Senior High School

Personality
Development
Quarter 2 – Module 1:
Building and Maintaining
Relationship
Personality Development – Grade 11
Alternative Delivery Mode
Quarter 2 – Module 1: Building and Maintaining Relationship
First Edition, 2020
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Published by the Department of Education
Nicolas T. Capulong PhD, CESO V
Ronilo AJ K. Firmo PhD, CESO V
Librada M. Rubio PhD
Development Team of the Module
Writer: Czarina Y. Reyes
Editor: Fernebert L. Ganiban
Reviewers: Angelica M. Burayag PhD
Ann Christian A. Francisco
Christian C. Linsangan
Nelie D. Sacman PhD
Mercedita D. Saldero PhD
Gwen T. Francisco
Ann Lisa Lepasana
Layout Artists: Agnes P. Baluyot
Cristoni A. Macaraeg
Jay Ahr Sison
Kristian Marquez
Management Team: Nicolas T. Capulong PhD, CESO V
Librada M. Rubio PhD
Angelica M. Burayag PhD
Ma. Editha R. Caparas PhD
Nestor P. Nuesca EdD
Ramil G. Ilustre PhD
Larry B. Espiritu PhD
Rodolfo A. Dizon PhD
Nelie D. Sacman PhD

Printed in the Philippines by Department of Education – Region III

Office Address: Matalino St. D. M. Government Center, Maimpis, City of San Fernando (P)
Telphone Number: (045) 598-8580 to 89
E-mail Address:region3@deped.gov.ph
 Senior High School

Personality
Development
Quarter 2 – Module 1:
Building and Maintaining
Relationship

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Introductory Message
For the learners:
This module will let you understand the different parts of the brain, its
purposes, and functions. It will help you to identify ways to improve brain
functions which will be manifested in thoughts, behavior, and feelings.
This module is designed to provide you fun and meaningful opportunities for
guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.
For the facilitator:
Welcome to the Personality Development / Grade 11 Alternative Delivery
Mode (ADM) Module Building and Maintaining Relationship!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.
This module has the following parts and corresponding icons:

What I Need to This will give you an idea of the skills or

Know competencies you are expected to learn in
the module.

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What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have This includes questions or blank

Learned sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional In this portion, another activity will be given

Activities to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

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At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

v
 What I Need to Know

Lesson 1 – Personal Relationship

After going through this module, you are expected to:
1. discuss an understanding of teen-age relationships, including the
acceptable and unacceptable expressions of attractions,
2. express your ways of showing attraction, love, and commitment

What I Know

Direction: Write T if the statement is TRUE and F if the statement is FALSE. Write
your answer on a separate sheet of paper.
________1. Emotional intelligence refers to the ability to identify and manage one’s
emotions, as well as the emotion of others.
________2. Emotional Intelligence is the ability to understand, use, and manage our
emotions.
________3 Empathy helps us care about others, builds good friendships and
relationships.
________4. Keeping a journal when trying to improve self-awareness is a gimmick,
not a tool.
________5. When one experiences anger or other strong emotions, slowing down
can help examine the emotions.
________6. Being aware of your emotions cannot improve your emotional quotient.
________7. Being aware of how others feel can improve one’s emotional quotient.
________8. If we can’t develop our IQ, adults would act like kids.
________9. You know that you are stressed if you feel at ease and without any worry
at all.
________10. Aggressive response is behaving aggressively by asking what you want
or saying how you feel in a threatening, sarcastic or humiliating way that
may offend the other person (s).
________11. Assertive response means asking for what you want or saying how you
feel in an honest and respectful way and does not infringe on another
person’s rights or puts the individual down.
________12. Passive response means not expressing your own needs and feelings, or
expressing them so weakly that they will not be addressed.

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________13. Choosing the right mood can help someone get motivated, concentrated
on a task, or try again instead of giving up.
________14. Emotional Intelligence is something that develops as we get older.
________15. We can all work to build stronger emotional intelligence skills just by
recognizing what we feel, understanding how we got there,
understanding how others feel, and why, and putting our emotions into
heartfelt words when we need to.

What’s In

Matching Type
Direction: Match the following words in Column A to column B. Write your answer
on a separate sheet of paper.
A B.
1. feeling fear and worry a. Angry
2. feeling mad with a person, act, or idea b. Ashamed
3. feeling tense, tired, uneasy, and overwhelmed c. Energetic
4. feeling full of energy d. Glad
5. feeling unable to think clear e. depressed
6. feeling at ease and without worry, calm f. relaxed
7. feeling upset when someone has something
that you would like to have or they get to do
something you wanted g. confident
8. feeling joy and pleasure h. excited
9. feeling alone and that nobody cares i. stressed
10. feeling happy and aroused j. Proud
11. feeling pleased for doing well k. afraid
12. feeling able to do something l. lonely
13. feeling sad, blue and discourage or unhappy m. confused
14. feeling bad after doing wrong n. embarrassed
15. feeling worried about what others may think o. jealous

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 What’s New

Lesson

1 Personal Relationship

Big Question? How does knowing more about attraction, love, and
commitment help you become more responsible in a relationship?
After this module the student will be able to:
1. discuss an understanding of teen-age relationships, including the
acceptable and unacceptable expressions of attractions, and
2. express your ways of showing attraction, love, and commitment.
For clear understanding let us define the following terms:
Relationship, Personal Relationship, Love, Commitment, Attraction and
Responsibility
1. Relationship is a state of connectedness between people (especially an
emotional connection)
2. Personal relationships are relationships between people, especially those
between friends, lovers and family members
3. Love is a strong affection for another arising out of kinship or personalities
<maternal love for a child>
4. Commitment is the act of binding yourself (intellectually or emotionally) to a
course of action and a message that makes a pledge
5. Attraction is the act, power, or property of attracting
- Attractive quality; magnetic charm; fascination; allurement; enticement
- A person or thing that draws, attracts, allures, or entices
6. Responsibility is the social force that binds you to the courses of action
demanded by that force
- A form of trustworthiness; the trait of being answerable to someone for
something or being responsible for one’s conduct

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 What is It

Direction: Read the following information below.

 WHAT DO WE MEAN BY PERSONAL RELATIONSHIPS?
The concept of relationship is very broad and complex. In our model, personal
relationships refer to close connections between people, formed by emotional bonds
and interactions. These bonds often grow from and are strengthened by mutual
experiences.
Relationships are not static; they are continually evolving, and to fully enjoy and
benefit from them, we need skills, information, inspiration, practice, and social
support. In our model, there are three kinds of personal relationships:
Family
The concept of "family" is an essential component in any discussion of
relationships, but this varies greatly from person to person. The Bureau of the
Census defines family as "two or more persons who are related by birth, marriage,
or adoption and who live together as one household." But many people have family
they don't live with or to whom they are not bonded by love, and the roles of family
vary across cultures as well as throughout your own lifetime. Some typical
characteristics of a family are support, mutual trust, regular interactions, shared
beliefs and values, security, and a sense of community.
Although the concept of "family" is one of the oldest in human nature, its definition
has evolved considerably in the past three decades. Non-traditional family
structures and roles can provide as much comfort and support as traditional
forms.
Friends
A friendship can be thought of as a close tie between two people that is often built
upon mutual experiences, shared interests, proximity, and emotional bonding.
Friends are able to turn to each other in times of need. Nicholas Christakis and
James Fowler, social-network researchers and authors of the book Connected, find
that the average person has about six close ties—though some have more, and
many have only one or none.
Note that online friends don’t count toward close ties—research indicates that a
large online network isn’t nearly as powerful as having a few close, real-life friends.
Partnerships
Romantic partnerships, including marriage, are close relationships formed between
two people that are built upon affection, trust, intimacy, and romantic love. We
usually experience this kind of relationship with only one person at a time.

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 Let’s understand some of the ACCEPTABLE and UNACCEPTABLE
expression of attractions.

ACCEPTABLE WAYS TO EXPRESS UNACCEPTABLE WAYS

YOUR ATTRACTION TO EXPRESS YOUR ATTRACTION
 Acting that you own him/her
 Offer the gift of listening.
 Acting weird when you are
 Say please and thank you
with him/her
 Tell your loved ones how much
 Stalk him/her on social
you love and appreciate them.
media.
 Offer to help someone need.
 Obsession
 Write a letter or send a card to
someone you love and mail it.
 Write your loved ones a poem of
gratitude.
 Practice the art of forgiveness.

What’s More

I Know the Signs of a Healthy Relationship

A. Direction: Put a HEART before each statement which you think is a sign of a
healthy relationship; in contrast, put an X before each statement that you think is
a sign of an unhealthy relationship. Write your answer on a separate sheet.
________1. You can express your opinion without fear or dread.
________2. You and your partner can make decisions fairly together.
________3. Each person takes responsibility for their own actions.
________4. Your partner supports you and your choices—even when he/she
disagrees with you.
________5. You respect and encourage each other.
________6. You give each other space to study or hang out with friends or family.
________7. You are able to make your own decisions about spending your money
without worrying about your partner’s reaction.
________8. You feel isolated from friends and family.
________9. Your partner tries to control how you spend time and who you hang out
with.
________10. Your partner tries to control how you spend money.

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________11. Your partner doesn’t support your decisions.
________12. You are sometimes forced to do something that you’re not comfortable
with.
________13. Your partner threatens, insults, or humiliates you.
________14. Your partner hurts you physically or emotionally.
________15. Your partner doesn’t keep your secrets safe.

What I Have Learned

Statements on Relationships
Direction: Write T if the statement is TRUE and F if it is otherwise. Write your
answer on a separate sheet.
1. It is important to work on communicating our feelings in relationships.
2. To love someone, we must love our self-first.
3. Trying to understand where other people are coming from rather than judging
them helps us build and maintain relationships.
4. Having a good relationship does not contribute anything to us having good
health.
5. When people listen deeply and let us know that they recognize the feeling behind
our words, more likely than not, our relationship is doing good.
6. In our relationships, it is vital that we practice forgiveness when a loved one has
hurt us.
7. Our loved ones cannot help us when we deal with stress.
8. Using positive methods to resolve conflict will more likely help us maintain good
relationships.
9. Expressing gratitude to our friends and family help us maintain good
relationships.
10. Significant differences in core values and beliefs never create a problem in
relationships.
11. We are happy in our relationships when our loved ones stay connected by
spending time with us and letting us know that they love us.
12. Excessive reliance on social media can be a cause of tension in relationships.
13. Relationships are static; they are unchangeable.
14. Being compassionate, forgiving and grateful contribute to healthy relationships.
15. To fully enjoy and benefit from relationships we need skills, information,
inspiration, practice, and social support.

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 What I Can Do

Direction: On a one whole piece of long bond paper, sketch, draw, or design a
poster which shows one’s basic rights in a relationship. Write your explanation on
the back of it.
Rubrics

Criteria 5 4 3 2 1

Craftsmanship The poster The poster The poster The poster The poster
is is is is not so is totally
exceptiona exceptiona acceptably attractive not
lly lly attractive and a bit attractive
attractive attractive though it messy and
in terms of in terms of may be a distracting
neatness. neatness. bit messy ly messy
Well- Good
constructe constructe
d and not d and not
messy messy

Creativity The poster The poster The poster The poster The poster
is is creative has less is not so does not
exceptiona and used creativity creative reflect any
lly creative more of and used and not creativity
and used thoughts bit of used
a lot of and effort thoughts thought
thoughts and effort and effort
and effort

Originality Used a lot Used more Used Used a bit Did not
of new of new average of of new used new
ideas and ideas and new ideas ideas and ideas and
originality originality and originality originality
originality

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 Assessment

Reflections on Personal Relationships

Direction: Write a reflection paper on your personal relationships, why are they
important, and how do you intend to keep your relationships strong and healthy.
Rubrics:

Relevance 20 points

Organization / Flow 20 points

Neatness 10 points

TOTAL 50 points

Additional Activities

Directions: Write an appreciation letter regarding the relationship you have with
your Parents/Guardian, Sister, or Brother. Write your letter on a separate sheet.
Rubrics:

Relevance 20 points

Organization / Flow 20 points

Neatness 10 points

TOTAL 50 points

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 9
What I know What’s In Activity A What I Have What I Can Do
1. T 1. k Learned Answers may vary.
2. T 2. a 1 to 9
3. i Heart 1.T
3. T
4. c 2.T
4. F Assessment
5. m 3.T
5. T 4.F Answers may vary.
6. f
6. T 7. o 5.T
7. T 8. d 6.T
8. T 9. l 10-15 7.F Additional
9. F 10. h 8.T Activities
11. j 9.T Answers may vary.
10. T
12. g 10. F
11. T 11. T
13. e
12. T 14. b 12. T
13. T 15. n 13. F
14. T 14. T
15. T 15. T
Answer Key
Reference
Personal Development Teacher’s Guide First Edition 2016 Fromm, E. (1956)
The Arts of Loving. New York, NY : Bantam Books Greenberg, M. (2013).
“10 Research-Based Truth About People in Love. Empowerment Diary by
Diana Raab PhD (2017)

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 For inquiries or feedback, please write or call:

Department of Education Region III- Learning Resources

Management Section (DepEd Region III LRMS)
Office Address: Diosdado Macapagal Government Center
Maimpis City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89
E-mail Address: region3@deped.gov.ph