Personal Development-Grade 11 - ZNNHS

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Personal Development-Grade 11Alternative Delivery ModeQuarter 2- Module 6: Family Structure and LegacyFirst Edition 2020

Republic Act 8293. Section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this learning resource are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them

Published by the Department of Education Secretary: Undersecretary: Assistant Secretary:

Printed in the Philippines by ______________________________________Department of Education – Bureau of Learning Resources (DepEd-BLR)Office Address: Telefax:E-mail Address:

Development Team of the ModuleAuthors: Lucille N. Quiriado Glenda B. PitosEditors: Reviewers: Amor B. Malayang , Lorna V. Rigor, Lucille N. Quiriado,Illustrator:

Management TeamChairperson: Dr. Arturo B. Bayocot, CESO III

Regional DirectorCo-chairpersons:

Dr. Victor G. De Gracia Jr., CESO V Mala Epra B. MagnaongAsst. Regional Director CES, CLMD

Members:Dr. Bienvenido U. Tagolimot, Jr.EPS-ADMREPSGrace PaculbaEPS-LRMDS

Development Team of the Module:

Author: Lucille N. Quiriado Glenda B. PitosReviewers: Lorna V. Rigor Amor Malayang Lucille N. Quiriadollustrator: Jay Michael A. Calipusan

Management Team:

Chairperson: Dr. Arturo B. Bayocot, CESO III Regional DirectorCo-Chairpersons: Dr. Victor G. De Gracia Jr., CESO V Asst. Regional Director Mala Epra B. Magnaong CES, CLMDMembers: Dr. Bienvenido U. Tagolimot, Jr. Regional ADM Coordinator

Printed in the Philippines by: Department of Education – Regional Office 10 Office Address: Zone 1, Upper Balulang Cagayan de Oro City 9000Telefax: (088) 880-7071, (088) 880-7072E-mail Address: [email protected]

ii

Personal Development-Grade 11Alternative Delivery ModeQuarter 2- Module 6: Family Structure and LegacyFirst Edition 2020

Republic Act 8293. Section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this learning resource are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them

Published by the Department of Education Secretary: Undersecretary: Assistant Secretary:

Printed in the Philippines by ______________________________________Department of Education – Bureau of Learning Resources (DepEd-BLR)Office Address: Telefax:E-mail Address:

Development Team of the ModuleAuthors: Lucille N. Quiriado Glenda B. PitosEditors: Reviewers: Amor B. Malayang , Lorna V. Rigor, Lucille N. Quiriado,Illustrator:

Management TeamChairperson: Dr. Arturo B. Bayocot, CESO III

Regional DirectorCo-chairpersons:

Dr. Victor G. De Gracia Jr., CESO V Mala Epra B. MagnaongAsst. Regional Director CES, CLMD

Members:Dr. Bienvenido U. Tagolimot, Jr.EPS-ADMREPSGrace PaculbaEPS-LRMDS

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PERSONAL DEVELOPMENT

Department of Education – Republic of the Philippines

Quarter 1 – Module 2Developmental Stages and Challenges in the Middle and Late Adolescence

The learning resource was collaborately developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education @ deped.gov.ph.

We value your feedback and recommendations

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TABLE OF CONTENTS Page

Front Outside Cover Page iCopyright Page iiTitle Page iiiLesson 1What I Need to Know 1What I Know

Activity 1.1 Understanding Thoughts, Feelingsand Behavior 2

What’s InActivity 1.2 Developmental Tasks Inside the Pyramid 8

What’s NewActivity 1.3 My Personal Timeline 9

What is ItActivity 1.4 My Personal Timeline with Reflection 10Activity 1.5 My Photo Collage 11

What I Have LearnedActivity 1.6 Developmental Tasks of G11 Students 12

What Can I DoActivity 1.7 Developmental Thoughts 13

Additional ActivitiesActivity 1.8 Yesterday and Today 13

Lesson IIWhat In

Activity 1.1 Responsibility Matters 14What’s New

Activity 1.2 Balloons of Encouragement 17What is It

Activity 1.3 Slogan of Personal Declaration of Being Happy 19What I Have Learned

Activity 1.4 Main Idea and Details Chart 19What Can I Do

Activity 1.5 Interview 14Additional Activity

Activity 1.6 Watch and Learn 14

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TABLE OF CONTENTS Page

Front Outside Cover Page iCopyright Page iiTitle Page iiiLesson 1What I Need to Know 1What I Know

Activity 1.1 Understanding Thoughts, Feelingsand Behavior 2

What’s InActivity 1.2 Developmental Tasks Inside the Pyramid 8

What’s NewActivity 1.3 My Personal Timeline 9

What is ItActivity 1.4 My Personal Timeline with Reflection 10Activity 1.5 My Photo Collage 11

What I Have LearnedActivity 1.6 Developmental Tasks of G11 Students 12

What Can I DoActivity 1.7 Developmental Thoughts 13

Additional ActivitiesActivity 1.8 Yesterday and Today 13

Lesson IIWhat In

Activity 1.1 Responsibility Matters 14What’s New

Activity 1.2 Balloons of Encouragement 17What is It

Activity 1.3 Slogan of Personal Declaration of Being Happy 19What I Have Learned

Activity 1.4 Main Idea and Details Chart 19What Can I Do

Activity 1.5 Interview 14Additional Activity

Activity 1.6 Watch and Learn 14

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What I Need to Know

For the learner:

In this module you will be able to learn the different developmental stages of human development, particularly in the middle and late adolescence. You will be able to know the various characteristics in the different stages, express your ways on how to become responsible adolescent and discuss the different challenges you faced in the adolescence stage. Also, express your feelings on the expectations of significant people around you, and make affirmations that help you become more loving and capable as an adolescent.

This module has 2 lessons:Lesson 1 – Development Stages in the Middle and Late Adolescence.

After going through this lesson, you are expected to:

a. classify various developmental tasks according to developmental stage, EsP-PD11/12DS-Ic-3.1.

b. evaluate your development in comparison with persons of the same age group, EsP-PD11/12DS-Id-3.2.

c. list ways to become a responsible adolescent prepared for adult life, EsP-PD11/12DS-Id-3.3.

Lesson 2 – Challenges in the Middle and Late Adolescence.After going through this lesson, you are expected to:a. discuss that facing the challenges during adolescence, may be able

to clarify and manage the demands of teen years; ( EsP-PD11/12CA-Id-4.1)

b. express your feelings on the expectations of the significant people around you such as your parents, siblings, friends, teachers, community leaders; (EsP-PD11/12CA-Ie-4.2)

c. make affirmations that help you become more lovable and capable as an adolescent; ( EsP-PD11/12CA-Ie-4.3)

For the Facilitator:

This module will help guide you in dealing with the learner’s pace in accomplishing the task in each activity about the development and challenges of middle and late adolescence. Instruct the learner to answer each activity before he or she can proceed to the next module. The content of the module should be answered independently in a personal journal notebook of the learner.

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This lesson will lead you to unfold your knowledge in classifying the various developmental tasks according to developmental stage, evaluating your development in comparison with persons of the same age group and listing ways to become a responsible adolescent prepared for adult life.

What I know

A. Multiple ChoiceDirections: Write the letter of your correct answer in your journal notebook. Read the statement carefully, then answer the following questions.1. Age when hereditary endowments and sex are fixed and all body features.

A. Infancy stage C. Early childhood stageB. Pre-natal stage D. Late Childhood stage

2. Language and Elementary reasoning are acquired and initial socialization is experienced.A. Infancy stage C. Early childhood stageB. Pre-natal stage D. Late Childhood stage

3. Foundation age when basic behavior is organized and many ontogenetic maturation skills are developed.A. Infancy stage C. Early childhood stageB. Pre-natal stage D. Late Childhood stage

4. Gang and creativity age when self-help skills, school skills, and play are developed.A. Infancy stage C. Early childhood stageB. Pre-natal stage D. Late Childhood stage

5. Retirement age when increasingly rapid physical and mental decline are experienced.A. Middle Age C. Early childhood stageB. Old Age D. Late Childhood stage

B. True or False.Directions: Read the statements carefully and identify whether they are True or False. Write the word True if the statement tells the truth and False if it is not._______ 1. Adolescence may stress over school and test scores._______ 2. A teenager is more concerned about physical and sexual

attractiveness._______ 3. We easily get discouraged if we make constant comparisons (self

to others, siblings to one another)._______ 4. We all do not have the power to be encouraging more people._______ 5. The first step to becoming an encouraging person is to learn to

distinguish encouragement from discouragement.

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This lesson will lead you to unfold your knowledge in classifying the various developmental tasks according to developmental stage, evaluating your development in comparison with persons of the same age group and listing ways to become a responsible adolescent prepared for adult life.

What I know

A. Multiple ChoiceDirections: Write the letter of your correct answer in your journal notebook. Read the statement carefully, then answer the following questions.1. Age when hereditary endowments and sex are fixed and all body features.

A. Infancy stage C. Early childhood stageB. Pre-natal stage D. Late Childhood stage

2. Language and Elementary reasoning are acquired and initial socialization is experienced.A. Infancy stage C. Early childhood stageB. Pre-natal stage D. Late Childhood stage

3. Foundation age when basic behavior is organized and many ontogenetic maturation skills are developed.A. Infancy stage C. Early childhood stageB. Pre-natal stage D. Late Childhood stage

4. Gang and creativity age when self-help skills, school skills, and play are developed.A. Infancy stage C. Early childhood stageB. Pre-natal stage D. Late Childhood stage

5. Retirement age when increasingly rapid physical and mental decline are experienced.A. Middle Age C. Early childhood stageB. Old Age D. Late Childhood stage

B. True or False.Directions: Read the statements carefully and identify whether they are True or False. Write the word True if the statement tells the truth and False if it is not._______ 1. Adolescence may stress over school and test scores._______ 2. A teenager is more concerned about physical and sexual

attractiveness._______ 3. We easily get discouraged if we make constant comparisons (self

to others, siblings to one another)._______ 4. We all do not have the power to be encouraging more people._______ 5. The first step to becoming an encouraging person is to learn to


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What’s In

Your thoughts strongly influence the way you feel. Some events may serve as a trigger, but the event aren’t what directly lead to your disappointment. It’s the meaning that certain events hold for you, and your thoughts reflect that meaning. In other words, our feelings and emotions are the straight result of the way we think about or interpret situations.

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 hurtC. Running away and crying

Feelings________________________

Behavior____________________

Thoughts________________________

Self____________

________

Developmental Stages

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What’s New

Activity 1.2 Developmental Tasks Inside the PyramidDirections.

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 answers inthe 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.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

What is it

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 TimelineDirections. 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.

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What’s New

Activity 1.2 Developmental Tasks Inside the PyramidDirections.

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 answers inthe 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.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

What is it

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 TimelineDirections. 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.

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You may use coloring materials depending on the available resources

or just a simple paper and pen.

(Sample Personal Timeline Template)

Activit1.4 My Personal Timeline with ReflectionDirections. 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 were 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 teenageyears in comparison with your peers. Tell the differences and similarities of your development. 6. Where do you want to be in a year, 5 years, and 10 years? Explain.

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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 consistent. Other aspects change dramatically. By understanding these changes, we can better respond and plan ahead effectively.

1.Department of Education, Republic of the Philippines, Personal Development Reader 1st edition, Developmental Stages (Quezon City: Sunshine Interlinks Publishing House Inc., 2016), 17-28.

Developmental Stage Characteristics

1. Pre-natal (Conception to birth)

Age when hereditary endowments and sex are fixed and all body features, both external and internal are developed.

2. Infancy (Birth to 2 years) Foundation age when basic behavior isorganized and many developmentalmaturation skills are developed.

3. Early Childhood (2 to 6 years)

Pre-gang age, exploratory, and questioning. Language and Elementary reasoning are acquired and initial socialization is experienced.

4. Late Childhood (6 to 12 years)

Gang and creativity age when self-helpskills, social skills, school skills, and play are developed.

5. Adolescence (puberty to 18 years)

Transition age from childhood to adulthood when sex maturation and rapid physical development occur, resulting in changes in ways of feeling, thinking and acting.

6. Early Adulthood (18 to 40 years)

Age of adjustment to new patterns of life and roles such as spouse, parent and bread winner.

7. Middle Age (40 years to retirement)

Transition age when adjustments to initial physical and mental decline are experienced.

8. Old Age (Retirement to death)

Retirement age when increasingly rapid physical and mental decline are experienced.

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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 consistent. Other aspects change dramatically. By understanding these changes, we can better respond and plan ahead effectively.

1.Department of Education, Republic of the Philippines, Personal Development Reader 1st edition, Developmental Stages (Quezon City: Sunshine Interlinks Publishing House Inc., 2016), 17-28.

Developmental Stage Characteristics

1. Pre-natal (Conception to birth)

Age when hereditary endowments and sex are fixed and all body features, both external and internal are developed.

2. Infancy (Birth to 2 years) Foundation age when basic behavior isorganized and many developmentalmaturation skills are developed.

3. Early Childhood (2 to 6 years)

Pre-gang age, exploratory, and questioning. Language and Elementary reasoning are acquired and initial socialization is experienced.

4. Late Childhood (6 to 12 years)

Gang and creativity age when self-helpskills, social skills, school skills, and play are developed.

5. Adolescence (puberty to 18 years)

Transition age from childhood to adulthood when sex maturation and rapid physical development occur, resulting in changes in ways of feeling, thinking and acting.

6. Early Adulthood (18 to 40 years)

Age of adjustment to new patterns of life and roles such as spouse, parent and bread winner.

7. Middle Age (40 years to retirement)

Transition age when adjustments to initial physical and mental decline are experienced.

8. Old Age (Retirement to death)

Retirement age when increasingly rapid physical and mental decline are experienced.

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Activity 1.5 My Photo Collage Directions. 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, newspapers, etc.).

2. In a whole sheet of a long bond paper, make a photo collage from the collected pictures. You are free to express your own creativity, style and fashion in designing your output.

3. Label your pictures according to the order of developmental stages onthe 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 further 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)

Middle Childhood (6-12)

Adolescence (13-18)

• 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

• Learning physical skills in ordinary games

• Building a wholesome 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

• 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

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Early Adulthood (19-30)

Middle Adulthood (30-60)

Later Maturity (61-)

• Selecting a mate• Learning to live with a

partner• Starting a family• Rearing children• Managing a home• Starting an occupation• Assuming civic

responsibility

• Helping teenage children to become happy and responsible adults

• Achieving adult social and civic responsibility

• Satisfactory career achievement

• Developing adult leisure time activities

• Relating to one’s spouse as a person

• Accepting the physiological changes of middle age

• Adjusting to aging parent

• 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

1. Department of Education-Bureau of Learning Resources (DepEd-BLR) Department of Education. “Personal Development (Learner’s Guide)”, Sunshine Interlinks

Publishing House, Inc., 2016, 17-28, 22-23.

What I Have Learned

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 answers in your journal notebook).

What are the expected tasks you have

successfully accomplished?


partially accomplished?

What are the expected tasks you have not

accomplished?

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Early Adulthood (19-30)

Middle Adulthood (30-60)

Later Maturity (61-)

• Selecting a mate• Learning to live with a

partner• Starting a family• Rearing children• Managing a home• Starting an occupation• Assuming civic

responsibility

• Helping teenage children to become happy and responsible adults

• Achieving adult social and civic responsibility

• Satisfactory career achievement

• Developing adult leisure time activities

• Relating to one’s spouse as a person

• Accepting the physiological changes of middle age

• Adjusting to aging parent

• 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

1. Department of Education-Bureau of Learning Resources (DepEd-BLR) Department of Education. “Personal Development (Learner’s Guide)”, Sunshine Interlinks

Publishing House, Inc., 2016, 17-28, 22-23.

What I Have Learned

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 answers in your journal notebook).


successfully accomplished?


partially accomplished?

What are the expected tasks you have not

accomplished?

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What I Can Do

Activity 1.7 DEVELOPMENTAL THOUGHTSAnswer 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 feelingsabout 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?

Additional Activities

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.

Additional Activity

Activity1.9. Watch and Learn Directions. 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.

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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 of 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, adolescence is an important phase. It deals with emotions, mental and social factors. Along with it are responsibilities of life and capability to encounter problems.

Challenges in the Middle and Late

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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 of 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, adolescence is an important phase. It deals with emotions, mental and social factors. Along with it are responsibilities of life and capability to encounter problems.

Challenges in the Middle and Late

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Activity 1.1 Responsibility MattersDirections.

1. In your journal notebook, spell the word RESPONSIBILITY in a vertical position and give a corresponding meaning to each letter that 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 - RespectfulE -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 adolescence and explain how you managed the demands of the teen years. Express your feelings about meeting the expectations of your teachers, parents and peers that make you capable and responsible as an individual.

What is it

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 person’s psychological hardiness and social interest. Encouragement is the lifeblood of a relationship. And yet, this simple concept is often very hard to put into practice.

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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. These 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.

2. Department of Education, Republic of the Philippines, Personal Development Reader 1st edition, Developmental Stages by John Holland (Quezon City: Sunshine Interlinks Publishing House Inc., 2016), 25-26.

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 answers below your drawings.

What’s More

BEING HAPPY

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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. These 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.

2. Department of Education, Republic of the Philippines, Personal Development Reader 1st edition, Developmental Stages by John Holland (Quezon City: Sunshine Interlinks Publishing House Inc., 2016), 25-26.

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 answers below your drawings.

What’s More

BEING HAPPY

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You may have defects, be anxious and sometimes live irritated, but do not forget that 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 treasure 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 outside 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 feelings. 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 havehurt us.

Being happy means allowing the free, happy and simple child inside each of us to 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 about life. 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!

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3..Department of Education, Republic of the Philippines, Personal Development Reader 1st edition, Developmental Stages by John Holland (Quezon City: Sunshine Interlinks Publishing House Inc., 2016), 27-28.

Activity 1.3 Slogan or Personal Declaration on Being HappyDirections. 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 committed 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.

What I Have Learned

Activity 1. 4 Main Idea and Details ChartDirections. 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.`

I

AM

HAPPY…

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3..Department of Education, Republic of the Philippines, Personal Development Reader 1st edition, Developmental Stages by John Holland (Quezon City: Sunshine Interlinks Publishing House Inc., 2016), 27-28.

Activity 1.3 Slogan or Personal Declaration on Being HappyDirections. 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 committed 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.

What I Have Learned

Activity 1. 4 Main Idea and Details ChartDirections. 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.`

I

AM

HAPPY…

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What I Can Do

Activity1.5 InterviewDirections. 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 or 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.

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Assessment

Directions: Write the letter of your correct answer in your journal notebook. Read the statement carefully, then answer the following questions.

1. Age when hereditary endowments and sex are fixed and all body features.A. Early childhood stage C. Late Childhood stage B. Infancy stage D. Pre-natal stage

2. Language and Elementary reasoning are acquired and initial socialization is experienced.A. Early childhood stage C. Late Childhood stageB. Infancy stage D. Pre-natal stage

3. Foundation age when basic behavior is organized and many developmental maturation skills are developed.A. Early childhood stage C. Late Childhood stageB. Infancy stage D. Pre-natal stage

4. Gang and creativity age when self-help skills, school skills, and play are developed.A. Early childhood stage C. Late Childhood stageB. Infancy stage D. Pre-natal stage

5. Retirement age when increasingly rapid physical and mental decline are experienced.A. Early childhood stage C Late Childhood stage. B. Middle Age D. Old Age

B. True or False. Directions: Read the statements carefully and identify whether they are True or False. Write the word True if the statement is correct and False if it is not._______ 1. Adolescence may stress over school and test scores.

_______ 2. A teenager is more concerned about physical and sexual

attractiveness.

_______ 3. We easily get discouraged if we make constant comparisons

(self to others, siblings to one another).

_______ 4. We all do not have the power to be encouraging more people.

_______ 5. The first step to becoming an encouraging person is to learn to


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Assessment

Directions: Write the letter of your correct answer in your journal notebook. Read the statement carefully, then answer the following questions.

1. Age when hereditary endowments and sex are fixed and all body features.A. Early childhood stage C. Late Childhood stage B. Infancy stage D. Pre-natal stage

2. Language and Elementary reasoning are acquired and initial socialization is experienced.A. Early childhood stage C. Late Childhood stageB. Infancy stage D. Pre-natal stage

3. Foundation age when basic behavior is organized and many developmental maturation skills are developed.A. Early childhood stage C. Late Childhood stageB. Infancy stage D. Pre-natal stage

4. Gang and creativity age when self-help skills, school skills, and play are developed.A. Early childhood stage C. Late Childhood stageB. Infancy stage D. Pre-natal stage

5. Retirement age when increasingly rapid physical and mental decline are experienced.A. Early childhood stage C Late Childhood stage. B. Middle Age D. Old Age

B. True or False. Directions: Read the statements carefully and identify whether they are True or False. Write the word True if the statement is correct and False if it is not._______ 1. Adolescence may stress over school and test scores.

_______ 2. A teenager is more concerned about physical and sexual

attractiveness.

_______ 3. We easily get discouraged if we make constant comparisons

(self to others, siblings to one another).

_______ 4. We all do not have the power to be encouraging more people.

_______ 5. The first step to becoming an encouraging person is to learn to


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References Department of Education, Republic of the Philippines, Personal Development

Reader 1st edition. Developmental Stages by Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela, Ferdinand O.,

Tuason, Vevian T., Quezon City: Sunshine Interlinks Publishing House Inc., 2016.

Department of Education, Republic of the Philippines, Personal Development Reader 1st edition. Encouragement 101: The Courage to Be Imperfect”, Carter & Evans Marriage & Family Therapy, 2002. Quezon City: Sunshine Interlinks Publishing House Inc., 2016.

Department of Education, Republic of the Philippines, Personal Development

Reader 1st edition. :Be Happy. Quezon City: Sunshine Interlinks Publishing House Inc., 2016

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Answer KeyLesson 1 & 2 Pre-test and Post TestA. 1. D 2. A 3. B 4. C 5. D

B. 1. True 2. True 3. True 4. False 5. True

Lesson 1Activity 1.1 – 1.7 Answer may vary (Refer to the Rubrics attached in this page)Lesson 2Activity 2.1 - Answer may vary (Refer to the Rubrics attached in this page)

Rubrics for Individual WorkExceptional Admirable Acceptable Attempted

20 points 18 points 15 points 12 pointsUnderstanding the topic

Factual information is accurate; and indicates a clear understanding of topic




Accuracy and believability of the role

Point-of-view, arguments, and solutions proposed were always realistic and constantly in character




Cooperation Accepts ideas of others; able to compromise; all members contribute

Accepts ideas of others; able to compromise; all members contribute



Presentation Shows confidence; informative; entertaining; engages audience; speaks loudly and clearly; appropriate use of body language

Shows confidence; informative; entertaining; engages audience; speaks loudly and clearly; appropriate use of body language



Adapted and modifies from PerDev Readers of the department of Education 1st

edition Sunshine Interlinks Publishing House Inc., 2016

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Personal Development-Grade 11 - ZNNHS

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