LA SALLE COLLEGE ANTIPOLO

SHS LASALLIAN LEARNING MODULE DESIGN

School Year 2018-2019

TEACHER: Ms. Ma. Angelica Rivera YEAR: Grade 11 STRAND/S: ABM/GAS/STEM/HUMSS

Ms. Janinah Marl Anastacio

Subject: Personal Development Semester: 1st No. of Class days: 40

CONTENT STANDARD:

The learners demonstrate an understanding of:

1. Himself/herself during middle and late adolescence.
2. The various aspects of holistic development: physiological, cognitive, psychological, spiritual, and social development.
3. The skills and tasks appropriate for middle and late adolescence, and preparatory to early adulthood.
4. The developmental changes in middle and late adolescence, and expectations of and from adolescents.

The learners demonstrate an understanding of:

1. Stress and its sources; various stress responses; and coping strategies for healthful living in middle and late adolescence.
2. The whole brain theory, or two hemispheres of the brain: artistic (right-brain dominant) and linear (left-brain dominant)
3. The concepts about mental health and well-being in middle and late adolescence.
4. the different types of emotions and how they are expressed

The learners demonstrate an understanding of:

1. The dynamics of attraction, love, and commitment.
2. The concepts about social influence, group leadership and followership.
3. The impact of one’s family on his/her personal development during middle and late adolescence.

The learners demonstrate an understanding of:

1. The concepts of career development, life goals, and personal factors influencing career choices.
2. The external factors influencing career choices; his/her personal development as an important component of setting career and life goals.
3. his/her personal development as an important component of setting career and life goals

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PERFORMANCE STANDARD:
The learners shall be able to:
1. Conduct self-exploration and simple disclosure.
2. Illustrate the connections between thoughts, feeling, and behaviors in a person’s holistic development.
3. Make a list of ways to become responsible adolescents prepared for adult life.
4. Clarify and manage the demands of the teen years (middle and late adolescence)
5. Identify personal ways of coping for healthful living
6. Identify ways to improve learning using both the left and right brain.
7. Identify his/her own vulnerabilities and make a plan on how to stay mentally healthy
8. Identify ways to communicate and manage emotions in a healthy manner.
9. Appraise one’s present relationships and make plans for building responsible future relationships.
10. Identify the different roles of leaders and followers in society.
11. Identify the firm and gentle sides of family care that affect a person’s development during middle and late adolescence
12. Set a personal career goal-based on the results of self-assessment of various personal factors.
13. Make a career plan based on his/her personal goal, and external factors influencing career choices.
14. Analyze and synthesize his/her personal development as an important component of setting career and life goals.

RELATED LGPs: Realize one potential.

Bring Christian perspectives to bear on human understanding, skills and values of the learners.
Is dynamic and encourage differentiation, diversity and synergy amongst learners that are friendly, caring and respectful.
Translate knowledge into something useful in actual practice for the betterment of society and the Church.
Participate responsibly in the family, community, nation, and Church, and in preparation for the world work.

Content of the LM: (Summary of the content)

This subject makes senior high school students aware of the developmental stage that they are in, for them to better understand themselves and the significant people around them
as they make important career decisions as adolescents. The subject consists of module, each of which addresses a key concern in personal development. Using the experiential
learning approach, each topic invites students to explore specific themes in their development and help them to create a career plan at the end of the module.

Competencies:
 Conduct self-exploration and simple disclosure through a journal about “Knowing Oneself” that requires from the learner the ability to:
1. Define self-concept
2. Explain that knowing oneself can make a person accept his/her strengths and limitations and dealing with others better
3. Share his/her unique characteristics, habits, and experiences.
4. Maintain a journal

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 Illustrate the connections between thoughts, feelings, and behaviors in Developing the Whole Person that require from the learner the ability to:
1. Discuss the relationship among physiological, cognitive, psychological, spiritual, and social development to understand his/her thoughts, feelings, and behaviors
2. Evaluate his/her own thoughts, feelings, and behaviors
3. Show the connections between thoughts, feelings, and behaviors in actual life situations.

 Create a list to become a responsible adolescence in Developmental stages in Middle and Late Adolescents that require from the learner the ability to:
1. Classify various developmental tasks according to developmental stage
2. List ways to become a responsible adolescent prepared for adult life.
3. Evaluate one’s development in comparison with persons of the same age group

 Clarify and manage the demands of teen years and how to overcome The challenges of Middle and Late Adolescence that require from the learner the ability to:
1. Identify the challenges that the adolescence facing and how to manage the demands of teen years
2. Express his/her feelings on the expectations of the significant people around him/her (parents. Siblings, friends, teachers, community leaders)
3. Make affirmations that help one become more lovable and capable as an adolescent.

 Demonstrate personal ways of Coping with Stress in Middle and Late Adolescence that require from the learner the ability to:
1. Discuss that understanding stress and its sources during adolescence may help in identifying ways to cope and have a healthful life
2. Identify sources of one’s stress and illustrate the effect of stress one one’s system
3. Demonstrate personal ways of coping with stress for healthful living

 Identify the different Powers of the Mind using different mind-mapping activities that require from the learner the ability to:
1. Discuss that understanding the left and right brain may help in improving one’s learning
2. Explore two types of mind-mapping techniques, each suited to right brain-or-left brain dominant thinking styles
3. Make a plan to improve learning using left and right brain through mind-mapping activities

 Establish awareness in the importance of Mental health and Well-being in Middle and Late adolescence and create a plan to stay mentally healthy that require from the
learner the ability to:
1. Interpret the concepts of mental health and psychological well-being in everyday observations about mental health problems during adolescence
2. Identify his/her own vulnerabilities
3. Make a mind map on ways of achieving psychological well-being
4. Create a plan to stay mentally healthy during adolescence

 Identify ways to communicate and manage Emotional Intelligences in a healthy manner that require from the learner the ability to:
1. Define emotional intelligences
2. Discuss that understanding the intensity and differentiation of emotions may help in communicating emotional expressions
3. Explore one’s positive and negative emotions and how one expresses or hides them

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 4. Demonstrate and create ways to manage various emotions

 Express his/her gratitude in one’s Personal Relationships (family and friends) that require from the learner the ability to:
1. Discuss an understanding of teen-age relationships, including the acceptable and unacceptable expressions of attractions
2. Express his/her ways of showing attraction, love, and commitment.
3. Identify ways to become responsible in a relationship

 Identify the different roles of leaders and followers in the community and the different Social relationships in Middle and Late Adolescence that require from the learner the
ability to:
1. Distinguish the various roles of different individuals in society and how they can influence people through their leadership or followership
2. Compare one’s perception of himself/herself and how others see him/her
3. Conduct a mini-survey on Filipino relationships (family, school, community)

 Identify the soft and firm sides of family in Family Structures and Legacies that require from the learner the ability to:
1. Appraise one’s family structure and the type of care he/she gives and receives. Which may help in understanding himself/herself better
2. Make a genogram and trace certain physical personality, or behavioral attributes through generations
3. Prepare a plan on how to make the family members firmer and gentler with each other

 Draft a personal career and life goals based on the self-assessment tool in Persons and Career that require from the learner the ability to:
1. explain that through understanding of the concepts of career and life goals can help in planning his/her career
2. identify the personal factors influencing career choices
3. take a self-assessment tool to know his/her personality traits and other personal factors in relation to his/her life goals

 Make a career plan based on his/her profession he/she wants to take after college and identify the different Career Pathways that require from the learner the ability to:
1. discuss the external factors influencing career choices that may help in career decision making
2. identify pros and cons of various career options with the guidance of parent, teacher, or counselor
3. prepare a career plan based on his/her personal goal and external factors influencing career choices

 Synthesize all his/her Insights into one’s Personal Development through a creative visualization that require from the learner the ability to:
1. explain the factors in personal development that may guide him/her in making important career decisions as adolescents
2. share insights that make him/her realize the importance of personal development in making a career decision as adolescent
3. construct a creative visualization of his/her personal development through of the various stages he/she went through, stressors, influences, and decision-making points, and
a personal profile analysis

UNPACKING THE STANDARDS

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 NOUNS VERBS ADJECTIVES/ADVERBS
(BIG IDEAS) (TRANSFER GOAL) (CRITERIA FOR PERFORMANCE)

(Taken from the CS and PS)

Knowing Oneself Demonstrate Specific
Developing the Whole Person Apply Concrete
Developmental Stages in Middle and Late Adolescence Explain Creative
The Challenges of Middle and Late Adolescence Identify Realistic
Coping with Stress in Middle and Late Adolescence Illustrate Timely
Powers of the Mind Synthesize
Mental Health and Well-being in Middle and Late Conduct
Adolescence Construct
Emotional Intelligence Differentiate
Personal Relationships Analyze
Social Relationships in Middle and Late Adolescence Plan
Family Structures and Legacies Create
Persons and Careers
Career Pathways
Insights into One’s Personal Development

STAGE 1: ESTABLISHING DESIRED RESULTS

ENDURING UNDERSTANDING (EU):

(acc. to Dep Ed Curriculum or Teaching Guide)

The student will understand that (SWUT) in order to make a successful career decision in life, s/he needs to explore his/her own potential and capabilities that will help him/her to
build and maintain relationship with others and how to become a responsible adolescence.
The student will understand that (SWUT) the different challenges s/he is facing in life is essential for her character building and formation and how to become a morally upright,
socially responsible members of the society and a self-directed individual.
The student will understand that (SWUT) personal development is a lifelong process and it is a great tool to master his/her own self potential in order for him to plan a successful
career plan based on his/her personal goal, and external factors influencing his career choices.

OVERARCHING ESSENTIAL QUESTION(S):

(acc. to Dep Ed Curriculum or Teaching Guide)

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 How can understanding yourself better create a way to self-acceptance, enhance self-esteem, and maintain good relationship with others?
How can an individual overcome the developmental challenges and expectation that s/he faces in middle and late adolescence period?
How does family, friends, and society impact his/her personal development during journey to middle and late adolescence?
How can understanding the different internal and external factors influencing career choices is intrinsic in creating a career plan that prepares him/her to face the real-world?
TRANSFER GOAL

The students will be able to maintain a weekly journal to write their own opinion, insights, reflections, learning, and questions about their own personal development after finishing
the topics.
The students will maintain a portfolio to exhibit and monitor their own progress in personal development.
The students will be able to understand, apply, and develop a creative career plan that depicts their life goals, values, personality, skills, talents, and aptitude that will serve as their
road map when they become young professionals.

STAGE 2: ASSESSMENT EVIDENCE

PRODUCT OR PERFORMANCE
(according to Dep Ed Curriculum or Teaching Guide)

The students will be able to create and develop a creative career plan (scrapbook) that synthesizes his/her personal development as an important component of setting life and
career goals.
GRASPS NARRATIVE OF PERFORMANCE OR TRANSFER TASK

You are invited as a delegate in a 3-day seminar with a theme entitled: “RISING ABOVE EXPECTATION”. It is a seminar for transitioning graduate students to rise above the
expectation and how to overcome the different demands of adulthood, wherein they invited several young professional speakers in the Philippines to give inspirational messages
and coaching to the delegates. One of the highlights of the event is to develop a career plan that will serve as a road map when you go to the industry world. The plan should
include how you perceived yourself, your life goals, career decision-making, core values, your personality, and how you are going to use your strength and weaknesses to have a
successful career path in the future. It will be presented to the group of young professionals who will assess and mentor you on how you will achieve your plan using a rubric.
ASSESSMENT TOOLS:
Other Assessments:

 Weekly Journal
 Portfolio
 Career plan using scrapbook
 Oral Recitation
 Seatwork
 Assignment
 Group Activity (Differentiated Activities)
 Group Presentation

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 Individual Activity Sheet
 Quizzes (Unit test)
 Quarterly Examination

LEARNING MAP STAGE 3

Week Competencies Assessments Activities Remarks

1 Define self-concept
Explain that knowing oneself can
make a person accept his/her
strengths and limitations and
dealing with others better
 Explaining his/her own  Video Presentation
understanding of “self” by  Personality Test
writing a spoken poetry  1st journal entry
 Assignment

Share his/her unique

characteristics, habits, and
experiences.

2 Discuss the relationship among
physiological, cognitive,
psychological, spiritual, and
social development to understand
his/her thoughts, feelings, and
behaviors
 Seatwork: Graphic organizer  Story of the two wolfs
(sharing activity)
 Seatwork
 2nd journal entry

Differentiate the relationship

between physiological, cognitive,
psychological and spiritual
development

Evaluate his/her own thoughts,

feelings, and behaviors

Show the connections between

thoughts, feelings, and behaviors

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 in actual life situations.
3 Define holistic development  Caricature-making: Draw  Video Presentation for class
and List ways to become a sharing discussion
Identify 8 stages of personality responsible adolescent  Personal Timeline Activity
development (Individual  Seatwork
Activity/presentation)  3rd Journal entry
Classify various developmental
tasks according to developmental
stage

Evaluate one’s development in

comparison with person’s of the
same age group

List ways to become a

responsible adolescent prepared
for adult life.

4 Identify the different challenges  Photo-essay: Words of  Video Presentation

that the adolescence facing Wisdom Campaign (social  Seatwork
media activity)  4th Journal entry
Suggest ways on how to manage  Long quiz (Unit Test)
the demands of teen years

Express his/her feelings on the

expectations of the significant
people around him/her (parents.
Siblings, friends, teachers,
community leaders)

Make affirmations that help one

become more lovable and capable
as an adolescent
5 Define stress (stress as stimulus,
response, and relational)
 Short video presentation-  Stress Bingo
making about effects of  Video Presentation for class
stress and how to cope with discussion

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 Identify sources of one’s stress it for healthful living  Seatwork
 Peer facilitator’s activity
Illustrate the effect of stress one  5th journal entry
one’s system

Demonstrate personal ways of

coping with stress for healthful
living
6 Define the whole brain theory  Mind-mapping activities  Brain Teasers
(Graphic organizer)  Individual Activity
Enumerate the four quadrants of (Multiple intelligences)
the brain  Group activity
 6th journal entry
Explore two types of mind-
mapping techniques, each suited
to right brain-or-left brain
dominant thinking styles

Make a plan to improve learning

using left and right brain through
mind-mapping activities

7 Interpret the concepts of mental  Seatwork  Movie review

health and psychological well-
being in everyday observations
about mental health problems
during adolescence
Identify his/her own
vulnerabilities
 Create a slogan for mental
health advocacy
 Group presentation
 Create a creative plan for a
mentally healthy brain
using infographics
 Case Analysis
 7th journal entry

Make a mind map on ways of

achieving psychological well-
being

Create a plan to stay mentally

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 healthy during adolescence
8 Define emotional intelligences
Discuss that understanding the
intensity and differentiation of
emotions may help in
communicating emotional
expressions
Demonstrate and create ways to
manage various emotions
9 Define personal relationship
Discuss an understanding of teen-
age relationships, including the
acceptable and unacceptable
expressions of attractions
Identify ways to become
responsible in a relationship
10 Distinguish the various roles of
different individuals in society
and how they can influence
people through their leadership or
followership
Conduct a mini-survey on
Filipino relationships (family,
school, community)
11 Make a genogram and trace
certain physical, personality, or
behavioral attributes through
generations
Prepare a plan on how to make
 Create an action plan on
how to handle different
variances of emotions
 Group presentation
 Long quiz (Unit Test)
 Create a instagram post
with caption: Ways to
become responsible in
relationship with a creative
hash tag (Individual
activity)
 Create a mini-comics or
storyboard showing the
different Filipino
relationships (family,
school, and community)
summarizing the mini-
survey they have conducted
(Group presentation)
 Creative genogram of their
family through generation
 Long quiz (Unit test)
 Seatwork
 Group activity
 8th journal entry
 Group presentation
 9th journal entry
 Class debate
 Personal observation of
their community
 10th journal entry
 Class discussion about their
inherited traits and
personality (Think-pair-
share)
 Individual activity
 11th journal entry
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 family members firmer and
gentler with each other
12 explain that through
understanding of the concepts of
career and life goals can help in
planning his/her career
 Prepare a draft of career  Video presentation
plan integrating the  Career Test Assessment
theories learn previous  12th journal entry
topics

identify the personal factors

influencing career choices

take a self-assessment tool to

know his/her personality traits
and other personal factors in
relation to his/her life goals
13 discuss the external factors  Scrapbook: Career Plan  Seatwork
influencing career choices that making  Video presentation
may help in career decision  Group presentation
making  13th journal entry
identify the pros and cons of
various career options with the
guidance of parent, teacher, or
counselor

prepare a career plan based on

his/her personal goal and external
factors influencing career choices
14 explain the factors in personal
development that may guide
him/her in making important
career decisions as adolescents
 Presentation of career  Career Talk Seminars
plan  Individual activity
 Submission of  14th journal entry
compilation of activities
in a portfolio

share insights that make him/her

realize the importance of personal
development in making a career

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 decision as adolescent

construct a creative visualization

of his/her personal development
through of the various stages
he/she went through, stressors,
influences, and decision-making
points, and a personal profile
analysis

References:

Perez, A.M. (2016). Personal Development. Quezon City: Vibal Group

Santos, R. (2016). Personal Development. Manila: Rex Bookstore
Ramos, M. (2016). Moving Up: A Guide to Personal and Career Development. Quezon City: Phoenix Publishing House

RUBRICS FOR CAREER PLAN MAKING (FINAL REQUIREMENT)

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 Criteria 1 2
Does not provide least one
Specific career option s/he wants to
pursue but does not state
the reason for considering
it.
Concrete Does not provide any
relevant information in
his/her career choice.
Creative The scrapbook utilized the
use of new materials and
does not present in a
creative manner
Realistic Does not provide enough
steps and clear goals to
achieve his/her own career
choice.
Relevant Provides no connections
among the lessons he/she
learned and why it matters
for his own growth.
Timely Rarely provides specific
time frame to achieve
his/her career plan
Total Score: ___________________________
Identifies at least one or two
career option s/he want to pursue
but lacks reason for considering it.
Identifies several facts about
career choice but lacks sufficient
information.
The scrapbook utilized the use of
new materials and was presented
somehow in a creative manner.
Identifies some realistic steps to
reach his/her goal but does not
clearly states his strategy to
achieve them.
Rarely provides (minimal)
connections among the lessons
he/she learned and why it matters
for his own growth.
Occasionally provides specific
time frame to achieve his/her
career plan
3 4
Identifies two or more career option s/he
wants to pursue based on his/her personal
qualities and skills needed to be
successful.
Explain his/her career choice with
relevant facts and information that
somehow suited for his/her own personal
development.
The scrapbook utilized the use of
recyclable materials and new materials
and was presented in a creative manner.
Identifies some realistic steps to reach
his/her own goals and somehow clearly
states his strategy and tactics to achieve
them.
Usually but not always provides
(adequate) connections among the
lessons he/she learned and why it matters
for his own growth.
Usually but not always provides specific
time frame to achieve his/her career plan
Signature of student: _____________________________
Identifies different career options that s/he
wants to pursue and considers different
aspect of his/her own personal
development (personal qualities, skills,
academic skills) needed to be successful.
Explains his/her career choice with
relevant facts and sufficient information
that is suited for his/her own personal
development.
The scrapbook utilized the use of
recyclable materials was presented in a
very creative manner.
Identifies variety of realistic steps to reach
his/her own goals and considers the
significance of his strategy and tactics to
achieve them
Consistently provides connections among
the lessons he/she learned and why it
matters for his own growth.
Consistently provides specific time frame
to achieve his/her career plan
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