Instructional Planning: Iv. Procedures

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Instructional Planning

DLP NO. : 30 GRADE LEVEL: 11 DURATION: 60 MINUTES


LEARNING AREA: PERSONAL QUARTER: 4 DATE:
DEVELOPMENT
CONTENT The learners demonstrate an understanding of the dynamics of attraction, love, and
STANDARD commitment.
PERFORMANCE The learners shall be able to appraise one’s present relationships and make plans for
STANDARD building responsible future relationships.

LEARNING  discuss an understanding of teen-age relationships, including the acceptable and


COMPETENCY/IES unacceptable expressions of attractions
EsP-PD11/12PR-IIa-9.1
I. OBJECTIVES At the end of the module, learners will be able to demonstrate and create ways to
communicate and understand teenage relationships.
II. CONTENT Personal Relationships

III. LEARNING Personal Development (Ricardo Rubio Santos); Personal Development Teacher’s Guide
RESOURCES
IV. PROCEDURES:
ENGAGE: (Math, Science) 10 MINUTES
Preliminary Activity:
 Prayer
 House Rules

MOTIVATION:
ACTIVITY 1: WORD FORMATION!
Four groups will be created. Each group will have a word, the task is to create a three-letter word or more
out of their given word.
Three letter word = 1 point
Four-letter word = 2 points
Five or more letter word = three points
WORDS: relationship, personal, commitment, and attraction.

ACTIVITY 2: BASIC DEFINITIONS (INTEGRATION OF SEX EDUCATION)

The teacher will facilitate an energizer and an introduction on the words given to you by the teacher
(Unwanted Pregnancy, Sex, STIs)

How do you communicate such topics with your partner and loved ones?

Setting of rules suggested by the students themselves for discussion.

The teacher then presents the lesson to the class and let the students read the objectives aloud.

Introduce the following terms:

Relationships, Personal relationships, Love, attraction, commitment, sex, communication and STIs.\
EXPLORE: 10 MINUTES
How to communicate
Talking openly makes relationship more fun and satisfying; especially when you both talk about each
other’s needs for physical, emotional, mental and sexual health. You cant expect a partner to know what
you want and need unless you tell them. The simple fact is that none of us are mind-reader, so it is
important to be open about your needs and expectations.

In a romantic relationship, it is important to communicate openly on issues on sex and sexual health. The
decision to enter into a sexual relationship is entirely up to you and you always have the right to say NO
at anytime to anything that you don’t feel comfortable with. Remember, there are many ways to express
love without sex. If you do decide to become sexually active, there are things about which you do need to
communicate.

ACTIVITY 3
The students will be grouped into three groups and will be given meta cards to fill in on a tree
representing the root causes and the results of teen pregnancy and STI transmission.

EXPLAIN: 15 MINUTES
Representative of each group shall then present their work using the given criteria.

CRITERIA:

Content: 5 points
Presentation (explanation, delivery): 3points
Conclusion: 2 points
Total: 10 points

ELABORATE: 20 MINUTES
What to talk about?

Sexually Transmitted Disease (STI): This is actually an issue that all teenagers and adults must be aware
of. Anybody who engaes in sexual activity is prone to have this one.

Possibility of Pregnancy: Females who engage in sex have a high percentage of putting themselves in
this kind of situation.

Right Time for sex: You can consider your current status as a student if it is really high time to be
involved in this kind of activity. Will this make or break your future.

Boundaries: Making decision to set your limits in a relationship shows your maturity to assert your
priorities and respecting yourself.
Application:

The teacher will present some situations that students personally encounter different ways of doing
things, behaving and making sense of the topic. Students will think of more situations that they
personally encounter.

EVALUATE: 5 minutes
The teacher will give a short formative test.

ENRICHMENT:
Portfolio Output No. 17: Reflections on Personal Relationships
Write a reflection paper on your relationships, why they are important, and how you intend to keep the
good relationships strong and healthy.
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week.
REFLECTIONS: What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions. Indicate
below whichever is/are appropriate.
h. No. of learners who earned 80% in the evaluation

i.No. of learners who require additional activities for


remediation.
j. Did the remedial lesson work? No. of learners who
have caught up with lesson.
k. No. of learners who continue to require
remediation
l. Which of my learning strategies worked well? Why
did these work?
m. What difficulties did I encounter which my
principal or supervisor can help me solve?
n. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

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