11
Personal Development
Second Quarter
LEARNING ACTIVITY SHEET
COPYRIGHT PAGE
Learning Activity Sheet
Personal Development
Grade 11
Copyright @ 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
“No copy of this materials 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.”
This material has been developed for the implementation of the K to 12 Curriculum through
the Curriculum and Learning Management Division (CLMD). It can be reproduced for
educational purposes and the source must be acknowledged. Derivatives of the work
including creating an edited version, an enhancement of supplementary work are
permitted provided all original works are acknowledged and the copyright is attributed. No
work may be derived from the material for commercial purposes and profit.
Consultants:
Regional Director
Assistant Regional Director
Schools Division Superintendent
Assist. Schools Division Supt.
Chief Educ. Supervisor, CLMD
Chief Education Supervisor, CID
BENJAMIN D. PARAGAS, PhD, CESO IV
JESSIE L. AMIN, EdD, CESO V
MADELYN L. MACALLING, PhD, CESO VI
EDNA P. ABUAN, PhD
DANTE J. MARCEL, PhD, CESO VI
OCTAVIO V. CABASAG, PhD
RODRIGO V. PASCUA, EdD
Development Team
Writers: Leriza de Guzman, Jasmin I. Lappay, Marites M. Antiporda, Bambi D. Divina,
Richard C. Esguerra, Rhoda G.Reyno, Nor Mar L. Cabaddu, Olga D. Preza,
Francisco A. Recobo Jr., Arvee M. Butac, Maria Jamilla R. Pua, Eillen Pia L. Justo
Paul Khyvin P. Parcasio Visitacion Sunshine S. Baradi, Jovencio C. Carig Jr.
Content Editors: Richard C. Esguerra, Merilyn Manango, Novalyn Cuaresma
Layout Artist : Jovencio C. Carig Jr.
Focal Persons : Emilia A. Estudillo, EdD, EPS AP, SDO Isabela
Ma. Cristina Acosta, EPS LRMDS, SDO Isabela
Miraflor D. Mariano, PhD Regional EPS Araling Panlipunan
Rizalino Caronan, Regional EPS LRMS
Printed by DepEd Regional Office No. 02
Regional Center, Carig Sur, Tuguegarao City
ii
TABLE OF CONTENTS
Learning Competency
Page
Discuss an understanding of teen-age relationships, including the
acceptable and unacceptable expressions of attraction
1
Express your ways of showing attraction, love and commitment
6
Identify ways to become responsible in a relationship
17
Distinguish the various roles of different individuals in society and
how they can influence people through their leadership or followership
22
Compare one’s perception of himself or herself, and how others see him or her
33
Conduct a mini-survey on Filipino relationships (family, school, and community)
33
Appraise one’s family structure and the type of care he/she gives and receives,
which may help in better understanding himself/herself better
42
Make a genogram and trace certain physical, personality, or behavioral attributes
through generations
47
Prepare a plan on how to make the family members firmer and gentler with each other
52
Explain that through understanding of the concepts of career and life goals can help in
planning his/her career
58
Identify career options based on different factors, career development concepts and
personal life goals
63
Prepare a career plan based on the identified career options to attain personal
life’s goal
70
Explain the factors in personal development that may guide him/her in making
important career decisions as adolescents
76
Share insights that make him/her realize the importance of personal development
in making a career decision as adolescent
83
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
83
iii
PERSONAL DEVELOPMENT
Name: ____________________________
Grade Level: __________
Section: ___________________________
Date: ________________
LEARNING ACTIVITY SHEET
PERSONAL RELATIONSHIPS (UNDERSTANDING OF TEENAGE
RELATIONSHIPS)
BACKGROUND INFORMATION FOR LEARNERS
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.
There are many kinds of Personal Relationships. A family relationship where
this is the essential component of in any discussion of relationships but greatly varies
from person to person. Friendship is also a kind of personal relationship that can be
thought as a close tie between two people that is often built upon mutual experiences,
shared interests, proximity, and emotional bonding. 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.
(https://www.takingcharge.csh.umn.edu/what-do-we-mean-personal-relationships)
Romantic relationships are a common topic of conversation, a significant
source of preoccupation and rumination, and a major cause of strong emotions in
adolescence.
Young people say that romantic relationships and experiences - whether real,
potential or fantasized - account for many of their strong emotions both positive (e.g.,
excitement, happiness), and negative (e.g. jealousy, anger, distress). The negative
emotions associated with romantic relationships can't be avoided simply by not
getting involved in one.
Romantic relationships cannot be generalized as being either 'good' or 'bad'
for adolescent development. The many benefits and risks of adolescent romantic
involvement often co-exist. Positive outcomes can include enhanced self-esteem,
popularity and social status, social competence, autonomy/independence, increased
feelings of self-worth and protection against feelings of social anxiety.
(https://headspace.org.au/friends-and-family/understanding-teenage-relationships/)
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In teenage relationships there are kinds of attraction:
A. Sexual attraction- It is a desire toward sexual touching and activity with another
person.
B. Romantic Attraction- you want to be romantically involved with the individual, but
sex is not required.
C. Physical or sensual Attraction- this is a desire to be around others, to be
physically cared for and treated with love and affection
D. Emotional Attraction- the want to be emotionally present with another person
E. Aesthetic Attraction- This type of attraction is not the same as physical attraction
or sexual attraction because you may feel no desire to touch or be touched by the
person that you find aesthetically pleasing
F. Intellectual Attraction- the desire to interact with people on a more cerebral level
LEARNING COMPETENCY
Discuss an understanding of teen-age relationships, including the acceptable
and unacceptable expressions of attraction. EsP-PD11/12PR-IIa-9.1
DIRECTIONS
Read and analyze the instruction in each activity. Write your answers on the
space provided. There will be a corresponding point for every correct answer. Answer
thoroughly and write legibly.
LEARNING ACTIVITY 1: MY IDEAL BOY/GIRL
Below is a paper doll. What you have to do is to draw your ideal boy or girl or can be
both (according to your sexual preference). On the space provided describe what you
have drawn and why this became ideal to you?
Description:
2
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Description:
LEARNING ACTIVITY 2: To Express or Not to Express that is the Question
Write Acceptable if the expression of attraction listed below is agreeable to you while
Unacceptable if otherwise.
_____________1. Too much physical touch.
_____________2. Quality time
_____________3. Appreciation
_____________4. Writing a love letter
_____________5. The desire to be involve in sexual activity
_____________6. Being jealous
_____________7. Giving too much material gifts
_____________8. Offer a help when in need
_____________9. Offer a help in exchange of something you want from him/her
_____________10. Offer the gift of listening
LEARNING ACTIVITY 3: THEORIES ON ATTRACTION
Identify the Kind of attraction manifested in each situation.
______________1. Maicha likes Daniel Padilla so much because he is cute.
______________2. Arthur sees his future with Jen.
______________3. Children to parents who hug and cuddle them.
______________4. Shane hugging her friend Viana because she had a bad day.
______________5. Florence and Rodney discussing topics about the universe. They
find each other intellectual.
______________6. Rhealyn sharing her feelings of happiness to her friend Robell.
______________7. Janice Kaye finds her classmate Neil Janne attractive.
______________8. Anie Mae said ‘yes’ when her boyfriend Christian proposed to
her.
______________9. Dharwisa admires Rodney but she knows she’d never want to
date him.
______________10. Rey is attracted to Vianca because she is intelligent
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LEARNING ACTIVITY 4: AN OPEN LETTER TO SOMEONE I ADMIRE
Make a letter to someone you really admire. State the qualities/attitudes that
makes you like him/her. Write when, where and how did you realize that you
are looking up to him/her.
RUBRICS FOR SCORING
ACTIVITY 1
Drawing includes many details
Drawing is accurately labeled
Description is comprehensive
Total
ACTIVITY 4
The letter incorporated an
understanding of the topic about
teenage relationship (personal
relationship)
The thoughts are clear and well
organized
The letter is neatly written
Total
5
5
10
20
10
10
5
25
REFLECTION
1. I learned that ___________________________________________________
______________________________________________________________
______________________________________________________________
2. I enjoyed most on _______________________________________________
______________________________________________________________
______________________________________________________________
3. I want to learn more _____________________________________________
REFERENCES:
WEBSITES:
⚫ What Do We Mean by Personal Relationships?
https://www.takingcharge.csh.umn.edu/what-do-we-mean-personal-relationships.
Accessed September 10, 2020.
⚫
Understanding Teenage Relationships. https://headspace.org.au/friends-andfamily/understanding-teenage-relationships/. Accessed September 10, 2020.
4
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⚫
Fader, Sarah. What are Different Types of Attraction. 2020.
https://www.betterhelp.com/advice/attraction/what-are-different-types-ofattraction/. Accessed September 10, 2020.
ANSWER KEY:
ACTIVITY 1 & 4: ANSWERS MAY
ACTIVITY 2:
1. UNACCEPTABLE
2. ACCEPTABLE
3. ACCEPTABLE
4. ACCEPTABLE
5. UNACCEPTABLE
6. UNACCEPTABLE
7. UNACCEPTABLE
8. ACCEPTABLE
9. UNACCEPTABLE
10. ACCEPTABLE
ACTIVITY 3:
1. AESTHETIC
2. ROMANTIC
3. PHYSICAL/SENSUAL
4. PHYSICAL/SENSUAL
5. INTELLECTUAL
6. EMOTIONAL
7. AESTHETIC
8.ROMANTIC
9.EMOTIONAL
10.INTELLECTUAL
Prepared by:
LERIZA DE GUZMAN
Writer
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PERSONAL DEVELOPMENT
Name: ____________________________
Section: ___________________________
Grade Level: __________
Date: ________________
LEARNING ACTIVITY SHEET
PERSONAL RELATIONSHIPS
(Ways of showing attraction, love and commitment)
BACKGROUND INFORMATION FOR LEARNERS
As part of your social development, you begin to form many different types of
relationships. Many of your relationships become more deeply involved and more
emotionally intimate. During early adolescence, your social sphere included your
family, a few friends, a couple of teachers, and perhaps a coach or other adult
mentor. As you grow, your social networks greatly expand to include more people
and many different types of relationships. As such, your social development involves
a dramatic change in the quantity and quality of social relationships.
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. From the moment you first connect with a lead,
a relationship is being formed. If you nurture and grow that relationship into
something truly authentic, it can result in a long-term, mutually beneficial connection.
Healthy relationships are a vital component of health and wellbeing. There is
compelling evidence that strong relationships contribute to a long, healthy, and
happy life.
A relationship cannot survive on its own. It needs the care and nurturing of
two adults, giving to each other in a way that creates a mutually beneficial
connection. There are different ways to foster a deep and loving relationship and to
show your attraction, love and commitment). These includes but not limited to:
1.
Connecting with your family
One of the biggest challenges for families to stay connected is the busy pace of life.
But Blue Zones research states that the healthiest, longest-living people in the world
all have something in common: they put their families first. Family support can
provide comfort, support, and even influence better health outcomes while you are
sick. Relationships and family author Mimi Doe recommends connecting with family
by letting little grievances go, spending time together, and expressing love and
compassion to one another. Of course, the same practices apply to close friends as
well. This is especially important if you don’t have living family, or have experienced
difficult circumstances, such as abuse, that would make it difficult for you to connect
with your relatives.
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2.
Practice gratitude
Gratitude is one of the most accessible positive emotions, and its effects can
strengthen friendships and intimate relationships. One 2010 study found that
expressing gratitude toward a partner can strengthen the relationship, and this
positive boost is felt by both parties—the one who expresses gratitude and the one
who receives it. Remembering to say “thank you” when a friend listens or your
spouse brings you a cup of coffee can set off an upward spiral of trust, closeness,
and affection.
3.
Learn to forgive
It’s normal for disagreements or betrayal to arise in relationships, but your choice
about how to handle the hurt can have a powerful effect on the healing process.
Choosing to forgive can bring about a variety of benefits, both physical and
emotional.
Fred Luskin, head of the Stanford Forgiveness Project, says it’s easier to let go of
the anger or hurt feelings associated with a circumstance if you remind yourself that
much of your distress is really coming from the thoughts and feelings you are having
right now while remembering the event—not the event itself. Don’t be afraid to
clearly articulate why you are upset, but once the other party has listened, be willing
to lay down your anger and move on.
4.
Be compassionate
Compassion is the willingness to be open to yourself and others, even in painful
times, with a gentle, nonjudgmental attitude. When you feel compassionate toward
another person—whether a romantic partner, friend, relative, or colleague— you
open the gates for better communication and a stronger bond. This doesn’t mean
taking on the suffering of others or absorbing their emotions. Rather, compassion is
the practice of recognizing when someone else is unhappy or whose needs aren’t
being met and feeling motivated to help them. We are an imitative species: when
compassion is shown to us, we return it.
5.
Accept others
It is also important to be accepting of the other person in the relationship. Obviously,
this does not apply in situations of abuse or unhealthy control, where you need
foremost to protect yourself. But otherwise, try to understand where the person is
coming from rather than judge them. As you do for yourself, have a realistic
acceptance of the other's strengths and weaknesses and remember that change
occurs over time.
6.
Create rituals together
With busy schedules and the presence of online social media that offer the façade of
real contact, it’s very easy to drift from friends. In order to nurture the closeness and
support of friendships, you have to make an effort to connect. Gallup researcher
Tom Rath has found that people who deliberately make time for gatherings or trips
enjoy stronger relationships and more positive energy. An easy way to do this is to
create a standing ritual that you can share and that doesn’t create more stress—
7
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talking on the telephone on Fridays, for example, or sharing a walk during lunch
breaks, are ways to keep in contact with the ones you care about the most.
7.
Spend the right amount of time together
Gallup researchers Jim Harter and Raksha Arora found that people who spend 6-7
hours per day socializing (which could mean hanging out with friends, sharing meals
with family, or even emailing a colleague) tend to be the happiest. In contrast, those
who have zero interactions (or an exhausting overload of social time) feel more
stressed. Knowing when to give your time to others and when to take some time for
yourself can be crucial in maintaining balanced, healthy relationships as well as
emotional well-being.
LEARNING COMPETENCY
Express your ways of showing attraction, love and commitment
(EsP-PD 11/12PR-11a-9.2 Quarter 2, Week 1).
DIRECTIONS
Let’s Start!
Hello learner, you will be tasked to accomplish the following activities. Read and
understand the specific instructions for every learning activity. You are given one (1)
week to finish all the learning activities.
LEARNING ACTIVITY 1 – DIFFERENT WAYS TO SHOW CARING
Accomplish the table below on how you show love and care among your friends and
family members. On the first column, list the ways on how you show love and care.
After which, check the corresponding column that applies to the ways that you have
listed on the first column. You may check both columns if it is applicable to both.
Ways to Show Love and Care
Friends of the Same Age Family Members
Ways to Show Love and
Care
Friends of the Same
Age
Family Members
8
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9
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LEARNING ACTIVITY 2 – THANKS TO YOU
Gratitude is one of the most accessible positive emotions, and its
effects can strengthen friendships and intimate relationships. Choose
one family member or close friend whom you want to show your deep
appreciation by using the format below.
Thank you for being my ____________________________
I appreciate you because…
1. _______________________________________________
_______________________________________________
2. _______________________________________________
_______________________________________________
3. _______________________________________________
_______________________________________________
I think you are special because ___________________________
____________________________________________________
You make me laugh when ______________________________
____________________________________________________
I have fun with you when _______________________________
____________________________________________________
You
are
important
to
me
because
____________________________________________________
____________________________________________________
When I think about you, I feel ___________________________
____________________________________________________
From: _________________________
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LEARNING ACTIVITY 3 – IF I WERE
Respond to the following questions as if you were really in each
situation. Think about the language you would use to firmly state your
boundary.
Example:
Situation: You notice your roommate has been eating your food in the
fridge. You never discussed plans to share food, and don’t want them
eating what you bought.
Response: “I’d like to keep our food separate. If there’s something of
mine that you want, please ask me before taking it.”
1.
Situation: A good friend asks you out on a date. You are not
interested in being more than friends. You would like to let them down
clearly, but gently.
Response:
_______________________________________________________
_______________________________________________________
_______________________________________________________
2.
Situation: Your brother asks if you can watch his two young children
on Saturday morning. You already have plans.
Response:
_______________________________________________________
_______________________________________________________
_______________________________________________________
3.
Situation: Your friend calls you at 11 pm to discuss issues she is
having with her boyfriend. You need to wake up at 6 am.
Response:
_______________________________________________________
_______________________________________________________
_______________________________________________________
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4.
Situation: You missed several days of school due to a medical
condition. When you get back, a classmate asks what happened. You
feel this information is personal, and do not want to share.
Response:
_______________________________________________________
_______________________________________________________
_______________________________________________________
5.
Situation: Your bestfriend is upset about their recent performance
test. He/she start yelling and slamming their fists on their desk. This is
making you very uncomfortable.
Response:
_______________________________________________________
_______________________________________________________
_______________________________________________________
LEARNING ACTIVITY 4 – SELF ASSESSMENT
Young people use different criteria to decide whether and when to become
sexually active. Some wait until a certain age; others choose to wait until they are
engaged or married. Others start having sex because someone else, more or less,
makes the decision for them. Many young people consider how they feel about their
relationship when they make decision about whether to begin having sex.
Determining whether you are ready for sex is difficult for many young people.
This activity will help you to think about the roles that maturity, self-awareness, and
communication skills play in becoming ready for sexual activity. It will also help you
identify what is most important to you.
Am I Ready to Have Sex?
Look at the list below. Identify your feelings and emotions by checking the
appropriate box. After which, answer the guide questions that follow?
Guide Questions
Yes
Not Sure
No
1. Are we both over the legal age of
consent?
2. Do I understand fully the consequences
of my actions? Am I ready to assume its
consequences?
3. Do I know and trust well my partner?
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4. Did we mutually and freely agree or want
to do it?
5. Am I sexually attracted to the other
person?
6. Are we both comfortable about telling
each other and exploring what makes us
feel good sexually?
7. Did we talk about and agree to keep the
privacy of our act?
1.
If I said no, would that be okay with
him/her? Would it change anything?
Does my entire relationship hinge on this
decision?
2. Shall I be respected or feel safe to say
at any time if I want to stop?
3. Will I feel good about myself and my
action if I do it or after I did it?
Guide Questions:
1.
How do you feel while you are answering the activity? Why?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2.
What do you think are the reasons why some engaged in pre- marital sex as a
form of expressing their love and affection?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3.
If you happen to know a friend or family member who is engaged in premarital sex, how are you going to deal with it? Why?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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RUBRIC FOR SCORING
Activity 1
Category
Outstanding
(4)
Satisfactory
(3)
Unsatisfactory (2)
Needs
Improvement
(1)
Completion
Fully
Completed
the task.
Partially
completed
the task
Barely completed
the task
Did not
complete the
task
Category
Outstandin
g (4)
Satisfactory
(3)
Unsatisfactory (2)
Needs
Improvement
(1)
Completion
Fully
Completed
the task.
Partially
completed
the task
Barely completed
the task
Did not
complete the
task
Content
Content is
comprehensi
ve, accurate,
and
persuasive.
- Major
points are
stated
clearly and
are well
supported. Responses
are
excellent,
timely and
address
topic.
- Content is
very clear.
Content is
accurate and
persuasive.
- Major points
are stated.
- Responses
are adequate
and address
topic.
- Content is
clear.
Content is not
comprehensive and
major points are
addressed, but not
well
supported. Respons
es are inadequate or
do not address
topic..
Content is
incomplete and
major points
are not clear
Activity 2 and 3
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Activity 4
Category
Outstanding
(4)
Satisfactory
(3)
Unsatisfactory
(2)
Needs
Improvement
(1)
Content &
Development
- Content is
complete,
accurate, and
persuasive.
- Major points
are stated
clearly and
are well
supported.
- Responses
are excellent,
timely and
address topic.
- Content is
clear.
-Specific
examples are
used.
- Content is
accurate and
persuasive.
- Major points
are stated.
- Responses
are adequate
and address
topic.
- Content is
clear.
-Specific
examples are
used.
- Content is not
complete and
/or persuasive.
- Major points
are addressed,
but not well
supported.
- Responses
are inadequate
or do not
address topic.
-Specific
examples do
not support
topic.
- Content is
incomplete.
- Major points
are not clear.
-Specific
examples are
not used.
Grammar,
Punctuation &
Spelling
- Rules of
grammar,
usage, and
punctuation
are followed;
spelling is
correct.
- Rules of
grammar,
usage, and
punctuation
are followed
with minor
errors.
Spelling is
correct.
- Contains few
grammatical,
punctuation
and spelling
errors.
- Contains
numerous
grammatical,
punctuation,
and spelling
errors.
REFLECTION
1.
I learned that ___________________________________________________
___________________________________________________________________
___________________________________________________________________
____________________________________________________
2.
I enjoyed most on _______________________________________________
___________________________________________________________________
___________________________________________________________________
____________________________________________________
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3.
I want to learn more _____________________________________________
___________________________________________________________________
___________________________________________________________________
____________________________________________________
REFERENCES:
BOOKS:
Personal Development Reader, Department of Education, Quezon City: 2016
WEBSITES:
https://www.therapistaid.com/worksheets/family-questions.pdf
https://www.therapistaid.com/worksheets/gratitude-letter.pdf
https://www.therapistaid.com/worksheets/setting-boundaries.pdf
https://www.therapistaid.com/worksheets/relationship-gratitude-tips.pdf
https://theresolutioncenterindy.com/articles/key-habits-for-nurturing-relationships/
https://www.advocatesforyouth.org/wp-content/uploads/3rscurric/documents/3RsHighSchool-LessonPlans.pdf
https://brendon.com/wpcontent/uploads/2018/10/TBSNurturingGreatRelationshipsWorksheet.pdf
https://popcom.gov.ph/wp-content/uploads/2020/04/3FINAL_SHAPE-MODULE-3Changing-Relationships.pdf
https://www.ghll.org.uk/healthy%20relationships.pdf
ANSWER KEY:
Activity 1
Answers may vary
Activity 2
Answers may vary
Activity 3
Answers may vary
Activity 4
Answers may vary
Prepared by:
JASMIN I. LAPPAY
Writer
16
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PERSONAL DEVELOPMENT
Name: ___________________________
Grade Level: __________
Section: ___________________________
Date: ________________
LEARNING ACTIVITY SHEET
PERSONAL RELATIONSHIPS
BACKGROUND INFORMATION FOR LEARNERS
As we defined relationship as the interactive behavior between two or more
persons, groups, or nations who are bound by common interests, let us now define
some important responsibilities that are necessary in a relationship to make it flourish
and stay beneficial for the parties involved.
1. Be responsible for what you think and say to the other person. Emotions
should be considered when dealing with other people. Being sensitive to these
emotions will make a person responsible for what is said, and accept the
consequences of how the other party will receive the message.
2. Be responsible for what you promise to do or not do. Integrity is a key factor
in relationships. Coupled with trust, integrity in one’s word means that you are reliable
and trustworthy, When credibility is questioned, a relationship will not last long.
3. Ensure the relationship is mutually beneficial. Balanced relationships are
always mutually beneficial to both parties. It is always good to have a give and take
attitude for this assures fairness and equality. When fairness is perceived, trust
follows.
4. Respect the other party or parties involved. Mutual respect is also essential
in a relationship. Giving respect to each other is a common responsibility of any party
involved in a relationship.S
5. Be ready to provide support when needed. Relationships also thrive on the
support given by one party to another. Providing support, either financially,
emotionally, spiritually, or physically, strengthens the bond in a relationship, as this is
an expression of one’s commitment to the other party. It is all about the “we’re in this
together” thing in a relationship.
LEARNING COMPETENCY
Identify ways to become responsible in a relationship. EsP-PD11/12 PR-llb-9.3
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LEARNING ACTIVITY 1: HOW DO I LOVE !
Direction: Describe how you express your love for another person and how
you show your commitment to this person or persons.
____________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
______________________________.
LEARNING ACTIVITY 2: CONCEPT ILLUSTRATION/MIND MAP
Direction: Create a plan on how you can improve your relationships in the
future. Draw a mind map of your plan.
Reading: BASIC RIGHTS IN A RELATIONSHIP
18
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Reading: BASIC RIGHTS IN A RELATIONSHIP
⚫ The right to emotional support
⚫ The right to be heard by the other and to respond.
⚫ The right to have your own point of view, even is this differ from your
partner’s.
⚫ The right to have your feelings and experiences acknowledged as real.
⚫
The right to live free from accusation and blame
⚫ The right to live free from criticism and judgement
⚫ The right to live free from emotional and physical threat
⚫ The right to live free from angry outburst and rage
⚫ The right to be respectfully asked, rather than ordered
LEARNING ACTIVITY 3: SLOGAN / POSTER ON BASIC RIGHTS IN
RELATIONSHIPS
Direction: On a piece of ¼ illustration board,craft, sketch, draw, or design a poster or
slogan which shows one’s basic rights in a relationship.
Here’s a sample.
“There are some people who live in a dream world,
and there are some who face reality: and then there
are those who turn into the other” -Daphne Emmett
RUBRIC FOR SCORING
ILLUSTRATION RUBRICs
STANDARDS
POINTS
You illustrated the
10
theme or concept
correctly.
You illustrated the
5
theme or concept
correctly and creatively.
You cited an appropriate
3
concept for the theme or
topic.
POINTS EARNED
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You used correct
spelling, grammar, and
punctuation in writing
your concept/ diagram.
Total
2
20
ESSAY RUBRIC
STANDARD
You answered the
question
comprehensively.
You organized your ideas
well.
You used correct spelling,
grammar, and punctuation
in writing.
Total
POINTS
POINTS EARNED
5
3
2
10
CONCEPT MAP RUBRIC
CRITERIA
CONTENT
LINKS
LAYOUT
LEVEL 1-5pts
Very few
concepts are
accurate
Very few
concepts are
well-linked
Hardly makes
sense.
LEVEL 2-10pts
Some concepts
are accurate
LEVEL 3-15ptss
Concepts reflected are
accurate
Some concepts
are well-linked
Concepts are welllinked.
Makes some
sense.
Easy to
understand.CONTENT
REFLECTION:
1. I learned that
_____________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______
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2. I enjoyed most on
_________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______
3.
I want to learn more
_______________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______
REFERENCES:
BOOK:
Santos, Ricardo Rubio,”Personal Development,” Rex Bookstore,2016, pp 144-145.
WEBSITE:
personal_development_reader_v13_final_apr_28_2016.pdf, pp.76
http://www.takingcharge.csh.umn.edu/activities/basic-rights-relationship
ANSWER KEY
Activity 1, 2 and 3
Answers may vary
Prepared by:
MARITES M. ANTIPORDA
Writer
21
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PERSONAL DEVELOPMENT
Name: ____________________________
Section: ___________________________
Grade Level: __________
Date: ________________
LEARNING ACTIVITY SHEET
Social Relationships in Middle and Late Adolesence
BACKGROUND INFORMATION FOR LEARNERS
As an Individual, we have different roles in life where in some of this roles are
regarded important while others are not. As a human person,your age is a great
opportunity to experience important roles that would lead you to become a
responsible member of your community as what is stated from the movie Spider
Man, “With great power comes with great responsibility. Roles and Responsibilities
goes together hence, no matter what you do, there will always be responsibilities that
you must learn to face in order to succeed in life.
Other than this, while talking about roles in life Culture as well plays a vital
role in shaping the characteristics development of Adolescence. Community as well
serves ad an arena in which Adolescents are trained to boost volunteerism among
themselves which leads in helping them build confidence and self-esteem.
Let us see if you are aware of your different roles in the following groups you
belong write your responses on the provided space below.
as a member of my family
I am..
as a friend I am…….
In the church I belong I
am…
22
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LEARNING COMPETENCY:
Distinguish the various roles of different individuals in society and how they
can influence people through their leadership or followership. (Quarter 2, Weeks 2).
LEARNING ACTIVITY 1. BRAIN EXERCISE
Arrange the jumbled letters by using the clues provided below.
1.
S CENCEELOD A
- a crucial period in social development of human person
2.
M U N I T Y C M O
-
3.
A group of people who live in the same area such as city, town or
neighborhood
S L I K L S
-
4.
The ability to do something that comes from training, experience or
practice.
E C U R L T U
-
It is a way of thinking, behaving or working that exist in a place or
organization.
VICIC YTILIBSINPOSER
5.
-
It is all about doing things in our community because we feel that
we should
TYIDENTI
6.
-
Qualities, beliefs that makes a particular person or group different
from others
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7.
LATIOHIPNRES
-
8.
It is the way in which people or things deal with and connected
O L E R S
-
9.
It is the part that someone has in a family, society or other group
C I ET YO S
-
10.
People in general thought as living together in organized
communities with shared laws, traditions and values
DERPHISEALD
-
It is the power or ability to lead other people.
24
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LEARNING ACTIVITY 2. EXPLORE MORE
Find and encircle the good qualities of good leadership.
.
25
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LEARNING ACTIVITY 3. EXPLORE MORE
Identify the following leaders and write a brief but substantial words on how
they influenced humanity.
26
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LEARNING ACTIVITY 4. - ENGAGE
Write your personal experiences and future plans to attain the goal below.
WAYS I CAN BE A LEADER AND A ROLE MODEL
At home
______________________________________________
______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
________________________________________________
_______________________________________________
________________________________________________
_________________________________________________
At Church
_________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
______________________________________________________________________
_______________________________________________________________________
__________________________________________________________________
_____________________________________________________________________
At my community
__________________________________________________
__________________________________________________
N
__________________________________________________
__________________________________________________
__________________________________________________
___________________________________________________
___________
_____________________________________________________
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LEARNING ACTIVITY 5 - ESSAY
Write an essay on how are you going to improve your social relationship as a
member and a leader in an organization?
__________________________________________________
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RUBRIC FOR SCORING
Ideas
This paper is clear
and focused. It
holds the reader's
attention. Relevant
details and quotes
enrich the central
theme.
Organization The organization
enhances and
showcases the
central idea or
theme. The order,
structure of
information is
compelling and
moves the reader
through the text.
Sentence
Fluency
The writing has an
easy flow, rhythm,
and cadence.
Sentences are well
built, with strong
and varied structure
that invites
expressive oral
reading.
4
3
VERY GOOD
AVERAGE
2
NEEDS
IMPROVEMENT
This paper is mostly
focused, and has
some good details
and quotes.
The writer is
beginning to
define the topic,
even though
development is
still basic or
general.
Topic is not
welldefined and/or
there are too many
topics.
Paper (and
paragraphs) are
mostly organized, in
order, and makes
sense to the reader.
The
organizational
structure is strong
enough to move
the reader
through the text
without too much
confusion.
Sentences within
paragraphs make
sense, but the order
of paragraphs does
not.
The writing mostly
flows, and usually
invites oral reading.
The text hums
along with a
steady beat, but
tends to be more
businesslike than
musical, more
mechanical than
fluid.
The text seems
choppy and is not
easy to read orally.
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REFLECTION
•
I learned that ___________________________________________________
______________________________________________________________
______________________________________________________________
•
I enjoyed most on _______________________________________________
______________________________________________________________
______________________________________________________________
•
I want to learn more _____________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
REFERENCES:
Books:
Personal Development Learning Material
Tatel, Carlos Jr. Peña, Personal Development 1st edition, Rex Bookstore Inc., May
2016
Websites:
https://www.google.com/search?q=community+images+cartoon&sxsrf=ALeKk01Qyo
pQtK5zzxFAps9tBZEwDhjWcQ:1599763996414&tbm=isch&source=iu&ictx
=1&fir=pFaXomoAN11vqM%252CFct9yh5XX1coAM%252C_&vet=1&usg=A
I4_-kRb4jHxmKCTrIvJDOT9O0i42f78ig&sa=X&ved=2ahUKEwjb3ulod_rAhW2xYsBHc7sAJ4Q9QF6BAgKEDE&biw=1280&bih=609#imgrc=pF
aXomoAN11vqM “An Animated Introduction to Social Science” Soomo
Publishing https://en.wikipedia.org/wiki/Social_science
https://int.search.tb.ask.com/search/GGmain.jhtml?searchfor=great+leaders&
enableSearch=true&rdrct=no&st=sb&tpr=omni&p2=%5EAZ0%5Exdm283%5ETTAB
02%5Eph&ptb=5BA59CA9-54CC-4EB7-862D68708DF1177E&n=7839ee68&si=42851694439&port=1
30
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Answer Key
Activity 1 – BRAIN EXERCISE
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ADOLESCENCE
COMMUNITY
SKILLS
CULTURE
CIVIC RESPONSIBILITY
IDENTITY
RELATIONSHIP
ROLES
SOCIETY
LEADERSHIP
Activity 2 – EXPLORE
(Explanations may vary and in any order)
1.
JUST
2.
OPEN MINDED
3.
FAIR
4.
RESPECTFUL
5.
TEAM PLAYER
6.
RESPONSIBLE
7.
GREATFUL
8.
DILIGENT
9.
CARING
10.
HONEST
11.
FRIENDLY
12.
ATTENTIVE
13.
PATIENT
14.
RELIABLE
15.
COMPASSIONATE
16.
WISE
17.
FOLLOWER
18.
ENERGETIC
19.
PRINCIPLED
20.
CREATIVE
Activity 3 – EXPLORE MORE
1. JOSE RIZAL- ANSWERS MAY VARY
2. CORAZON AQUINO- ANSWERS MAY VARY
3. MANNY PACQUIAO- ANSWERS MAY VARY
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Activity 4- ENGAGE
(Answers may vary)
Activity 5- ESSAY
(Answers may vary)
Prepared by:
BAMBI D. DIVINA
Writer
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PERSONAL DEVELOPMENT
Name: ___________________________
Grade Level: __________
Section: ___________________________
Date: ________________
LEARNING ACTIVITY SHEET
SOCIAL RELATIONSHIPS IN MIDDLE AND LATE ADOLESCENCE
BACKGROUND INFORMATION FOR LEARNERS
Social relationship is a broad definition of how we interact and behave
with other people, and how they interact and behave with other people, and
how they interact and behave with us. In social relationships, we learn to
cooperate with others in achieving a common objective. The more intimate
and vulnerable we are with another, the more personal our relationship is with
this person.
Social relationships is vital to adolescent’s development. The kind of
circle where he/she belongs will create an impact in his/her beliefs, outlook, and
convictions in life. In this lesson, we will expand the relationship of adolescents
from their families to a wider group of people, such as schoolmates, school
authorities, neighbors, community acquaintances, fellow members to social
organizations, strangers they often meet casually in social gatherings, and even
the small groupings of friends in school usually referred to as cliques.
Social influences are things that change people’s behavior, belief and
attitude as a result of an action of another person or group. There are several
varieties of social influence, namely: compliance, identification, internalization,
conformity, conversion, minority influence, obedience and persuasion. There
are various individuals in our community whom we look up to. They do
different roles that help shape our neighborhood. Roles emerge to facilitate
group functioning and affect the dynamics of the group. Efficiency in realizing
common goals are influenced by how each member accepts the roles that he or
she plays.
According to Hogg and Vaughan (2011), the person who influences you
has the power to change you because you tend to imitate some of his/her
personality traits. Such power is called referent power, or the respect for the
source of influence. Acting the role of a leader is a very powerful way of
33
Note: Practice Personal Hygiene Protocols at all times
influencing others. Leadership is a relationship among leaders and followers,
which is influential in effecting change and realizing common goals. Leadership
involves creting change, which should be substantive to arrive at an outcome
that both leaders and followers worked for. The following are the three
leadership styles:
1. Autocratic Leadership. This leadership style centralizes in authority.
The autocratic leader derives power from the position, controls
rewards, and uses coersion to make his or her group members follow.
He or she is aloof and focuses exclusively on the task at hand.
2. Democratic Leadership. Is one of the most effective leadership
styles because it allows lower-level employees to exercise authority
they’ll need. A democratic leader delegates authority to others, asks
for suggestions and discusses plans with members.
3. Laissez-faire Leadership. A laissez-faire leader leaves
the group to its own capacity to finish its tasks. He or she intervenes
minimally.
According to Judge et al. (2002) in his study, the big five personality
dimensions of a leader are the following: extraversion, agreeableness,
conscientiousness, emotional stability,and intellect. The role of a follower is
equally important in the realization of the groups common goal. According to
Goffee and Jones, there are four elements followers want from a leader:
authenticity, significance, excitement, and community. A society that is
peaceful, orderly, and productive involves members who are willing to follow its
rules and norms. Even leaders must be willing to shift into and out of their role
under certain circumstances to influence changes to their followers and
achieve common goals.
LEARNING COMPETENCIES:
1. Compare one’s perception of himself or herself, and how others see him or her.
2. Conduct a mini-survey on Filipino relationships (family, school, and community).
(Quarter 2, Week 3)
LEARNING ACTIVITY 1 - IDENTIFY ME! Identify the concepts being described.
____________1. It is a relationship among leaders and followers.
____________2. It is your capability to get along with people around you.
____________3. Is one of the most effective leadership styles because it allows
lower-level employees to exercise authority they’ll need.
____________4. He or she shows initiative, self-reliance, and commitment, as well
as provides an enthusiastic support to the leader.
____________5. It is a predictor of effective leadership because it is the ability to
become and deal with emotions during stress and difficult times.
____________6. It refers to being responsible, dependable and goal-oriented.
34
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____________7. In this type of leadership, the leader derives power from the
position, controls rewards, and uses coersion to make his or her
group members follow. He or she is aloof and focuses exclusively
on the task at hand.
____________8. This type of leader leaves the group to its own capacity to finish its
tasks. He or she intervenes minimally.
____________9. His/her role is equally important in the realization of a group’s
common goal.
____________10. These are things that change people’s behavior, belief and attitude
as a result of an action of another person or group
LEARNING ACTIVITY 2 – “I ELABORATE”
Think of the five closest friends you have in your life and do the following. Use
extra sheet of paper in writing your answers.
1. Describe how each of them influences your decisions. Compare this to how
your parents influence your decisions.
2. Describe each of their types of leadership and their personal qualities that
make them such.
3. Describe your own type of leadership or the type of leadership you would like
to own and practice. What made you decide on this type of leadership?
4. Compare your perception of yourself and how others see you.
You will be graded based from the attached scoring rubric.
LEARNING ACTIVITY 3 – KNOWING MY CHOICE!
Write a 250-word essay addressing the question in the box.
be graded based on the attached scoring rubric.
You will
Do you want to be a leader or a follower? Why?
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LEARNING ACTIVITY 4 – WHO ARE THE LEADERS IN MY BARANGAY?
In this activity, you will conduct a mini-survey on Filipino Relationships using
the mini-survey instrument. You will come up with a profile of the leaders on the
different council and committee’s in your barangay. Also, this activity aims to
familiarize you on how to effectively conduct a survey.
Instructions:
1. Distribute the attached mini-survey instrument to the leaders in your barangay.
Please observe the proper hygiene protocols when dealing with them or you
may opt to send the mini-survey instrument via messenger.
2. After retrieving the accomplished tool, tally the answers.
3. Make a profile of their answers by getting the frequency or the number of
responses, and then computing the percentage.
4. Make a report and discuss the results in your class.
You will be graded based on the attached rubric.
MINI SURVEY INSTRUMENT
Name:________ ___________________________ Barangay: ______________________________
Committee: ________________________________ Position: _______________________________
Give three reasons for running/joining the position/committee:
__________________________________________________________________________________________
__________________________________________________________________________________________
Are you happy with your role in your barangay?
Yes
No
Why? ____________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Cite the difficulties you encounter when relating with your members.
__________________________________________________________________________________________
What do you do when there is conflict among your members?
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__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
What is the best way to deal with conflicts?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
RUBRICS FOR SCORING
ACTIVITY 2 & 3: “I ELABORATE”
Traits
Focus on
Details
Organization
4
There is one
clear,
wellfocused
topic. Main
ideas are
clear and are
well
supported by
detailed and
ac
The
introduction is
inviting,
states the
main topic,
and provides
an overview
of the paper.
Information is
relevant and
presented in
a logical
order. The
conclusion is
strong.
All sentences
are well
3
There is one
clear,
wellfocused
topic. Main
ideas are clear
but are not
well supported
by detailed
information.
2
There is one
topic. Main
ideas are
somewhat
clear.
1
The topic and
main ideas are
not clear.
The
introduction
states the
main topic and
provides an
overview of
the paper. A
conclusion is
included.
The
introduction
states the main
topic. A
conclusion is
included.
There is no
clear
introduction,
structure, or
conclusion.
Most
sentences are
Most
sentences are
Sentences
sound
37
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Sentence
Structure,
Grammar,
Mechanics, &
Spelling
Presentation
constructed
and have
varied
structure and
length. The
author makes
no errors in
grammar,
mechanics,
and/or
spelling.
The form and
presentation
of the text
enhances the
ability for the
reader to
understand
and connect
with the
message.
well
constructed
and have
varied
structure and
length. The
author makes
a few errors in
grammar,
mechanics,
and/or
spelling, but
they do not
interfere with
understanding.
The format
only has a few
mistakes and
is generally
easy to read.
well
constructed,
but they have a
similar
structure
and/or length.
The author
makes several
errors in
grammar,
mechanics,
and/or spelling
that interfere
with
understanding.
The writer's
message is
understandable
in this format.
awkward, are
distractingly
repetitive, or
are difficult to
understand.
The author
makes
numerous
errors in
grammar,
mechanics,
and/or spelling
that interfere
with
understanding
The writer's
message is
only
understandable
occasionally,
and paper is
messily written.
ACTIVITY 4: WHO ARE THE LEADERS IN MY BARANGAY?
Category
Content
4
3
2
1
All essential
questions are
properly
addressed.
Most of the
essential
questions are
properly
addressed.
Some of the
essential
questions are
properly
addressed.
One or fewer
essential
questions are
addressed
Report is
logical and
organized.
Sentences are
well-phrased
and varied in
length and
structure. Word
choice is
Report is
generally logical
and organized.
Sentences are
well-phrased
and vary in
length and
structure. Word
choice is
Report lacks
logical
progression or
organization.
Sentences are
awkward and
often unclear.
Word choice
Report is not
logical or
organized.
Sentences do
not form a
cohesive whole
and structure of
sentences is
distracting and
38
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Final
Report
Creating
Tally Chart
Creating a
Graph of
Results
consistently
precise and
accurate. The
writing is free
or almost free
of errors in
grammar,
spelling and
writing
mechanics
(three or less).
The report is
the specified
length of the
assignement
Your results
were
understandable
and presented
in organized
manner, with
your list of
possible
responses and
tally marks for
each response.
Your graph
clearly
represented
your data, and
was well
organized and
easy to read
and interpret.
generally good
and mostly
precise and
accurate.There
are occassional
errors in
grammar,
spelling and
writing
mechanics. The
report is the
specified length
of the
assignment.
is acceptable
but range of
words is
limited or lack
precision. The
writing has
many errors
which impact
the
understanding
of the report
and cause a
distraction.
The report is
shorter than
the spedified
length of the
assignment.
confusing to the
reader. Words
are used
inappropriately.
There are many
errors in
grammar,
spelling and
writing
mechanics. The
report if shorter
than the
spedified length
of the
assignment.
Your results
were
understandable,
however there
were minor
problems in
organization
and/or tally
marks.
Your results
were difficult
to understand;
there were
several
problems in
the
organization
and/or tally
marks.
Your graph
represented
your data,
however there
were minor
problems with
the organization
Your data was
Your graph was
present,
not
however, your
understandable.
graph was
difficult to
understand.
There several
problems in
the
organization.
Your results
were not
understandable;
there was very
little or no
organization
and/or tally
marks.
39
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REFLECTION:
1. I learned that
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.
2. I enjoyed most on
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.
3. I want to learn more on
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.
REFERENCES:
BOOK:
Santos, Ricardo R. 2016, Personal Development First Edition, Rex Publishing
Diwa Textbook 2016, Personal Development, Diwa Senior High School Series
WEBSITES:
https://www.slideshare.net/RupertGarryTorres/social-relationship-in-middle-and-lateadolescence
https://prezi.com/p/sd6ogokpv2nn/social-relationships-in-middle-and-late-adolescent/
https://www.slideshare.net/DysGurlWriter/social-relationships-in-middle-and-lateadolescence
ANSWER KEY
Activity 1: IDENTIFY ME!
1. Leadership
2. Agreeableness
3. Democratic Leadership
4. Leader
5. Emotional Stability
6. Conscientiousness
7. Autocratic leadership
8. Laissez faire leadership
9. Followers
10. Social influences
40
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Activity 2: I ELABORATE – answers may vary
Activity 3: KNOWING MY CHOICE – answers may vary
Activity 4: WHO ARE THE LEADERS IN OUR BARANGAY? – answers may vary
Prepared by:
RICHARD C. ESGUERRA
Writer
RHODA G. REYNO
Writer
41
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PERSONAL DEVELOPMENT
Name: ____________________________
Grade Level: __________
Section: ___________________________
Date: ________________
LEARNING ACTIVITY SHEET
FAMILY STRUCTURES AND LEGACIES
BACKGROUND INFORMATION FOR LEARNERS
Call it a clan, call it a network, call it a tribe, call it a family.
Whatever you call it, whoever you are, you need one.
Jane Howard, “Families” 1978
The Filipino culture is generally centered on large families. Both the mother's
and father's lineages are of equal importance. It is not uncommon for the children to
inherit either the father or the mother's name as their middle name.
The Filipino's are proud of a culture where family can be tightly knitted together
and this kinship is often embraced by all family members. The extended family is, in
essence, the basic unit of the Philippine society. Within given households, families
may average six to eight members in size. Unmarried adult daughters and sons
typically remain in their parents' home and contribute to family support. Usually the
Filipinos will have several generations living under one roof. This offers a wide range
of benefits for the family. The first is that the elderly family members are cared for at
home rather than being placed in nursing facilities. Filipinos will almost never send
relatives to a nursing home. Also, the children can benefit from this large family
because they are nurtured by their elders and mature at a faster rate.
LEARNING COMPETENCY:
Appraise one’s family structure and the type of care he/she gives and receives, which
may help in better understanding himself/herself better (Quarter 2,Week 4)
42
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ACTIVITY #1. LET THE LOVE BEGIN!
Analyze carefully the picture and answer the questions opposite it.
1. What do you see in the picture and
what does it symbolize?
____________________________
2. What does the picture means?
____________________________
_
____________________________
_
____________________________
_
____________________________
_
A genogram or family tree is a useful tool to gather information about a person’s
family. This visual representation of a family can help us identify patterns or themes
within families that may be influencing or driving a person’s current behavior.
Most young people really enjoy this opportunity to talk about their family
history, and it can work as a good tool to build trust and rapport in a working
relationship. However be aware that some young people may find seeing a
visual picture of the state of their relationships confronting, particularly if the
majority of relationships in their life at present are conflictual or distant. Use
this tool sensitively and in cases where you think it will be useful to help
promote healthy change and the development of more positive relationships in
the young person's life.
Symbols for drawing the genogram or family tree
Female symbol - name, age
Male symbol - name, age
Unknown gender
Married - add the year or ages
De facto relationship - commencement date or
ages
43
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Separation - date or ages
Divorce - date or ages
List children in birth order and put names and ages either within the symbol or underneath.
Death - a small cross in the corner of the symbol
(record date if known)
Dotted circle - this can be used to enclose the
members living together currently, for example,
who the young person is living with.
Conflictual relationship
Very close
Distant relationship
ACTIVITY #2. LET’S CONNECT!
Inside the box, make a simple genogram of your family using the symbols given. Be
sure to write the names of each family member below each symbol.
44
Note: Practice Personal Hygiene Protocols at all times
The traditional family structure is considered a family support system which involves
two married individuals providing care and stability for their biological offspring.
However, this two parent, nuclear family has become less prevalent, and alternative
family forms have become more common. The family is created at birth and
establishes ties across generations. Those generations, the extended family of aunts,
uncles, grandparents, and cousins can all hold significant emotional and economic
roles for the nuclear families.
ACTIVITY #3. FILL ME UP WITH YOUR LOVE!
Match column A with column B. Column A describes the different kinds of family
structures in column B. Write your answers on the space provided before each
number.
Column A
Column B
___1. A family unit consisting of at most a a. Foster family
father, mother and dependent children. I is
b. Step families
considered the “traditional” family
c. Nuclear family
___2. A family consisting of parents and
children, along with their grandparents, d. Migrant family
grandchildren, aunts or uncles, cousins etc.
e. Adoptive family
___3.Two families brought together due to
f. Bi-racial family
divorce, separation and remarriage.
___4.This can be either a father or a mother g. Bended family
who is singly responsible for the raising of a h. Extended family
child. The child can be by birth or adoption.
i. Immigrant family
___5.A family where one or more of the
j. Single parent family
children has been adopted.
___6. A family where the adopted child is of a k. Gay or lesbian family
different racial identity group than the parents. l. Trans-racial adoptive family
___7.A family where the parents are m. Conditionally separated families
members of different racial identity group than
the parents.
___8. A family that consist of members from
two or more previous families.
___9. A family member is separated from the
rest of the family. This may be due
employment far away; military service;
incarceration; hospitalization.
___10. A family where one or more of the
children is egally a temporary member of the
household. The “temporary” period may be as
45
Note: Practice Personal Hygiene Protocols at all times
short as a few days or as long as the child’s
entire childhood.
___11. A family where one or both of the
parents’ sexual orientation is gay or lesbian.
___12. A family where the parents have
immigrated to other country as adults. Their
children may or may not be immigrants.
___13. A family that moves regularly to places
where they have employment.
Activity #4. YOU COMPLETE ME!
Complete this statement:
With the activities I have undertaken on this lesson, I learned that
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Prepared by:
NOR MAR L. CABADDU
Writer
46
Note: Practice Personal Hygiene Protocols at all times
PERSONAL DEVELOPMENT
Name: ____________________________
Grade Level: __________
Section: ___________________________
Date: ________________
LEARNING ACTIVITY SHEET
Family Structures and Legacies
BACKGROUND INFORMATION FOR LEARNERS
Family is defined as a specific group of people that may be made up of partners,
children, parents, aunts, uncles, cousins and grandparents.
The family is considered the first place where growing children learn their basic
social skills. The interaction and quality of relationship between parent and child are
said to determine the child’s future relationships as he or she matures toward
adulthood .It is also the group of people who share common ancestors.
Parents can serve as the models their adolescents can emulate while at the
same time supporting their development toward young adulthood. When you look
around the members of your family , you might have observed certain physical
similarities that exist among yourself, your siblings, and your parents. There are
some characteristics that are influenced by heredity, and even by the environment.
A genogram is a graphical map of a family’s history that traces and illustrates
patterns in its structure and characteristics using special symbols to describe
relationships, major events, diseases, traditions, social and personal beliefs and
rituals, cultural heritage, religious beliefs, value systems, philosophies about life, and
the dynamics of a family over several generations.
There are possible traits you may want to trace in your family. Here are some
suggestions:
⚫
Physical characteristics such as skin tone, shapes of eyes, nose, and ears, hair
type, baldness, disease tendencies, etc.
⚫
Genetic or external factors such as artistic, musical, or literary abilities, sports
abilities, and personality traits like being reserved and introverted, being friendly,
being spendthrift, etc.
⚫
Social and economic background such as occupation or careers, educational
level, club memberships, school affiliations, political affiliations, and others.
⚫
Religious values including religious affiliations, religious practices, and religious
beliefs.
47
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⚫
Family values like family cohesion, exclusivity, educational attainment, respect
for elders, etc.
⚫
Cultural background such as provincial origins, languages or dialects spoken,
social skills like table manners, family traditions, how family members got their
names, favored cuisines and special food served, world views such as the
practice of feng shui, karma, superstitions, etc.
(Tracing Family Traits Using a Genogram by Cynthia Doxey Green, Ph.D.)
Here are some helpful tips in making your genogram:
⚫
Remember that there are some people, even if they are your relatives, who may
be sensitive about a certain physical trait, like height. Approach your research by
asking questions with sensitivity.
⚫
Clarify with your family members that the genogram you are making is to help
you understand certain family traits, characteristics, events, marital situations,
diseases, other sensitive topics, and explain to them that you are not judging
them about the situations.
⚫
Consider talking to a professional when making a genogram on hereditary
problems, for example.
⚫
Be careful with your conclusions after you have done your genogram. These
might offend some relatives.
Keep your genogram hidden and shown to only a few selected group of
relatives if the conclusions are sensitive or even confidential.
LEARNING COMPETENCY
Make a genogram and trace certain physical, personality, or behavioral
attributes through generations (MELC, Quarter 2, Week 4)
LEARNING ACTIVITY 1: My Blood Line!
Trace your personality traits from your kinship through a diagram.
48
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LEARNING ACTIVITY 2: A Glimpse of my Genealogy!
Make a five lines (5) poem describing your family tree.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
RUBRIC FOR SCORING
Genogram
Objectives
Organizatio
n; flow of
information
is organized
Included
Job
information
for family
members
Low
performan
ce
0 points
did not do
Below
average
Average
Above
Average
10 points
Below
exemptio
ns
15 points
Met
expectatio
ns
20 points
Did
better
than the
average
students
0 points
did not do
10 points
Below
exemptio
ns
15 points
Met
expectatio
ns
20 points
Did
better
than the
average
students
Exemplary Earne
Performac d
e
points
25 points
well
organized
and easy
to
understan
d
25 points
well
organized
and easy
to
understan
d
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Included
educational
information
0 points
did not do
10 points
Below
exemptio
ns
15 points
Met
expectatio
ns
20 points
Did
better
than the
average
students
Neatness,
creativity
and effort
0 points
did not do
10 points
Below
exemptio
ns
15 points
Met
expectatio
ns
20 points
Did
better
than the
average
students
Has graph
and rough
draft
0 points
did not do
10 points
Below
exemptio
ns
15 points
Met
expectatio
ns
20 points
Did
better
than the
average
students
25 points
well
organized
and easy
to
understan
d
25 points
well
organized
and easy
to
understan
d
25 points
well
organized
and easy
to
understan
d
Criteria for Poem Writing
Beginning -5
Developing-10
Accomplished15
Exemplary-20
Organizatio
n
The sequence
of the words
and phrases is
in random. The
reader can find
no evidence of
the thoughtful
ordering of
ideas.
The sequence
of the words
and phrases is
very confusing,
the reader may
need to use his
or her own
knowledge to
determine the
ordering of
ideas.
The sequence
of the words
and phrases is
somewhat
logical, and the
reader is able
to follow the
ordering of
ideas with
minimal effort.
The sequence
of the words
and phrases is
logical, and the
reader is able
to follow the
ordering of
ideas.
Word of
choice and
main idea
The poem
uses general
or ordinary
terms to
describe the
object; the
words do not
develop a main
The poem
uses general
or ordinary
terms to
develop a main
idea or
message.
The poem uses
several
descriptive
words to
develop a main
idea or
message
The poem
uses many
precise, vivid,
and descriptive
words to
develop a main
idea or
message.
50
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idea or
message.
Spelling
Numerous
spelling errors
impede the
reader from
understanding
the poem
message.
Errors are not
developmentall
y appropriate.
Numerous
spelling errors
impede the
reader from
understanding
the poem
message.
Some of the
errors are
developmentall
y appropriate.
There are
spelling errors,
which may not
be
developmentall
y, appropriate.
There are no
or very few
spelling errors .
they are
developmentall
y appropriate.
REFLECTION
Family is
1. I learned that ____________________________________________
_______________________________________________________
2. I enjoyed most on________________________________________
_______________________________________________________
3. I want to learn more_______________________________________
_____________________________________________________________
REFERENCES:
BOOKS:
Santos, Ricardo Rubio, “Personal Development “ , Rex Book Store
Pp. 178-188
WEBSITES:
Personal Development_reader_v13_final_apr_28_2016. pdf
Answer Key:
Activity 1 & 2: Answer may vary
Prepared by:
OLGA DAGGAO – PREZA
Writer
51
Note: Practice Personal Hygiene Protocols at all times
PERSONAL DEVELOPMENT
Name: ____________________________
Grade Level: __________
Section: ___________________________
Date: ________________
LEARNING ACTIVITY SHEET
FAMILY STRUCTURES AND LEGACIES
BACKGROUND INFORMATION FOR LEARNERS
Background Information for Learners
Spending time together is one of the greatest gifts families can
give to one another. Not only does quality time strengthen and build
family bonds, but it also provides a sense of belonging and security
for everyone in the family. In fact, research has shown that when
families enjoy activities together, children not only learn
important social skills but also have higher self-esteem. Strong family
bonds also encourage better behavior in children, improve academic
performance, strengthen parent-child communication, and teach your
child how to be a good friend (Witmer, 2020)
Parents has an important role in cultivating and protecting their
family bonds. But, building strong family connections doesn't always
happen naturally. In our hectic day-to-day lives, it can take a
concerted effort to carve out time for our family.
This lesson focuses on how to strengthen family bonds that
provide love and warmth to all members of the family.
Explore and engage yourself on the different activities
prepared from this learning activity sheet.
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LEARNING COMPETENCY:
Prepare a plan on how to make the family members firmer and gentler with
each other. (Quarter 2, Week 5 – EsP-PD11/12FSL-lle-11.3).
LEARNING ACTIVITY 1 – MY UNFORGETABLE FAMILY BONDING
PICTURE
Paste an unforgettable family bonding picture in the box. Write a caption that
tells why this picture unforgettable or memorable to you.
Caption:______________________________________________
____________________________________________________
____________________________________________________
__________________
LEARNING ACTIVITY 2 – MY FAMILY BONDING ACTIVITIES
Fill in the table below the activities that can help bond your family and can
strengthen the family bonds. An example is provided for you.
Fun Family Activity
1. Sit Down to Dinner
Importance
Sitting down to a dinner is a great way
to connect with each other and share
the details of our day. We can cook
together to increase the bonding time or
make it as simple as ordering a pizza
and enjoying it together.
53
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2.
3.
4.
5.
54
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LEARNING ACTIVITY 3 – NAME THAT FAVORITE FAMILY
BONDING ACTIVITY
How well do you know your family members? Fill out the table below to show
how well you know their favorite family bonding activity.
Family Member
Favorite Bonding Activity
Reason/s
1. Father
2. Mother
3. Brother
4. Sister
5. Youngest
brother/sister
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LEARNING ACTIVITY 4 – IMPORTANCE OF MY FAMILY BONDING
Based on your understanding on the importance of family bonding, fill out the
diagram below.
Importance
of Family
Bonding
REFLECTION
1. I learned that ___________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. I enjoyed most on _______________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
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3. I want to learn more _____________________________________________
___________________________________________________________________
___________________________________________________________________
____________________________________________________
REFERENCES:
WEBSITES:
Witmer, D. (2020).How to Strengthen Family Bonds. Bring Your Family Closer and
Build a Firm Foundation. March 4, 2020. https://www.verywellfamily.com/howto-strengthen-your-familys-bond-ten-tips-2609591
https://family.lovetoknow.com/family-activities/family-bonding-activities
ANSWER KEY:
All activities – Answer may vary
Prepared by:
FRANCISCO A. RECOBO, JR.
Writer
57
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PERSONAL DEVELOPMENT
Name: ____________________________
Grade Level: __________
Section: ___________________________
Date: ________________
LEARNING ACTIVITY SHEET
CAREER DEVELOPMENT
BACKGROUND INFORMATION FOR LEARNERS
Career development theory studies paths toward improving professional
growth, career trajectory and overall job satisfaction. Understanding career
development theory can be an important step in determining your core values,
strengths, weaknesses and desired path. While there are varying claims in different
career development theories, all of these theories acknowledge the importance of
cultivating a positive emotional relationship with work and of developing meaningful
professional ambitions. In this article, we’ll examine career development theory, its
multiple manifestations and how it can provide insight into your personality and your
professional growth.
LEARNING COMPETENCY
Explain that through understanding of the concepts of career and life goals can
help in planning his/her career (EsP-PD11/12PC-IIf12.1) (Quarter 2, Week 6)
LESSON:
What is the concept of career development
Career development is the process of self-knowledge, exploration, and
decision-making that shapes your career. It requires successfully navigating your
occupational options to choose and train for jobs that suit your personality, skills, and
interests.When someone pays careful attention to their career development, they
identify their own strengths and blind spots, then work hard to improve their skills. It
also involved learning about different roles and industries to find a match to their
abilities, seeking out opportunities to advance, and maybe even changing careers
altogether if they find a more suitable one. In other words, it is the process of choosing
a career, improving your skills, and advancing along a career path. It's a lifelong
process of learning and decision-making that brings you closer to your ideal job,
skillset, and lifestyle.
Your career will not end after you choose an occupation. You must then get the
required education and training, apply for and find employment, and ultimately
58
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advance in your career. For most people, it will also include changing careers and jobs
at least once (and probably more often) during their work lives. Many people find
themselves in need of professional advice as they encounter problems or must make
decisions about their careers—for instance, when they are thinking of looking for a
new job or changing occupations.
How Does Career Development Work?
Career development can start when someone is quite young and just learning
about different ways to make a living. It is a part of human development, and the
process can span a lifetime. For example, when a child notices that some people are
doctors, firefighters, or mail carriers, it signals the start of this process. It continues on
through elementary school as they begin to explore occupations and later into
adulthood as people ultimately decide what career to pursue.
Career development doesn't end after you choose an occupation. You must
then get the required education and training, apply for and find employment, and
ultimately advance in your career. For most people, it will also include changing
careers and jobs at least once (and probably more often) during their work lives. Many
people find themselves in need of professional advice as they encounter problems or
must make decisions about their careers—for instance, when they are thinking of
looking for a new job or changing occupations.
How can your life-goals help you in planning your career?
Setting Career Development Goals
Goal-setting techniques are used by successful people in all fields. By setting
sharp, clearly defined goals, you can measure your progress and continuously
motivate yourself to progress toward the vision you have for your ideal work life. You
will be able to see forward movement in what might otherwise feel like a long, pointless
grind. By setting and taking action toward your goals, you will raise your selfconfidence.
The following are some tips for setting effective goals:
1. Express your goals positively, rather than framing them in terms of what you
don't want.
2. Be precise in setting dates, times, and amounts so that you know when you
have achieved your goals.
3. Set priorities so that you know which of your goals to focus your attention
toward
and helps you avoid feeling overwhelmed by having too many goals.
that
4. Write your goals down so that you can visually be reminded of them and so
you can craft them to be precise and clear.
5. Break down your goals into small, achievable tasks so that you get frequent
opportunities to accomplish them and feel motivated to take on other goals.
6. Set realistic goals that you can achieve and that are in your own control.
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Let’s check your understanding on the topic through answering series of activities.
LEARNING ACTIVITY 1 – Tula para sa Karera!
Using the abovementioned concepts of career development, make a poem
consisting of 8 lines on how you are going to establish your career plan.
Here is the format for the poem:
Line 1:
Write your first name
Line 2:
Write the career you want to pursue
Line 3:
Write the person/people who motivate you to pursue the career.
Line 4:
Write your reasons on pursuing the career.
Line 5:
Write your way in achieving the career.
Example:
Arvee
I want to become a lawyer someday
The farmers’ rights motivated me to pursue this career
I want to become a lawyer to defend and protect the rights of the Filipino farmers
I will study hard, follow my parents, avoid vices and develop optimism
LEARNING ACTIVITY 2– Hagdan ng Karera!
Narrate your own proggressive steps/ways in achieving your career
beginning from ladder 1 to ladder 6. writ your answer on each box.
__________
__________
__________
__________
__________
__________
__________
Ladder 1
__________
__________
__________
__________
__________
__________
__________
__________
_
Ladder 2
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
Ladder 3
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
Ladder 4
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
____ 5
Ladder
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__
Ladder 6
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RUBRIC FOR SCORING
EXCELLENT
(20)
If the student
filled out and
answered all
the activities
correctly
GREAT
(18)
ADEQUATE
(15)
NOMINAL
(10)
If the student
filled out and
answered all
the activities
but got only
90% of the
correct answer
If the student
filled out and
answered all
the activities
but got only
80% of the
correct answer
If the student
filled out and
answered all
the activities
but got only
70% of the
correct answer
NEED TO DO
BETTER (9
and below)
If the student
filled out and
answered all
the activities
but got only
69% and
below
REFLECTION
1. I learned that
_______________________________________________________
______________________________________________________________
______________________________________________________________
________
2. I enjoyed most on
___________________________________________________
______________________________________________________________
______________________________________________________________
________
3. I want to learn more
_____________________________________________________________
__________________________________________________________________
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REFERENCES:
1. Mckay, D. (2020). What is Career Development?. Retrieved from
https://www.thebalancecareers.com/what-is-career-development-525496
2. Indeed Career Guide. (2019). Career Development. Retrieved
https://www.indeed.com/career-advice/career-development/career-developmenttheory
ANSWER KEY:
Activity 1: Tula para sa Karera (Answers may vary)
Activity 2: Hagdan para sa karera (Answers may vary)
Prepared by:
ARVEE M. BUTAC
Writer
62
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PERSONAL DEVELOPMENT
Name: ____________________________
Grade Level: __________
Section: ___________________________
Date: ________________
LEARNING ACTIVITY SHEET
CAREER DEVELOPMENT
BACKGROUND INFORMATION FOR LEARNERS
Good day, learners! Do you realize that you will graduate in Senior High School
two years from now? Have you thought of what course or major will you get in college?
Or career should you choose?
The typical student embarks on the college search by first choosing the college
they love, then a major, and finally choosing a corresponding career path. Students
should instead begin on their journey with the end in mind a future career. Instead of
focusing on the four years spent in college, turn your attention to the 40+ years you
will work after graduation.
LEARNING COMPETENCY
Identify career options based on different factors, career development
concepts and personal life goals. (EsP-PD11/12PC-IIf12.1) (Quarter 2, Week 6)
LESSON:
What is a career?
A career is defined as the combination and sequence of roles played by a person
during the course of a lifetime (Super, 1980). Your career basically dictates a lot of
things in your life – it can determine the kind of lifestyle that you will be leading, the
quality of relationships that you have with people around you like your family and
friends, the kind of balance you will be able to keep with your life and your
responsibilities.
Making the best career choices involves
63
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•
•
•
•
Knowing yourself- what you like (your interests), what you are good at (your
skills and abilities), what is important to you (values)
Getting to understand the world of work and what’s out there.
Learning how to make informed decisions.
Finding out how to achieve objectives.
There are two other concepts that we often associate with the concept of career. One
is a job. A job is a position an individual holds doing specific duties. For example, if
you would look closely at the job of a lawyer, you can say that a lawyer’s job is working
as an associate in X Law Firm.
Another term is occupation. An occupation is defined as the similar work for which
people have similar responsibilities and for which they develop a common set of skills
and knowledge. For example, people who are in the mental health occupation would
include psychologists, clinical psychologists, counselors, and psychiatrists.
SUPER’S CAREER DEVELOPMENT THEORY
Donald Super influenced the idea that developing a sense of self and realize that you
change over time is important when planning your career. One of Donald Super's
greatest contributions to career development has been his emphasis on the
importance of the development of self-concept. According to Super, self-concept
changes over time, and develops as a result of experience. As such, career
development is lifelong.
Super developed the theories and work of colleague Eli Ginzberg. Ginzberg’s theory
enumerated three stages in a person’s career development: Fantasy (from birth to 11
years old), Tentative (from 11-17 years old), and Realistic (after age 17). Super
thought that Ginzberg’s work had weaknesses, which he wanted to address. Super
extended Ginzberg’s life and career development stages from three to five, and
included different sub stages.
Super argues that occupational preferences and competencies, along with an
individual’s life situations, all change with time and experience. Super developed the
concept of vocational maturity, which may or may not correspond to chronological age:
people cycle through each of these stages when they go through career transitions.
STAGE
AGE
CHARACTRISTICS
Growth
Birth-14
Development
of
selfconcept, attitudes, needs
and general world of work
Exploration
15-24
"Trying
out"
through
classes, work hobbies.
Tentative choice and skill
development
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Establishment
25-44
Entry-level skill building
and stabilization through
work experience
Maintenance
45-64
Continual
adjustment
process to improve position
Decline
65+
Reduced output, prepare
for retirement
Developmental tasks at these different stages
Life stage
Adolescence
14-25
Early
Middle
adulthood 25- adulthood
45
45-65
Late
adulthood
65+
Decline
Giving less
time to
hobbies
Reducing
sports
participation
Focusing on
essentials
Reducing
working hours
Maintenance
Verifying
current
occupational
choice
Making
occupational
position
secure
Holding one's
own against
competition
Keeping what
one enjoys
Establishment
Getting started
in a chosen
field
Settling down
in a suitable
position
Developing
new skills
Doing things
one has
wanted to do
Exploration
Learning more
about
opportunities
Finding
desired
opportunity
Identifying
new tasks to
work on
Find a good
retirement
place
Growth
Developing a
realistic selfconcept
Learning to
relate to
others
Accepting
one’s own
limitations
Developing
and valuing
nonoccupational
roles.
Super states that in making a vocational choice, individuals are expressing their selfconcept, or understanding of self, which evolves over time. People seek career
satisfaction through work roles in which they can express themselves and further
implement and develop their self-concept.
Let’s check your understanding on the topic through answering series of activities.
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LEARNING ACTIVITY 1 – My thoughts!
Using the table of “Developmental tasks at different stages” by Donald Super,
identify the life stage and age in each statement.
1. Dino is a fresh graduate in college and he decided to lessen the time spent in
playing mobile legends because he wants to apply for a job.
2. Mary just retired in her work and decided to settle down and enjoy her season
in Canada.
3. George, in his old age, enjoys being a nurse even though the task is
overwhelming.
4. Jenny is a new employee of an agricultural company and she is learning how
to relate with her co-employees.
5. The pandemic brought by COVID-19 thought Rina the skill of baking even at an
old age.
LEARNING ACTIVITY 2 – My best!
List down five basic skills and you have to prove how these qualities are
manifesting in your daily life.
Skills
Situation
1.
2.
3.
4.
5.
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LEARNING ACTIVITY 3 – My goals!
Create your career goals, this could be short or long term goals. Use the table
below.
Goals
Date
Suggest ways to attain your
goals
1.
2.
3.
LEARNING ACTIVITY 4– My vision!
Create your vision board on how you see yourself in the future. You can cut
out pictures which represent your future career. Explain your vision board.
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Explanation:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______________________________
RUBRIC FOR SCORING
EXCELLENT
(20)
GREAT
(18)
ADEQUATE
If the student
filled out and
answered all
the activities
correctly
If the student
filled out and
answered all
the activities
but got only
90% of the
correct
answer
If the student
filled out and
answered all
the activities
but got only
80% of the
correct
answer
(15)
NOMINAL
(10)
NEED TO
DO BETTER
(9 and
below)
If the student
filled out and
answered all
the activities
but got only
70% of the
correct
answer
If the student
filled out and
answered all
the activities
but got only
69% and
below
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REFLECTION
1. I learned that
_______________________________________________________
______________________________________________________________
______________________________________________________________
________
2. I enjoyed most on
___________________________________________________
______________________________________________________________
______________________________________________________________
________
3. I want to learn more
__________________________________________________
__________________________________________________________________
REFERENCES:
BOOKS:
Reyes, Christopher G., MAED, MS, Personal Development for Senior High School,
2018
DepEd Material:
Personal Development Reader page 103-107
ANSWER KEY:
Activity 1: My thoughts!
1.
2.
3.
4.
5.
Decline, Adolescence
Exploration, Late adulthood
Maintenance, Late adulthood
Growth, Early adulthood
Establishment, Middle adulthood
Activity 2: My best! (Answers may vary)
Activity 3: My goals! (Answers may vary)
Activity 4: TRACE THE CODE (Answers may vary)
Prepared by:
MARIA JAMILLA R. PUA
Writer
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PERSONAL DEVELOPMENT
Name: ____________________________
Grade Level: __________
Section: ___________________________
Date: ________________
LEARNING ACTIVITY SHEET
CAREER PATHWAYS
BACKGROUND INFORMATION FOR LEARNERS
Career Plan is a real-world strategy that lets you to define your skills and interests, set career
goals, and put actions in place that will help you reach them.
It is a continuous process, and it includes a summary of knowing your values, knowing about
yourself, identifying your skills, searching career options, and linking your major and your
careers.
Why is career planning significant?
Career Planning is a great way to guarantee your career is going in the right path. Not only does
it help you realize your passion, it also facilitates your career goals with tangible actions and
aims.
This lesson focuses on how to prepare a career plan based on the identified career options to
attain personal life’s goals. Enjoy answering the activities as you prepare your career plan for
your future.
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LEARNING COMPETENCY
Prepare a career plan based on the identified career options to attain personal
life’s goal. (MELC Quarter 2, Week 11- EsP-PD11/12PC-IIG-12.3).
LEARNING ACTIVITY 1 – MY CAREER DEVELOPMENT PLAN
Focus and reflect on your career. Fill out the organizer below with information about
your Career Development Plan.
MY CAREER DEVELOPMENT PLAN
By: _______________________________
By: _______________________
MY GOALS
IN THE
FUTURE
When will I
achieve it?
Why do I want
to do it?
How will I
achieve it?
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LEARNING ACTIVITY 2 – PLAN YOUR FUTURE
Prepare your Career Plan based on your identified career options.
Complete the table below.
MY CAREER PLAN
Who am I?
MY GOALS
Short Term (2 years)
My Education and
Trainings
Medium Term (2-5
years)
Long Term (6-10
years)
The skills I need to achieve my Goals
The skills, knowledge, experience I already have
What do I want?
My Action Plan
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LEARNING ACTIVITY 3 -
ESSAY
Write an essay entitled “How do I see myself ten years from now”
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LEARNING ACTIVITY 4 MY REFLECTION
Reflect: “A goal without a plan is just a
wish.”
- Antoine de Saint Exupery
RUBRICS FOR SCORING:
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REFLECTION
1. I learned that ___________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________________
2. I enjoyed most on _______________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________________
3. I want to learn more _____________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________________
REFERENCES:
BOOK:
PERSONAL DEVELOPMENT, DEPARTMENT OF EDUCATION
WEBSITES:
https://www.reed.co.uk/career-advice/how-to-make-a-career-plan/
http://images.app.goo.gl/RCZMk8XTyBCT7
ANSWER KEY:
All Activities- Answers may vary
EILLEN PIA L. JUSTO
Writer
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PERSONAL DEVELOPMENT
Name: ____________________________
Grade Level: __________
Section: ___________________________
Date: ________________
LEARNING ACTIVITY SHEET
PERSONAL DEVELOPMENT FACTORS: IMPORTANT IN CAREER DECISIONS
BACKGROUND INFORMATION FOR LEARNERS
Personal development is a lifelong process. It is a way for people to assess
their skills and qualities, consider their aims in life and set goals in order to realize and
maximize their potential.
The three global factors that constitute Personal Development are:
1. Self-esteem: A measure of how much one values oneself, how clear is an
individual about his/her strengths and weaknesses, and how much pleasure
does a person derive from what he/ she does.
2. Optimism: This is a facet and also a result of Emotional Intelligence. Being
optimistic means:
• feeling good about oneself and one’s relationships
• being confident about his/ her future
• believing that one’s best efforts and results are yet to come
3. Resilience: The ability to get back on one’s feet after disappointment or
failure and to learn from it.
A high score on the dimension of Personal Development has a positive impact as:
•
•
•
Self-esteem, essentially a positive view of oneself, drives one to accomplish
more in life.
Optimism is an attitude that buffers one from falling into apathy when one has
to face tough situations.
Resilience makes it possible to not blame oneself for negative results, and
allows one to be able to strive further.
On the other hand, a low score on this dimension can have some negative impact:
•
•
•
Lower self-esteem may result in easier acceptance of one’s limitations.
Lower optimism may mean that one can fall into hopelessness or depression in
facing tough situations.
Lack of resilient spirit, makes it extremely tough to recover from setbacks and
frustrations that are part of life.
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Personal development is a way to improve every aspect of your life and to
realize different possibilities to achieve more than you ever thought is possible. It helps
you set your goals and expectations for yourself. Any individual without a vision in life
not only fails to deliver but also gets easily lost in the crowd. Therefore, in making
career decisions, factors in personal development is very important.
LEARNING COMPETENCY
Explain the factors in personal development that may guide him/her in making
important career decisions as adolescents. (Quarter 2, Week 7)
LEARNING ACTIVITY 1 My Career and Life Goals
Fill in the box by answering the question in every category that pertains
to your career and life goals.
EDUCATION
What accomplishment/s do
you see for yourself in this
area?
CAREER
What kind of career
do you want to pursue?
COMMUNITY
What do you envision as
your contribution to the
community?
FAITH AND SPIRITUALITY
How do you see yourself
in this aspect?
FAMILY
What are the things do you
want to provide for them?
What factors do you consider in choosing your career and personal goals?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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LEARNING ACTIVITY 2 My Star Factor
Listed below are the three global factors that constitute personal development.
How do these factors guide you in making important career decisions? Write your
responses on the box
Self-esteem
Optimism
Resilience
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LEARNING ACTIVITY 3 Along My Journey
List down the factors that you have learned about yourself that will guide
you in making career decisions as well as the things you need to
enhance more to achieve your goals. After which, complete the
statements below.
What do I need to enhance more to
achieve my goals?
How have I changed since the
beginning of the semester?
What are the things I learned about
myself that will help me in making
career decisions?
In choosing my career I will______________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
In achieving my goals, I will be more_______________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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LEARNING ACTIVITY 4 Setting Career and Life Goals
In at least five (5) sentences reflect on this question: Why is personal
development an important component of setting career and
life goals?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
RUBRIC FOR SCORING
for Activity 1, 2 & 3
Category
100%
85%
70%
40%
Fully Completed
the task.
Partially
completed the
task
Barely completed
the task
Did not complete
the task
Accuracy and
Content
No errors
Few errors
Many errors
Did not complete
Effort and
Organization
Showed excellent
effort in
completing the
graphic organizer
and ideas are
well organized.
Showed good
effort in
completing the
graphic organizer
and ideas are
organized.
Showed little
effort in
completing the
graphic organizer
and lacks
organization.
Did not complete
and the ideas are
disorganized.
Meet
expectations
Approaching
expectations
Completion
for Activity 4
Above expectations
4 points
Below expectations
1 point
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3 points
The reflection
explains
student’s own
thinking and
learning
processes.
Reflective
Thinking
The reflection explains
student’s own thinking
and learning
processes, as well as
implications for future
learnings.
Analysis
The reflection is an indepth analysis of the
learning experience,
the value of the
derived learning to self
or others, and the
enhancement of the
student’s appreciation
for the discipline.
The reflection
is an analysis
of the learning
experience
and the value
of the derived
learning to self
or others.
Making
Connections
The reflection
articulates multiple
connections between
this learning
experience and
content from other
courses, past learning,
life experiences and/or
future goals.
The reflection
articulates
connections
between this
learning
experience
and content
from other
courses, past
learning, life
experiences
and/or future
goals.
2 points
The reflection
attempts to
demonstrate
thinking about
learning but is
vague and/or
unclear about the
personal learning
process.
The reflection
attempts to
analyze the
learning
experience but the
value of the
learning the
student or others is
vague and/or
unclear.
The reflection
attempts to
articulate
connections
between this
learning
experience and
content from other
courses, past
learning, life
experiences and/or
future goals, but
the connection is
vague and/or
unclear.
The reflection does
not address the
student’s thinking
and/ or learning.
The reflection does
not move beyond a
description of the
learning experience.
The reflection does
not articulate any
connection to other
learning or
experiences.
REFLECTION
1. I learned that ___________________________________________________
______________________________________________________________
______________________________________________________________
2. I enjoyed most on _______________________________________________
______________________________________________________________
______________________________________________________________
3. I want to learn more
_____________________________________________
______________________________________________________________
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REFERENCES:
BOOK
Fernandez, B. W., Quiba, C.C., Legaspi, E.Q.,Rafanan, M.R., & Garcia, Z.V. (2016).
Personal Development Learners’ Material and Teachers’ Guide.
Sunshine Interlinks Publishing House, Inc.
WEBSITES:
https://www.managementstudyguide.com/role-of-personal-development-in-careergrowth.htm
https://www.mindofwinner.com/what-is-personal-development/
https://strengthscape.com/personal-development-factors/
https://www.skillsyouneed.com/ps/personal-development.html
https://www.vectorstock.com/royalty-free-vector/young-man-thinking-vector24228173
https://www.whiteplainspublicschools.org/Page/20712
earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-forReflection.PRINT_.pdf
ANSWER KEY: ACTIVITIES 1-4 (Answer may vary)
Prepared by:
PAUL KHYVIN P. PARCASIO
Writer
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PERSONAL DEVELOPMENT
Name: ____________________________
Grade Level: __________
Section: ___________________________
Date: ________________
LEARNING ACTIVITY SHEET
THE IMPORTANCE OF PERSONAL DEVELOPMENT
IN MAKING A CAREER DECISION AS ADOLESCENT
BACKGROUND INFORMATION FOR LEARNERS
This module focuses on the importance of personal development in making a
career decision as an adolescent. Being aware in the developmental stages in your life
helps you better understand yourself, the people around you and the decisions you will
make. This module includes lectures, personal reflections and sharing that will help you
reveal and articulate relevant concepts and specific themes to address key concerns in
your personal development.
Personal development includes communication and time management skills,
ability to manage stress, professional image, and management of personal finances,
(Yena 2011).These were listed as critical workplace skills by employers in the Partnership
for 21st Century Skills report. These findings suggest that in pursuing your career path and
striving to realize your personal mission statement, these skills will be your greatest
assets.
Career decisions affect the individual’s entire life and future. The choices and
consequences will result to whatever achievements, income levels, standard of living, selfesteem, and social status he/she may get. Hence it is important to provide effective career
guidance at this stage to make appropriate career choices.
Adolescence is a key developmental period that requires identity achievement. An
adolescent needs to develop adequate decision-making skills which have an important
impact on their future. As the Chinese philosopher Lao-tzu said, “The journey of a
thousand miles starts with one step.” And the first step to your journey towards success is
having the courage and the mindset to continuously develop and enhance yourself.
Improving your skills and refining your craft will give you a better chance to become
successful in life. In realizing your career and life goals, you need to be fully armed and
ready for each challenge.
Personality refers to an individual’s characteristics, style, behavior, mindset,
attitude, his own unique way of perceiving things and seeing the world. Genetic factors,
family backgrounds, varied cultures, environment, current situations play an imperative
role in shaping one’s personality. The way you behave with others reflects your
personality. An individual with a pleasing personality is appreciated and respected by all.
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LEARNING COMPETENCY
Share insights that make him/her realize the importance of personal
development in makinga career decision as adolescent. (MELC,Quarter 2, Week 8,
EsP-PD11/12IOPD-IIih-14.2 )
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. (MELC,Quarter 2, Week 8,EsP-PD11/12IOPDIIj-14.3)
LESSON:
The Eight Stages of Personal Development
Let’s have a short review on the eight stages of personal development by Erick
Erickson to understand further the adolescence development stage. Erikson
maintained that personality develops in a predetermined order through eight stages of
psychosocial development, from infancy to adulthood. During each stage, the person
experiences a psychosocial crisis which could have a positive or negative outcome for
personality development.
For Erikson (1958, 1963), these crises are of a psychosocial nature because
they involve psychological needs of the individual (i.e., psycho) conflicting with the
needs of society (i.e., social).
According to the theory, successful completion of each stage results in a
healthy personality and the acquisition of basic virtues. Basic virtues are characteristic
strengths which the ego can use to resolve subsequent crises.
Failure to successfully complete a stage can result in a reduced ability to
complete further stages and therefore a more unhealthy personality and sense of self.
These stages, however, can be resolved successfully at a later time.
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The Adolescence Development Stage
Adolescence is the period of transition between childhood and adulthood. It includes
some big changes—to the body, and to the way a young person relates to the world.
The many physical, sexual, cognitive, social, and emotional changes that happen
during this time can bring anticipation and anxiety for both children and their families.
Understanding what to expect at different stages can promote healthy development
throughout adolescence and into early adulthood
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LEARNING ACTIVITY 1: WHO’S WHO?
Objective: This activity aims to show you actual situations where
personal development is important in your career pursuits. This will
give you an avenue to critically study these situations to gain insights
on how to wisely handle challenges and make realistic decisions.
Directions: Read the case carefully and try to answer the questions
below.
Fatima wanted to graduate from college with honors so that she can get a high
position in a five-star hotel. She also wanted to enhance her leadership skills and run
for a position in the student government. She was appointed to lead three committees
in the student government: Community Development Committee, Student
Development Committee and Discipline Committee. She volunteered to be the project
head for their college week celebration and attended meetings for class officers.
Fatima started with very good preliminary grades, and she was delighted with her
assignments. She dreamt big for the college and committed herself to do her tasks
very well. More so, she felt that she was on the right career path because she was
gathering experiences that could make her be competitive to get the job she wanted.
Hence, she showed high energy and eagerness to be involved and contribute to the
success of the student government. She believe that the more assignments she had,
the more that she could prove herself and gain more credentials for her dream job.
However, at one point in her college life, she began coming in late for her early
morning classes. She started experiencing difficulties in completing some of her
assigned tasks. She felt tired most of the time, and her grades in quizzes and exams
were beginning to be lower than before.
On the other hand, Mae her classmate and friend, was also engaged in several
activities, but unlike Fatima, she seemingly got her requirements done on time,
maintained her scores in her quizzes and exams, and completed her tasks in the
organization where she was also an officer. It was also observed that Mae stil had time
during weekend to relax. Mae wanted to open her own catering business once she
graduates from college. She then concentrated on learning the details in preparing a
business plan, which was a major class project. She welcomed the opportunity to
come up with the business plan of a catering business because her teacher’s feedback
would be helpful in improving such a plan. An important project that she saw as helpful
was making a financial plan, so she grabbed this as an opportunity to know how to
start her own business and secure her and her family’s future. She saw this project as
an avenue to enrich her knowledge about starting a catering business. Hence, she
chose not to accept extra commitments because she wanted to concentrate on
finishing her project.
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Processing Questions:
a. How did Fatima and Mae differ from each other?
b. If you were in Fatima’s shoes, what would you do to improve the situation?
Why?
c. What were the things that you admired about Mae? Why?
d. What insights have you learned from the case study?
Answers:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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FACTORS AFFECTING PERSONALITY DEVELOPMENT
A Bulgarian proverb says, “God promises a safe landing but not a calm
passage”. Realizing your dreams is not easy. In this time, you get to face a lot of
distractions and you may sometimes take away your eyes off your goals. When you
are not focused, you see a lot of difficulties and get overwhelmed by the challenges.
But when you set your mind on your goals, you become so passionate with your
work and smoothly finish the tasks on hand. Nevertheless, you need to master four
areas of personality development to ensure your personal and career success.
Here are the factors that affect your personality development:
COMMUNICATION SKILLS
Effective Communication skills play a crucial role in honing one’s personality.
Communication helps individuals to express themselves in the most convincing way.
Your thoughts, feelings and knowledge should be passed on in the most desirable
manner and effective communication skills help you in the same. This includes
speaking skills, conversation skills, telephone skills, writing skills, listening skills, and
body language.
A person should speak really
well to make a mark of his/her own.
Remember, no one would take you
seriously if you do not master the art
of expressing yourself clearly and in
the most convincing manner.
Not all people are blessed
with excellent communication skills;
they acquire the same with time and
practice.
People
with
great
communication skills tend to have a
better and impressive personality
than those who have problems in
communicating as interacting with
others is not a challenge for them.
Individuals
with
effective
communication skills can easily
converse with other people around
be it their fellow workers, peers,
family and so on.
Effective
communication
skills strengthen the bond among
individuals. It is also said to improve
the interpersonal relationships with
other people.
Careful selection of words is essential for effective communication skills. You
really need to know what you are speaking. You never know what might hurt the other
person. Never even think of being rude to anyone.
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Speak convincingly so that the other person understands what you intend to
communicate. Your style of speaking has a tremendous impact on your personality.
Speaking slowly always helps as it allows you to find appropriate words and also
reflects thoughtfulness. Emphasize important and relevant words for the other person
to realize the importance.
Speaking confidently is the key to an impressive and great personality. Do not
show signs of nervousness while interacting with others. There is no point of being
nervous unless and until you yourself are not sure of what you are speaking. Develop
proper eye contact with the other person. Do not look around while interacting with the
other person.
Take care of your body language. Correct body language exudes confidence
which further hones an individual’s personality. Do not fiddle with things around while
speaking.
Be very particular about the pronunciation of words. If you are not very sure of
how to pronounce a particular word, avoid the same in your speech. Pronouncing
words wrongly creates a bad impression on others.
You really do not need to speak with a fake accent to prove that you have
excellent communication skills. Avoid copying others. An individual should have
his/her own style to stand apart from the rest. Speaking articulately enhances one’s
personality and makes him/her different from others.
Do not play with words. Never try to fool anyone as you might fall in the trap
later on. One should always say things straight to the point.
It is important to be a good and patient listener for effective communication skills.
Observe whether the other person is listening to you or not. Allow the other person to
speak as well in case of queries or confusions.
TIME AND STRESS MANAGEMENT SKILLS
Time and stress management skills are important aspects in personal
development. When you are capable of managing your time, you are able to reduce
stress; stays focused, and think clearly. You maintain work-life balance and
demonstrate a high sense of responsibility, which results in increased productivity.
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Career success involves determining when to say “no” and focusing on the
things that are really essential in realizing your goals. Learn how to be kind to
yourself and set realistic goals, but keep in mind to have high standards. Be wise to
plan carefully and prepare yourself for possible challenges along the way.
Remember that you are a problem solver!
PERSONAL CARE AND PERSONAL APPEARANCE
Your appearance plays a critical role in applying for a job as well as in giving a
positive impression in the workplace. Good grooming and corporate attire are winning
elements in job interviews. A professional appearance is an image depicting
confidence and reliability. Good grooming also shows your professional credibility.
Some career areas even require standards pertaining to grooming, such as the health
care and food services industries, which require their employees to have high
standards of cleanliness. Most especially today, we need to practice personal hygiene
and health protocols to prevent the spread of the viruses.
Personal hygiene is a part and parcel of career success. In smiling, you give
the impression of a warm and friendly personality. Proper exercise and diet will make
you look and feel fit. Staying healthy plays a critical role in realizing your goals.
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PERSONAL FINANCES
Knowing how to manage your personal finances determines your priorities,
values, and motivation to realize your goals. The effect of saving small amounts may
not be felt immediately, but it pays off in the long term.
Budgeting is important to manage your personal finances.
Many people have debts because they make unplanned
purchases only to later
realize that they could not
a fford what they have just
bought. In doing so, they
often throw their money in
paying the interest of their
debts. Hence, you should
start learning how to manage your finances as early
as now.
LEARNING ACTIVITY 2: MY PERSONAL DEVELOPMENT GRAPH
Objective: This activity aims to give you an opportunity to assess the
present status of your personal development in terms of your
communication skills, time and stress management skills, personal care
and appearance, and personal finances. You will be tasked to come up
with a graph that shows how satisfied you are with these four areas of
personal development. When you assess your own status, you identify
ways on how to improve these skills.
Instructions:
1. Review the lesson on the four areas of personal development and the
indicators of mastery of each skill.
2. Reflecting on your own skills in communicating with others, and in
managing your time and the stressors you encounter. Study your personal
appearance and find out how you can still improve it. Rate how you learn
to manage your personal finances. Using the personal development graph,
indicate the status of your own mastery of these skills. Use a scale from 0
to 100 to reach each area.
3. Answer the following based on your understanding:
a. Cite your reasons for your rating on the areas of personal development.
b. Why is it important to attain personal development? What are its
implicatons in making your career decision as an adolescent?
4. Collate all your answers.
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My Personal Development Graph
Perfectly manifests
personal development
100
Manifests personal
development often
enough
75
How to make some
improvements
50
Personally observes a
lot of mistakes
25
Personally observes a
lot of mistakes
0
Managing Personal
Finances
Personal Care and
Personal Appearance
Time and Stress
Management
Communication
skills
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Note: Practice Personal Hygiene Protocols at all times
LEARNING ACTIVITY 3: CREATIVE VISUALIZATION: I WILL EMERGE
VICTORIOUS!
The objective of this activity is to provide you with an opportunity to
construct a creative visualization of actualizing your personal
development. The activity will start with the visualization of the
developmental stages that you went through and the stressors you
encountered. You will be led to recall the persons who exert an influence
on you and your decisions.
Instructions:
1. Sit comfortably and place your feet flat on the ground. Slowly breathe in and
breathe out. Breathe in through your nose and breathe out through your
mouth. Do this slowly for five times. Inhale through your nose and exhale
through your mouth and make a quiet, relaxing whooshing sound. Continue
with this breathing.
2. Relax your body while continuing the breathing activity for two minutes.
3. Slowly close your eyes and focus on what you want to be 10 years from now.
Continue inhaling and exhaling. Envision how you look and how you carry
yourself. Focus on this picture. Inhale and exhale twice.
4. Think of how you speak. Do you speak clearly and with confidence? Focus
on this picture. Inhale and exhale twice.
5. Envision yourself speaking in front of other people and that you are doing
very well. Focus on this picture. Inhale and exhale twice.
6. Imagine yourself initiating conversations even with strangers. Focus on this
picture. Inhale and exhale twice.
7. Picture yourself as someone who can organize his or her thoughts and write
very well. Focus on this picture. Inhale and exhale twice.
8. Envision yourself that you have your time schedule and that you manage
your activities in a well-plotted calendar. You feel great about this because
you have a work-life balance. Focus on this picture. Inhale and exhale twice.
9. Imagine that you look calm, that you face stressors without flinching, and that
you solve your problems without trying to avoid them. Focus on this picture.
Inhale and exhale twice.
10. Let go of past mistakes and learn valuable lessons from them. Let go of
painful experiences and forgive who caused them. Let go of painful
experiences, so that you can move on and start becoming the person you
want to be. Inhale and exhale twice.
11. Think that you are confident in handling your finances and that you are
happy with your ample amount of savings. Focus on this picture. Inhale and
exhale twice.
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12. Envision that you choose the people who influence you. You have chosen
them based on your values and personal principles. You are proud of
yourself for standing on what you believe is right. Focus on this picture.
Inhale and exhale twice.
13. Believe that your decisions are good for you although they can never be
perfect. Have faith on your decisions; trust that they will lead you to you
goals. Focus on this picture. Inhale and exhale twice.
14. Now, imagine what kind of life you will have 10 years from now. Focus on
this picture. Inhale and exhale twice.
15. Keep this picture in your heart. Promise yourself to think of this picture once
in a while. When situations become difficult, mentally access this picture
stay on track of your goals.
16. When you are done, slowly open your eyes and continue the breathing
exercise twice.
LEARNING ACTIVITY 4: LET’S SEE WHAT YOU LEARNED
Write T if the sentence is true and F if it is false. Underline the word or
group of words that makes the sentence false.
_____________1. Adolescence is the period of transition between childhood and
adulthood.
_____________2. Communication helps individuals to express themselves in the most
annoying way.
_____________3. Career decisions affect the individual’s entire life and future.
_____________4. Time management increases stress, gives focus, and clear mind.
_____________5. Spending is important to manage your personal finances.
REFLECTION
1. I learned that ___________________________________________________
______________________________________________________________
______________________________________________________________
2. I enjoyed most one ______________________________________________
______________________________________________________________
______________________________________________________________
3. I want to learn more on ___________________________________________
______________________________________________________________
____________________________________________________________
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RUBRIC FOR SCORING
For Learning Activity 1
Criteria
Rating
The content and ideas present a clear and
comprehensive discussion of the topic or issue.
1
2
3
4
5
The content and ideas provide a clear opinion or
reactions to the issues raised.
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
The content and ideas employ information and clear
arguments in discussing views regarding the topic or
issue.
The content and ideas are well-organized and follows
the conventions of standard grammar and good
writing.
The paper is original and ideas does not contain
plagiarized content
TOTAL (25 points)
ANSWER KEY:
Learning Activity 1: answers may vary
Learning Activity 2: answers may vary
Learning Activity 3: answers may vary
Learning Activity 4: T or F (True or False)
1.
2.
3.
4.
5.
T
F – annoying (convincing)
T
F- increases(reduces)
F- spending (budgeting)
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REFERENCES:
Books:
Santos, Ricardo R. 2016, Personal Development First Edition, Rex Publishing
Diwa Textbook 2016, Personal Development, Diwa Senior High School Series.
WEBSITES:
https://www.managementstudyguide.com/communication-skills-and-personalitydevelopment.html
www.skillsyouneed.com , www.healthychildren.org , www.simplypsychology.org
www.slideshare.net, www.deped.gov.ph
Prepared by:
SUKH VINDER KAUR B. DECULING
Writer
JOVENCIO C. CARIG JR.
Writer
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