GOOD MORNING!

ACTIVITY 1.1: Understanding thoughts, feelings and

behavior
Directions. Read the short situation below, then fill in the blanks inside
the circle the possible emotions felt by the teenage girl. Choose your
answer from the choices given after the situation. Copy the diagram in
your journal notebook.

‘’A teenage girl is walking down the lobby in school when she notices a
group of girls looking at her and start laughing. She is very upset that
they are making fun of her, she starts to feel tears in her eyes and runs
away. ‘’
A.Something is not right with me, they bully me. ‘’
B.Humiliated, disappointed and hurt
C.Running away and crying

Thoughts
________
________

Self
________
________

Feelings Behavior
________ ________
________ ________
 Activity 1.2 Development tasks inside the
pyramid
Directions.
1.Think of something you have learned to do in the past year, which you
believed would be helpful when you get old {sew a dress, cook a meal,
drive a motorbike, engaging in selling of products etc.}

2.Copy the diagram in your journal notebook and write your answer in the
boxes outside the pyramid. Start from the least important things, down to
the most one.

3.Write a short reflection of your answer describing your experiences in

learning all those things.
 _________

_________

_________

_________

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________
MY PERSONAL TIMELINE

A personal timeline shows the influential events and happenings of a person’s life so that he can understand where he has gone wrong and right
in the past. It helps to plan the future in a better way.

Activity 1.3 Personal Timeline

Directions. Using a bond paper, write the major events in

your life and the significant people in your life. You may
add your age, dates and places you may draw the timeline
horizontally, vertically, diagonally or even any position
depending on your imagination. Be creative and innovative
in your representations. You may also use symbols, figures
and drawings. Think of a title of your personal timeline.
Activity 1.4 My personal timeline with reflection
Direction. In your journal notebook, answer the following questions below by
looking at your own the personal timeline you have made previously.
1.If you will give a title of your timeline what would it be and why?
2.Identify the turning points or stages in your timeline. What where the
thoughts, feelings and behavioral actions that you experienced?
3.Who are the most significant people in your life? How did they influence
you?
4.What would you change or add if you could in your experiences?
5.How would each of these changes or additions affect your life, or even
change its present course?
6.Evaluate your own development or improvement from childhood to
teenage years in comparison with your peers. Tell the differences and
similarities of your development.
7.Where do you want to be in a year, 5 years, and 10 years? Explain.
DEVELOPMENTAL STAGES

The human being is either in a state of growth or decay, but either condition
imparts change. Some aspects of our life change very little over time, are
consistant, other aspects change dramatically. By understanding thes changes, we
can better respond and plan ahead affectively.

Developmental stage Characteristics

1.pre-natal (conception to birth)
2.Infancy (birth to 2 years)
Age when hereditary endowments and
sex are fixed and all body features, both
external and internal are developed.
Foundation age when basic behavior is
organized and many developmental
maturation skills are developed.
3.Early childhood (2 to 6 years)
4.Late childhood (6 to 12 years)
5.Adolescence (puberty to 18 years)
6.Early adulthood (18 to 40 years)
7.Middle Age (40 years to retirement)
8.Old Age (retirement to death)
Pre-gang age, exploratory, and questioning.
Language and elementary reasoning are acquired
and initial socialiazation is experienced.
Gang and creativity age when self-help skills, social
skills, schools skills, and play are developed.
Transition age from childhood to adulthood when
sex maturation and rapid physical development
occur, resulting in changes in ways of feeling,
thingking and acting.
Age of adjustment to new patterns of life and roles
such as spouse, parent and bread winner.
Transition age when adjustments to initial physical
and mental decline are experienced.
Retirement age when increasingly rapid physical
and mental decline are experienced.
1.Department of education Republic of the Philippines, personal development reader 1st
edition, Development stages (Quezon city; sunshine interlinks publishing house Inc.,2016)
17-28.

Activity 1.5 My photo collage

Direction. Prepare materials for the collage making (pair of scissors, art paper, glue, 1 piece of
long bond paper and set of photos.)

1.Collect your personal photos from infancy to teen age years (if none, you can use photos from the
magazines, newspaper, etc.)
2.In a whole sheet of a long band paper, make a photo collage from the collected pictures. You are
free to express your own creavity, style and fashion in desgning your output.
3.Label your pictures according to the order of development stages on the above table.
4.At the back of your collage, list ways to become a responsible adolescent
prepared for adult life. Include your specific ways or plans in which you will
develop yourself futher or until adulthood.
What’s More
HAVIGHURST’S DEVELOPMENTAL TASKS DURING THE LIFE SPAN

Robert J. Havighurst elaborated on the

developmental tasks theory in the most systematic
and extensive manner. His main assertion is that
development is continuous throughout the entire
lifespan, occurring in stages, where the individual
moves from one stage to the next by means of
successful resolution of problems or performance of
developmental tasks. These tasks are those that are
typically encountered by most people in the culture
where the individual belongs.
THE DEVELOPMENTAL TASKS SUMMARY TABLE
INFANCY AND EARLY
CHILDHOOD (0-5)
-Learning to walk
-Learning to take solid
foods
-Learning to talk
-Learning to control the
elimination of body
wastes
-Learning sex differences
and sexual modesty
-Acquiring concepts and
language to describe
social and physical reality
MIDDLE CHILDHOOD
(6-12)
-Learning physical skills in
ordinary games
-Building a wholwsome
attitude toward oneself
-Learning to get along with
age-mates
-Learning an appropriate
sex role
-Developing fundamental
skills in reading writing,
and calculating
-Developing concepts
necessary for everyday
living
ADOLESCENE
(13-18)
-Achieving mature
relations with both sexes
-Achieving a masculine or
feminine social role
-Accepting one’s physique
-Achieving emotional
independence of adults
-Preparing for marriage
and family life
-Preparing for an
economic career
-Acquiring values and an
ethical system to guide
behavior
 EARLY ADULTHOOD MIDDLE ADULTHOOD
(19-30) (30-60)
• Selecting a mate • Helping teenage children to
• Learning to live with a become happy and
responsible adults
partner • Achieving adult social and
• Starting a family civic responsibility
• Rearing children • Satisfactory career
• Managing a home achievement
• Starting an occupation • Developing adult leisure
time activities
• Assuming civic • Relating to one’s spouse as a
responsibility person
• Accepting the physiological
changes of middle age
• Adjusting to aging parent
LATER MASTURITY
(61-)
• Adjusting to decreasing
strength and health
• Adjusting to retirement and
reduced income
• Adjusting to death of spouse
• Establishing relations with
one’s own age group
• Meeting social and civic
obligations
• Establishing satisfactory
living quarters
Activity 1.6 Developmental tasks of G11 students

Directions. Using the developmental tasks summary table below,

assess your own level of development as a Grade 11 student.
(write your answer in your journal notebook).
WHAT ARE THE EXPECTED TASKS WHAT ARE THE EXPECTED TASKS WHAT ARE THE EXPECTED TASKS
YOU HAVE SUCCESSFULLY YOU HAVE PARTIALLY YOU HAVE NOT ACCOMPLISHED?
ACCOMPLISHED? ACCOMPLISHED?
Activity 1.7 DEVELOPMENYTAL THOUGHTS
Answer the following questions in your journal notebook.
1.Being in grade 11, what do you think are the developmental
tasks expected of you towards your family, school and
community?
2.In your grade level now, you are in transition from high
school to college, from being a teenager to young adult. What
are your feelings about this? How do you cope with the
changes?
3.Do you think you are ready to become an early adult with
more responsibilities and greater accountability? if no, what
are the things you need to develop? If yes, what are the things
you should do or enhance so you can better plan for the
future?
Activity 1.8 Yesterday and Today.
Directions. Ask your parents about their opinions or comparisons
on the things that they do before while growing up until adulthood
with the things that you do now as a teenager.write in your journal
(an essay or discussion with two to three paragraph) the findings of
your inquiry and give your insights on the difference of the behavior,
thoughts and feelings of the people twenty years older than you.

Activity 1.9 Watch and learn

Direction. watch any movie from the youtube, facebook or
any video material resource about adolescent challenges
(ex. Early parenting or bad habits) that has moral lesson.
Write the title and give your reflection in two to three
paragraph.
Lesson 2 (challenges in the middle and.)
This lesson aims to classify various developmental
tasks according to developmental stages of an
individual, evaluate your development in comparison
with persons of the same age group and list ways to
become a responsible adolescent, prepared for adult
life. As grade 11 students, discover the challenges in
the middle and late adolescence and make ways to
become responsible and brave in facing realities in
life.

Take time to reflect and ask yourself, what was the

biggest wrong decision you have made in your entire
life and how were you able to handle its
consequences (for instance, having a fight with your
best friend)?
 What’s in
As humans, we develop over time. We become more innovative
in certain foundations od our lives. For example, one may build
their physical fitness by working out and becoming stronger and
faster or they may gain experience in other professional work
and be skillful in certain fields. Start your day by asking
yourself, how you, as an adolescent, can balance the
expectations of significant people in your life and your personal
aspirations?
What’s new
Challenge teaches us to bravely face reality. Human
growth and development is categorized by several
different and unique stages beginning with conception
and ending at death. Like all stages of human
development, adolescene is an important phase. It deals
with emotions, mental and social factors. Along with it
responsibilities of life and capability to encounter
problems.
Activity 1.1 responsibility matters
Direction.
1.In your journal notebook, spell the
word RESPONSIBILITY in a vertical
position and give a corresponding
meaning to each letter thet relates to
your responsibility as an adolescent. The
first letter is done for you.
2.Reflect and answer the questions
below the table.
3.
R - Respectful
E -

S -

P -

O -

N -

S -

I -

B -

I -

L -

I -

T -

Y -
Write a one or two paragraph essay
about the challenges you have met
during your adolescene and explain how
you managed the demands of the teen
years. Express your feelings about
meeting the expectations of your
teachers, parents and parents and peers
that make you capable and respomsible
as an individual.
ENCOURAGEMENT 101: The courage to be imperfect
by timothy D. evans, ph.D.

Encouragement is the key ingredient for improving your

relationships with others. It is the single most
important skill necessary for getting along with others-
so important that the lack of it could be considered the
primary cause of conflict and misbehavior.
Encouragement develops a persons psychological
hardiness and social interest. Encouragement is the
lifeblood of a relastionship. And yet, this simple
concept is often very hard to put into practice.
Most of us are skilled discouragers. We
have learned how to bribe, reward and,
when that fails, to punish, criticize, nag.
Threaten and emotionally withdraw. We
do this as an attempt to control those we
love, bolstered by the mistaken belief that
we are responsible for the behavior of
everyone around us, especially our
spouses and children. Thes attempts to
control behavior create atmospheres of
tension and conflict in many houses.
Most commonly, we discourage in five general ways:

• We set standards that are too high for others to meet

because we are overly ambitious.
• We focus on mistakes as a way to motivate change or
improved behavior.
• We make constant comparisons (self to others, siblings to
one another).
• We automatically give a negative spin to the actions of
others.
• We dominate others by being overly helpful, implying that
they are unable to do it as well.
Activity 1.2 balloons of encouragement!
Directions: identify the things that lead you to be encouraged
or discouraged within your family, school and friends. Using
your journal, copy the balloons and write words or phrases in
them as many as you can. Then, discuss your answer below
your drawings.
Encouragements Discouragements

School School
Family Friends Family Friends
You may have defects, be anxious and sometimes live irritated, but do
not forget thet your life is the greatest enterprise in the world. Only you
can prevent it from going into decadence. There are many that need
you, admire you and love you.
I would like to remind you that being happy is not having a sky without
storms, or roads without accidents or work without fatigue, or
relationships without disappointments.
Being happy is finding strength in forgiveness, hope in one’s battles,
security at the stage of fear, love in disagreements.
Being happy is not only to treasures the smile, but that you also reflect
on the sadness.it is not just commemorating the event, but also
learning lessons in failures. It is not just having joy with the applause,
but also having joy in anonymity.
 Being happy is to recognize that it is worthwhile to live, despite all the
challenges, misunderstandings and times of crises.
Being happy is not inevitable fate, but a victory for those who can travel
towards it with your own being.
Being happy is to stop being a victim of problems but become an actor in
history itself. It is not only to cross the deserts outrside of ourselves, but still
more, to be able to find an oasis In the recesses of our soul. It is to thank god
every morning for the miracle of life.
Being happy is not being afraid of one’s feeling’s. it is to know how to talk
about ourselves. It is to bear with courage when hearing a “no’’. It is to have
the security to receive criticism, even if is unfair. It is to kiss the children,
pamper the parents, and have poetic moments with friends, even if they have
hurt us.
Being happy means allowing the free, happy and simple child inside each of us
live; having the maturity to say, “I was wrong”. Having the audacity to say,
“forgive me”. It is to have sensitivity in expressing, ‘’I need you’’, to have the
ability of saying, “I love you.’’ so that your life becomes a garden full of
opportunities for being happy…

In your springtime, may you become a lover of joy? In your winter, may you
become a friend of wisdom? And when you go wrong along the way, you start
all over again. Thus, you will be more passionate aboutlife. And you will find
that happiness is not about having a perfect life, but about using tears to water
tolerance, losses refine patience, failures carve serenity, pain to lapidate
pleasure, obstacles to open the windows of intelligence.

Never give up… never give up on the people you love. Never give up from
being happy because life is an incredible show. And you are a special human
being!
 Activity 1.3 slogan or personal declaration on being happy

Direction.answer the following questions in your journal

notebook.
1.Read the essay on “being happy”.
2.Choose a phrase, sentence< or paragraph that strikes you.
3.Make a slogan or personal declaration on how you can be
commited to yourself development. (write your slogan in a
whole sheet of long bond paper, you may add colors/ art to
your work).
4.Explain your thoughts and feelings about it. Include
specific ways in which you will develop yourself further.
Activity 1.4 main idea and details chart

Direction. In your journal notebook, fill in the chart below with words
or phrases that makes you happy and lovable by your friends, teachers
and family. The main idea is given on the right side.

A
M

H
A
P
P
Y
…
 Activity 1.5 interview

Direction. Interview one of the parents of your friends regarding

the challenges they have met having an adolescent son or
daughter in this generation with the following guide questions.

Guide questions for the parents:

1.How do find having sons oir daughters who are in their teenage
years in this generation? Is there a problem in discipline style? If
yes, please elaborate.
2.What do you prefer, strict or non-strict parenting style? Why?
3.What can you say about the new generation of teenagers
today? Please say some comparison in terms of the
challenges met by your parents before, between the
challenges of today in raising new generation of
individuals?

Guide activity for the student:

4.Put your interview into writing in your journal, and give

your insights about the responses of the interviewed
parents.