Republic of the Philippines

Department of Education – Region X

Division of Valencia City
CENTRAL BUKIDNON INSTITUTE
SY 2019 – 2020

Classroom Instruction Delivery Alignment Map (CIDAM)

Grade: 11 Semester: 2nd
Core Subject Title: Personal Development No. of Hours/ Semester: 80 hours/Semester
Teacher: Dominique L. Yañez, RN, LPT Pre-Requisites (If Needed): None

Core Subject Description: This course makes senior high school aware of the developmental stage that they are in, for them to better understand themselves and the significant people
around them as they make important decisions as adolescents. The course consists of modules, each of which addresses a key concern in personal development.
Using the experiential learning approach, each module invites students to explore specific themes in their development. Personal reflections, sharing, and lectures
help reveal and articulate relevant concepts, theories and tools in different areas in psychology.

Culminating Performance Standard: Identify ways to communicate and manage emotions in a healthy manner.
Unit One: Self-Development
Highest enabling strategy to use in
Performance Learning Competencies Highest thinking skill to assess developing the Highest thinking skill
Standards to assess
Content Content (for the
Assessment Technique
Standards Quarter) Enabling
M KUD RBT General Teaching Strategy
Minimum WW QA PC
Strategy
(M)
1. Knowing The Learners The learners The learners… Self- Interactive Lecture
Oneself: demonstrate an shall be able 1. Explain that knowing oneself Portraits
Understanding understanding of… to… can make a person accept K Und. Activity Representation Clarification Pauses

Written Exam
oneself during his/her strengths and limitations
middle and late Himself/herself Quiz Gallery Walk
and dealing with others better.
adolescence during middle and (1) 2. Share his/her unique
late adolescence. Communicate characteristics, habits and K Und. Representation
ways to experiences.
manage 3. Maintain a journal. D Create My Problem-solving
emotions in a Journal
5. Developing the The various aspects healthy way. 4. Discuss the relationship among
Whole Person of holistic physiological, cognitive, Quiz/Tab
development: psychological, spiritual, and le
K Und. Representation Discussion
physiological, social development to Complet
Interaction
cognitive, understand his/her thoughts, ion Play
psychological, feelings and behaviors. Presenta
Group Evaluation
spiritual and social 5. Evaluate his/her own thoughts, tion Reasoning and
U Eval.
development. feelings and behaviors. Proof
My Role Playing
6. Show the connections between
Journal
thoughts, feelings and behaviors U App. Connections
in actual life situations.
8. Developmental The skills and tasks 7. Classify various developmental Chart
Communication
Stages in appropriate for tasks according to U Ana. Complet
s
Middle and middle and late developmental stage. ion
Interactive Lecture
Late adolescence, and 8. Evaluate one’s development in
Video
Adolescence preparatory to early comparison with persons of the U App. Connections
Presenta Clarification Pauses
adulthood. same age group.
tion
9. List ways to become a
Group Evaluation
responsible adolescent prepared My
K Und. Representation
for adult life. Journal

4. The Challenges The developmental 10. Discuss that facing the

of Middle and changes in middle challenges during adolescence
U App. Connections
Late and late may able to clarify and manage
Interactive Lecture
Adolescence adolescence, and the demands of teen years.
expectations of and 11. Express his/her feelings on the Essay
Clarification Pauses
from adolescents. expectations of the significant Collage
people around him/her (parents, K Und. Making Representation
Gallery Walk
siblings, friends, teachers,
community leaders).
Group Evaluation
12. Make affirmations that help one
My Reasoning and
become more lovable and U Eval.
Journal Proof
capable as an adolescent.
Performance Task: Communicate ways to manage emotions in a healthy way.
 Republic of the Philippines
Department of Education – Region X
Division of Valencia City
CENTRAL BUKIDNON INSTITUTE
SY 2019 – 2020

UNPACKING THE STANDARDS

Grade: 11 Semester: 2nd

Core Subject Title: Personal Development No. of Hours/Semester: 80 hours/Semester
Teacher: Dominique L. Yañez, RN, LPT Pre–requisite (if needed): None

Core Subject Description: This course makes senior high school aware of the developmental stage that they are in, for them to better understand themselves and the
significant people around them as they make important decisions as adolescents. The course consists of modules, each of which addresses a key
concern in personal development. Using the experiential learning approach, each module invites students to explore specific themes in their
development. Personal reflections, sharing, and lectures help reveal and articulate relevant concepts, theories and tools in different areas in
psychology.

Unit One: Self-Development

CULMINATING PERFORMANCE PERFORMANCE TASK ENABLING PERFORMANCE PERFORMANCE CHECK
STANDARD STANDARD
Identify ways to communicate and manage Communicate ways to manage emotions 1. Conduct self-exploration and simple Self-portraits activity
emotions in a healthy manner. in a healthy way. disclosure through self-portraits.
As the new school year is beginning, there
are new faces and same faces that you are 2. Illustrate the connections between Play Presentation
to encounter. It is a good thing for you and thoughts, feelings, and behaviors in a
you love that feeling of newness but in the person’s holistic development by
middle of that all, you noticed your presenting a play that show these
classmates was just not getting along. connections in actual life situations.
Most of you were fighting over petty
matters and even finishing group works 3. Make a list of ways to become Video Presentation
was very difficult to do. Upon noticing responsible adolescents prepared for
such, you were alarmed. As part of the adult life through a short video
School Peer Counselling team, you are convincing the audience of your
tasked to conduct an open forum program preparedness.
for you and your classmates to
communicate and manage your emotions 4. Clarify and manage the demands of Collage Making
in a healthy way. Aside from hosting the the teen years (middle and late
open forum, a documentation must be adolescence) by creating a collage
 submitted in a comprehensive, scientific from scrap materials.
and practical manner.
Republic of the Philippines
Department of Education – Region X
Division of Valencia City
CENTRAL BUKIDNON INSTITUTE
SY 2019 – 2020

TEACHING GUIDE

Grade: 11 Semester: 1st

Core Subject Title: Personal Development No. of Hours/Semester: 80 hours/Semester
Teacher: Dominique L. Yañez, RN, LPT Pre–requisite (if needed): None

Core Subject Description: This course makes senior high school aware of the developmental stage that they are in, for them to better understand themselves and the
significant people around them as they make important decisions as adolescents. The course consists of modules, each of which addresses a key
concern in personal development. Using the experiential learning approach, each module invites students to explore specific themes in their
development. Personal reflections, sharing, and lectures help reveal and articulate relevant concepts, theories and tools in different areas in
psychology.

TOPIC/LESSON NAME Self-Development

The learners demonstrate an understanding of:
1. Himself/herself during middle and late adolescence.
CONTENT STANDARDS 2. The various aspects of holistic development: physiological, cognitive, psychological, spiritual and social development.
3. The skills and tasks appropriate for middle and late adolescence, and preparatory to early adulthood.
4. The developmental changes in middle and late adolescence, and expectations of and from adolescents.
PERFORMANCE STANDARDS The learners shall be able to identify ways to communicate and manage emotions in a healthy manner.
LEARNING COMPETENCIES 1. Explain that knowing oneself can make a person accept his/her strengths and limitations and dealing with others better.
2. Share his/her unique characteristics, habits and experiences.
3. Maintain a journal.
4. Discuss the relationship among physiological, cognitive, psychological, spiritual, and social development to understand
his/her thoughts, feelings and behaviors.
5. Evaluate his/her own thoughts, feelings and behaviors.
6. Show the connections between thoughts, feelings and behaviors in actual life situations.
7. Classify various developmental tasks according to developmental stage.
8. Evaluate one’s development in comparison with persons of the same age group.
9. List ways to become a responsible adolescent prepared for adult life.
10. Discuss that facing the challenges during adolescence may able to clarify and manage the demands of teen years.
 11. Express his/her feelings on the expectations of the significant people around him/her (parents, siblings, friends, teachers,
community leaders).
12. Make affirmations that help one become more lovable and capable as an adolescent.
1. Describe the word self.
2. Relate self definition and functions with these terms:
a. Dimensions of the Self
b. Attitudes and its Components
c. Self-concept and Self-Esteem
3. Express his/her thoughts by writing an entry in the journal.
4. Describe the following terms:
a. Thoughts
b. Feelings
c. Behavior
5. Relate these terms to aspects of development.
6. Discuss the following aspects of development:
a. Physical and Neurobiological Development
SPECIFIC LEARNING OUTCOMES b. Cognitive and Moral Development
c. Socio-Emotional Development
7. Explain the developmental tasks for adolescents according to:
a. Erikson’s Psychosocial Stages of Development
b. Havighurt’s Developmental Tasks
c. Piaget’s Cognitive Development: Formal Operations
8. Identify and manage the following challenges faced by an adolescent:
a. Physical Appearance
b. Identity Development
c. Gender Identity
d. Social Cognition: Personal Fable and Imaginary Audience
e. Impulsivity and Risk-Taking or Thrill-Seeking Behaviors
f. Sexual Behavior
g. Anti-Social and Delinquency Behaviors
20 hours (8-day meetings; 2 hours/meeting 4 hours/week; 3 weeks of the 10 weeks for the 1st unit of the 1st quarter for the midterm)
TIME ALLOTMENT
Sched: TTh, June 15, 20, 22, 27, 29, July 4, 6, 11
LESSON OUTLINE

During the lesson, the leaners will:

Time
Lesson 1 Per Week Per Session
1. Introduction 10 mins. 5 mins. Familiarize the objectives of the lesson and draw out the importance of the topic and the expected output.
2. Motivation 30 mins. 15 mins. Relate the topic with a Johari’s Window Activity.
1. Define the word self.
3. Instruction/Delivery 120 mins. 60 mins.
2. Expound the dimensions of the self, attitudes and its components and self-concept and self-esteem.
4. Practice 50 mins. 25 mins. Use this knowledge in making your own self-portrait.
5. Enrichment 10 mins. 5 mins. Answer the focus question on p. 13 of LM and write your first entry of the journal requirement.
6. Evaluation 20 mins. 10 mins. Answer Assessment A and B of LM p. 11. *Teacher facilitate in answering.

MATERIALS Laptop, LCD Projector/TV, textbooks, and worksheets.

RESOURCES Perez, A.M. (2016). Personal development. Quezon City. Vibal Group Inc.

PROCEDURE MEETING THE LEARNER’S NEEDS

 Introduce the expected output and the topic and its importance in the work place and Teaching Tip:
real–life situations.
 Tell the class the learning competences they have to achieve during the weeks’ sessions.
INTRODUCTION
 Introduce the importance of self-awareness, looking close at your own weaknesses,
strengths, and the wholeness of ourselves making us more effective as we face
challenges in life.
 Use the Johari Window Model to see anything new or old about yourself. Teaching Tip:
MOTIVATION
*See LM, p. 5 for details.
 Elicit students’ own idea about self. Teaching Tip:
 Discuss the following:
o Dimensions of the Self: Physical, Psychological, Spiritual
o Attitude and its Components: Affect, Behavior, Cognition
INSTURCTION/DELIVERY
 Discuss how attitudes are exactly formed.
 Elicit students’ idea about the factors that influence attitude.
 Differentiate Self-concept and self-esteem and present its relationship.
 Teaching Tip:
PRACTICE  Instruct students to make their own self-portrait basing on the idea of their selves.
ENRICHMENT  Instruct students to write an entry for their journal. Teaching Tip:
Teaching Tip:
EVALUATION  Have students prepare ¼ sheet of paper for a short quiz.
LESSON OUTLINE

During the lesson, the leaners will:

Time
Lesson 2 Per Week Per Session
1. Introduction 10 mins. 5 mins. Familiarize the objectives of the lesson and draw out the importance of the topic and the expected output.
2. Motivation 30 mins. 15 mins. Relate topic with personification activity. *Refer to LM, p. 15
1. Expound the holistic development through understanding:
a. Thoughts
b. Feelings
c. Behaviors
3. Instruction/Delivery 120 mins. 60 mins. 2. Discuss the aspects of development:
a. Physical and Neurobiological Development
b. Piaget’s Cognitive Development
c. Kholberg’s Moral Development
d. Socio-emotional Development
4. Practice 50 mins. 25 mins. Present a play that show the connections between thoughts, feelings and behaviors in actual life situations.
5. Enrichment 10 mins. 5 mins. Answer the Assessment B in LM p. 24 and answer focus question and write journal entry.
6. Evaluation 20 mins. 10 mins. Quiz found in LM p. 24 Assessment A.

MATERIALS Laptop, LCD Projector/TV, textbooks, and worksheets.

RESOURCES  Perez, A.M. (2016). Personal Development. Quezon City. Vibal Group Inc.

PROCEDURE MEETING THE LEARNER’S NEEDS

 Introduce the expected output and the topic and its importance in the work place and Teaching Tip:
real–life situations.
 Tell the class the learning competences they have to achieve during the weeks’ sessions.
INTRODUCTION  Introduce the development of oneself. Ask: What are the different aspects of
development of a person? What are the stages of development for our age ranges? What
issues are going to be resolved? What happens if there are developmental delays and
what does this tell us about others and ourselves?
 Ask students to group themselves with two to four members each. Have them pick a Teaching Tip:
random inanimate object within their periphery. Have them answer the guide questions
MOTIVATION
among themselves and later shared in class.
*Refer to LM p. 15 for the details.
INSTURCTION/DELIVERY  Elicit students’ own idea Holistic development. Teaching Tip:
  Discuss the following:
o Thoughts
o Feelings
o Behaviors
 Discuss the aspects of development:
o Physical and Neurobiological Development
o Cognitive Development (Piaget)
o Moral Development (Kholberg)
o Socio-emotional Development
 Instruct students to present a play that show the connections between thoughts, feelings Teaching Tip:
PRACTICE
and behaviors in actual life situations.
 Instruct students to complete table in Assessment B LM p. 24. Have it written in their Teaching Tip:
ENRICHMENT
journal notebook.
Teaching Tip:
EVALUATION  Have students prepare ¼ sheet of paper for a short quiz.
LESSON OUTLINE

During the lesson, the leaners will:

Time
Lesson 3 Per Week Per Session
1. Introduction 10 mins. 5 mins. Familiarize the objectives of the lesson and draw out the importance of the topic and the expected output.
2. Motivation 30 mins. 15 mins. Relate topic with Expectation versus Reality. *Refer to LM, p. 27
1. Expound the theory of Development:
a. Identity Formation vs. Identity Confusion
3. Instruction/Delivery 120 mins. 60 mins.
b. Havighurst’s Developmental Tasks for Adolescents
c. Piaget’s Cognitive Development: Formal Operators
Make a video presentation featuring ways to become responsible adolescents using the knowledge of
4. Practice 50 mins. 25 mins.
Piaget’s, Havighurst’s and Erikson’s Developmental Theories.
Answer the focus question and write a journal entry that elaborates ways for you to become a responsible
5. Enrichment 10 mins. 5 mins.
adolescent prepared for adult life based on the things you have learned for this lesson.
6. Evaluation 20 mins. 10 mins. Prepare ¼ sheet of paper for a short quiz. *Refer in LM, p. 34 Assessment A and B.

MATERIALS Laptop, LCD Projector/TV, textbooks, and worksheets.

RESOURCES  Perez, A.M. (2016). Personal Development. Quezon City. Vibal Group Inc.

PROCEDURE MEETING THE LEARNER’S NEEDS

 Introduce the expected output and the topic and its importance in the work place and Teaching Tip:
real–life situations.
INTRODUCTION  Tell the class the learning competences they have to achieve during the weeks’ sessions.
 Introduce the theories surrounding the destination to which the previous what’s and
how’s are pointing to.
 The class is grouped in two big groups. The teacher will choose which group will Teaching Tip:
represent Expectation and Reality. It is a given that each group will sit together with
rest, dividing the class into two. The teacher will then appoint 1-4 individuals to help
him/her formulate real life scenarios that have conflict. These conflicts should stem from
MOTIVATION
Havighurst’s Developmental tasks. The choice scenario should only relate to one task,
however. In the span of the activity, it should be noted that the students are going to be
basing on Havighurst’s Developmental Tasks for Adults.
*Refer to LM p. 27 for the details.
INSTURCTION/DELIVERY  Discuss the following theories and its governing principles: Teaching Tip:
o Erikson’s Psychosocial Stages of Development: Identity Formation vs
 Identity Confusion
o Havighurst’s Developmental Tasks for Adolescents
o Piaget’s Cognitive Development: Formal Operations
 Using the smart phones of the students at hand, instruct them to create a video that Teaching Tip:
PRACTICE would reflect ways how to be a responsible adolescent basing on the theories of Piaget,
Erikson and Havighurst.
 Instruct students to write an entry in their journal regarding the topic. Teaching Tip:
ENRICHMENT  Write an essay that answers the questions below; write in your journals. *Refer to LM,
p. 35 for full detail.
Teaching Tip:
EVALUATION  In a 1 whole sheet of paper, answer Assessment C and D in LM p. 34 and 35.
LESSON OUTLINE

During the lesson, the leaners will:

Time
Lesson 4 Per Week Per Session
1. Introduction 10 mins. 5 mins. Familiarize the objectives of the lesson and draw out the importance of the topic and the expected output.
2. Motivation 30 mins. 15 mins. Relate topic Relevant Questions activity. *Refer to LM, p. 37
1. Discuss the possible challenges an adolescent faces:
A. Physic Appearance
B. Identity Development
C. Gender Identity
3. Instruction/Delivery 120 mins. 60 mins. D. Social Cognition: Personal Fable and Imaginary Audience
E. Impulsivity and Risk-Taking or Thrill-Seeking Behaviors
F. Sexual Behaviors
G. Anti-Social and Delinquency Behvaiors
2. Relate the management of these possible challenges.
4. Practice 50 mins. 25 mins. Make a collage using old magazines and pictures that describe the demands and challenges a teen faces.
Answer the focus question and write a journal entry that expresses your feelings on the expectations of the
5. Enrichment 10 mins. 5 mins.
significant people around you such as your parents, siblings, friends and community leaders.
Choose three from the given items in the LM p. 43. Then write an essay for each chosen item. Use the
6. Evaluation 20 mins. 10 mins.
rubric as guide.

MATERIALS Laptop, LCD Projector/TV, textbooks, and worksheets.

RESOURCES  Perez, A.M. (2016). Personal Development. Quezon City. Vibal Group Inc.

PROCEDURE MEETING THE LEARNER’S NEEDS

 Introduce the expected output and the topic and its importance in the work place and Teaching Tip:
real–life situations.
INTRODUCTION  Tell the class the learning competences they have to achieve during the weeks’ sessions.
 Introduce the possible challenges a teen faces and how to manage them according to its
function.
 The class will be asked to close their eyes while the teacher asks “Yes or no”, and “Have Teaching Tip:
you or have you not” questions with regards to the struggles of the middle or late
MOTIVATION adolescent. This is solely based on the content of the lesson, however, the questions will
come from the teacher.
*Refer to LM p. 37 for the details.
  Watch a video possibly comprising of the following challenges of a teen: Teaching Tip:
o Physical Appearance
o Identity Development
o Gender Identity
INSTURCTION/DELIVERY o Social Cognition: Personal Fables, and Imaginary Audience
o Impulsivity and Risk-Taking or Thrill-seeking Behaviors
o Sexual Behavior
o Anti-Social and Delinquency Behaviors
 Discuss or elicit students’ idea about what they think of the video.
 Instruct students to create a collage using old magazines and pictures that would relate Teaching Tip:
PRACTICE
to the challenges of a teen.
 Write a journal entry that expresses your feelings on the expectations of the significant Teaching Tip:
people around you such as your parents, siblings, friends and community leaders.
ENRICHMENT
 Write a journal entry that contains affirmations that will help you become more lovable
and capable as an adolescent.
 Write an essay for a chosen item in LM p. 43. Use the included rubric as your guide. Teaching Tip:
EVALUATION
Assessment B.