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Instructional Plan in Personal Development

Name of Teacher Robee Rose V. Pascual Grade Level 11


Learning Area Personal Development Quarter 1st

Understanding of the skills and tasks appropriate for middle and late
Competencies adolescence and preparatory to early adulthood.

iPlan No. 1 Date December 03, 2017 Duration 60 minutes/ 1 hr

Key understanding Become familiar with the stages of human growth and development that take
to be developed place in middle and late adolescence

Knowledge Evaluate one’s development in comparison with persons of


the same age group;

Learning
Skills Classify various developmental tasks according to
Objectives
are: developmental stage; and

Attitude Appreciate ways to become a responsible adolescent


prepared for adult life.

Resources Needed Pictures, Projector and Laptop

Elements of the
Plan Methodology

Teacher’s Activity Students’ Activity

Preparation Preparatory Activities:


 Prayer

 Checking of Attendance

Introductory
Activity  Show students pictures  Look at the pictures and
(depicting several stages that answer the guide questions
Motivation
one undergoes when growing)
 Let them express their insights,
observations and comments
regarding the pictures shown
 Ask them the following guide
questions:

1. What did you observe from the


pictures?
2. What do the pictures show?

 When students are done


sharing their answers, the
teacher will comment “Okay
very good, the pictures show
the stages one undergoes in
adolescence”
Presentation
 Group the students into four
Activity  Describe the activity
 Ask them to cite specifically
the changes that they
underwent and experienced as
adolescents through any of
the following ways:

1. Drawing
2. Chant or Rap
3. Spoken Poetry
4. Declamation

 Call the group leaders in front  Leaders will pick one folded
and let them pick one folded paper where the way they will
paper where the way they will present their output (i.e
present their output (i.e through drawing, chant or rap
through drawing, chant or rap etc.) is indicated
etc.) is indicated

 Tell the class that they are  Prepare for the activity
only given 10 minutes to
prepare
 After 10 minutes, ask the  Present their outputs after 10
students to present their minutes
output

Analysis  After the presentation of


outputs, commend the
performance of the students
 Ask further questions to
maximize interactions and
sharing of ideas and opinions,
and to elicit students’ reactions
and feeling about the given
activity
 Comment on the students’
outputs and process their
answers
 Link the salient and relevant
points the students have
mentioned in the activity to the
new topic

 Discuss the topic.


Abstraction
Lecture on:

“Developmental Stages in
Middle and Late
Adolescence.”

 After the discussion, the  Respond and answer the


teacher will ask questions to teacher’s questions
the students to test their
learnings.

 So what exactly did Erickson’s Student 1: Ma’am! Erickson believed


theory of psychosocial that personality developed in a series
development entail? of stages.

 Middle Adolescence is under Student 2: Middle Adolescence is from


what age category? What 12-18 ma’am while Late Adolescence
about Late Adolescence? is from 18-21.
 What are the two opposing Student 3: Identity and role confusion
outcomes in adolescence? ma’am.

 What are the important events Student 4: Important events in


in Middle and Late adolescence are social relationships.
Adolescence?

Practice  Group the students into three.  Do the activity


 After the groupings, ask the
students to prepare a role
play with the following
guidelines:

Application 1. Each group should prepare a


role play in not less than 5
minutes but not more than 10
minutes.
2. The role play should portray
the first five stages of life,
infancy to adolescence, with a
focus on the adolescents’
"identity crisis".
3. Students are given 10 minutes
to prepare.

 Assess students’ performance


Assessment using the following rubric:

Role was played in a


convincing, consistent
manner- - - - - - - - - - - - - -- - - - - 30 %

Arguments and
viewpoints
expressed fit role
played- - - - - - - - - - - - - -- - - - - 25 %

Speech was clear with


appropriate volume
and inflection- - - - - - - - - - - - - 20 %
Costumes and props
were effectively used
Role-play was well
prepared and organized - - - - - 15 %

Role-play captured
and maintained audience
interest- - - - - - - - - - - - - -- - - - 10 %

Total: 100 %
Follow- up: Answer the questions
briefly:
Assignment
What are some examples of teenagers
struggling to define their own identity?

Why do they think an identity crisis


occurs for most people during their
teenage years?

What are basic skills and values that


are necessary to successfully resolve
an identity crisis?

Advance: Write down in a long


bondpaper all the challenges that you
encountered and experienced when
you were in your middle and late
adolescence

Prepared by:

Rhea Ramos Robee Rose V. Pascual Leon Tumaluain


Magda Bragado Cleopatra Remudaro

(Block I)