes his student, Margie, to possess attitudes, feelings and behaviors of a male, although she is biologically
female. What is the description about?
8. Why students should acquire knowledge on gender and sexuality?
9. The biological aspect of a person makes him or her a male or female. What term is described here?
10. Which of the following is true among the statements below?
B. MY JOURNAL:
Using the table provided below, write down as many masculine and feminine characteristics you think you possess.
Gender Role

My Masculine Characteristics My Feminine Characteristics

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.
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6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

With the preceding RUA of Student’s Learning, the students will be able to attain the core values of
Patronage of Mary Development School:
Spirituality,
Honesty,
Integrity,
Nationalism, and
Excellence
Santos, Ricardo Rubio (2016). Personal Development, Manila: Rex Bookstore.
References: Perez, Aida Maria Hernandez (2016). Personal Development, Quezon City: Vibal Publishing
Cayubit, Ryan Francis and Avelina L. Mandin (2017). Actualizing the Adolescent: Values Approach to Personality
Development. Makati City Don Bosco Press.
(For Students with Insufficient and Sufficient Level on Prerequisite Content-knowledge and/or Skill(s)):
Post-lesson
Remediation Provide materials that will enhance their level of content-knowledge and skills about the topic.
Activity: Learning assessment activities will be given as well as feedback on the results of their performance.


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Prepared by: Reviewed by: Approved by:

JOHN REY C. AMPOON MELVIN M. ARIAS DR. ROUEL A. LONGINOS

SUBJECT TEACHER SHS DEPARTMENT, CHAIR SCHOOL PRINCIPAL