MT.

MORIAH CHRISTIAN ACADEMY

Senior High School Department

CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP (CIDAM)

Grade: 11 Semester: First Semester

Subject Title: Personal Development No. of Hours/Semester: 80 hrs

This course makes senior high school students 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 career decisions as adolescents.
The course consists of modules, each of which addresses a key concern in personal development. Using the experiential
Subject Description: 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

Performance Standard:

Performance Task:

Quarter : First Quarter Unit Theme: Unit 1: Self-Development (20 hours)

Highest Enabling Strategy
to Use in Developing the
Learning Competencies Highest Thinking Skill to Assess
Highest Thinking Skill to
Performance Assess
Content Content Standard
Standard
Asessment Techniques
Minimum KUD RBT Teaching Strategies
QA WW PC
 MT. MORIAH CHRISTIAN ACADEMY
Senior High School Department

The learners
1. Knowing demonstrate The learners The learners will
Oneself an understanding shall be able to 1.1 explain that knowing
oneself can make a
Understanding of himself/herself conduct self- unit
person accept his/her
oneself during during middle and exploration and strengths and limitations Theme:
middle and late late simple disclosure
and dealing with others
adolescence adolescence better

2.1 share his/her unique

characteristics, habits,
and
experiences

3.1 maintain a journal

2.1 discuss the

relationship among
physiological,
cognitive, psychological,
spiritual, and social
The learners development
demonstrate the The learners to understand his/her
various aspects of shall be able to thoughts, feelings, and
holistic illustrate the behaviors
2. Developing development: connections
the Whole physiological, between
Person cognitive, thoughts,
psychological, feelings, and
spiritual, behaviors in a
and social person’s holistic
development development
 demonstrate the The learners
various aspects of shall be able to
holistic illustrate the MT. MORIAH CHRISTIAN ACADEMY
2. Developing development: connections Senior High School Department
the Whole physiological, between
Person cognitive, thoughts, 2.2 evaluate his/her own
psychological, feelings, and thoughts, feelings, and
spiritual, behaviors in a behaviors
and social person’s holistic
development development

2.3 show the

connections between
thoughts, feelings,
and behaviors in actual
life situations
3.
Developmental
Stages in Middle
and Late
Adolescence 3.1 classifiy various
make a list of developmental tasks
the skills and tasks ways to become according to
appropriate for responsible developmental stage
middle and late adolescents
adolescence, and prepared for
preparatory to adult life
early adulthood

3.2 evaluate one’s

development in
comparison with
persons of the same age
group
3.3 list ways to become a
responsible adolescent
prepared for adult life

Quarter : First Quarter Unit Theme: Unit 2: Aspects of Personal Development (20 hours)
 MT. MORIAH CHRISTIAN ACADEMY
Senior High School Department

The learners
demonstrate
an understanding
5.1 discuss that
of stress and its The learners
understanding stress and
sources; various shall be able to its sources
stress responses; identify personal
during adolescence may
and coping ways of coping help in identifying ways
strategies for for healthful
to cope
healthful living in living
middle and late and have a healthful life
adolescence
5. Coping with
Stress in Middle
and
Late Adolescence

5.2 identify sources of

one’s stress and
illustrate the
effect of stress on one’s
system

5.3 demonstrate
personal ways of coping
with stress for
healthful living
 MT. MORIAH CHRISTIAN ACADEMY
Senior High School Department

6.1 discuss that

The learners understanding the left
demonstrate and right brain
an understanding may help in improving
of the whole brain The learners one’s learning
theory, or shall be able to
6. The Powers of two hemispheres identify ways to
the Mind of the improve
brain: artistic learning using
(right-brain both the left
dominant) and and right brain
linear
(left-brain
dominant)
6.2 explore two types of
mind-mapping
techniques, each
suited to right brain- or
left brain-dominant
thinking
styles

6.3 make a plan to

improve learning using
left and right
brain through mind-
mapping activities
 MT. MORIAH CHRISTIAN ACADEMY
Senior High School Department

7.1 interpret the

concepts of mental
health and
psychological well-being
in everyday observations
about
mental health problems
during adolescence
The learners
The learners
demonstrate
shall be able to
7. Mental Health an understanding
identify his/her
and Well-being of the concepts
own 7.2 identify his/her own
in about
vulnerabilities vulnerabilities
Middle and Late mental health and
and make a plan
adolescence wellbeing in
on how to stay
middle and late
mentally 7.3 make a mind map on
adolescence
healthy ways of achieving
psychological
well-being

7.4 create a plan to stay

mentally healthy during
adolescence
 MT. MORIAH CHRISTIAN ACADEMY
Senior High School Department

KUD (Knowing, Understanding, Doing)

RBT (Revised Bloom's Taxonomy) HOTS (Creating, Evaluating, Analyzing)

LOTS (Applying, Understanding, Remembering)

QA (Quarterly Assessment) WW (Written Works) PC (Performance Check)

 MT. MORIAH CHRISTIAN ACADEMY
Senior High School Department

CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP (CIDAM)

Grade: 11 Semester: First Semester

Subject Title: Personal Development No. of Hours/Semester: 80 hrs

This course makes senior high school students 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 career decisions as adolescents. The
course consists of modules, each of which addresses a key concern in personal development. Using the experiential learning
Subject Description: 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

Performance Standard:

Performance Task:

Quarter : Second Quarter Unit Theme: Unit 3: Building and Maintaining Relationships (20 hours)
Highest Enabling Strategy
to Use in Developing the
Learning Competencies Highest Thinking Skill to Assess
Highest Thinking Skill to
Performance Assess
Content Content Standard
Standard
Asessment Techniques
Minimum KUD RBT Teaching Strategies
QA WW PC
 MT. MORIAH CHRISTIAN ACADEMY
Senior High School Department

The learners shall

The learners The learners will
be able toappraise
demonstrate 9.1 discuss an
one’s present
an understanding understanding of teen-
9. Personal of the dynamics of relationships and age relationships,
Relationships make plans
attraction, love, including the acceptable
for building
and and unacceptable
responsible future
commitment expressions of
relationships
attractions

9.2 express his/her ways

of showing attraction,
love, and
commitment

9.3 identify ways to

become responsible in a
relationship

10.1 distinguish the

various roles of different
individuals
in society and how they
can influence people
through
their leadership or
The learners The learners shall followership
demonstrate the be able to identify
10. Social
concepts about the different roles
Relationships in social of
Middle and Late influence, group
leaders and
Adolescence leadership and followers in
followership society
 The learners The learners shall MT. MORIAH CHRISTIAN ACADEMY
demonstrate the be able to identify Senior High School Department
10. Social concepts about the different roles
Relationships in
social of 10.2 compare one’s
Middle and Late influence, group leaders and
Adolescence perception of
leadership and followers in himself/herself and
followership society how others see him/her

10.3 conduct a mini-

survey on Filipino
relationships
(family, school, and
community)

The learners
demonstrate the 11.1 appraise one’s
impact of one’s The learners shall family structure and the
family be able to identify type of care
11. Family on his/her the firm and he/she gives and
Structures and personal gentle receives, which may help
Legacies development sides of family in
during care that affect understanding
middle and late a person’s himself/herself better
adolescence development
during
middle and late
adolescence

11.2 make a genogram

and trace certain
physical,
personality, or
behavioral attributes
through generations
 MT. MORIAH CHRISTIAN ACADEMY
Senior High School Department

11.3 prepare a plan on

how to make the family
members
firmer and gentler with
each other

Quarter : First Quarter Unit Theme: Unit 4: Career Development (20 hours)

The learners
demonstrate The learners shall
an understanding be able to set a 12.1 explain that
of the concepts of personal career through understanding
12. Persons and
career goal of the concepts
Careers
development, life based on the of career and life goals
goals, results of self- can help in planning
and personal assessment of his/her
factors various career
influencing career personal factors
choices
 MT. MORIAH CHRISTIAN ACADEMY
Senior High School Department

12.2 identify the

personal factors
influencing career
choices

12.3 take a self-

assessment tool to know
his/her
personality traits and
other personal factors in
relation to
his/her life goals

13.1 discuss the external

factors influencing
The learners shall career
The learners be able to make a choices that may help in
demonstrate career plan based career decision making
13. Career an understanding on
Pathways of the external his/her personal
factors goal, and
influencing career external factors
choices influencing 13.2 identify pros and
career choices cons of various career
options with the
guidance of parent,
teacher, or counselor

13.3 prepare a career

plan based on his/her
personal
goal and external factors
influencing career
choices.
 MT. MORIAH CHRISTIAN ACADEMY
Senior High School Department

14. Insights into The learners The learners shall

One’s Personal demonstrate be able to analyze
Development an understanding and synthesize
of his/her his/her 14.1 explain the factors
personal personal in personal development
development as development as that
an important an important may guide him/her in
component of component of making important career
setting career and setting career and decisions
life goals life goals as adolescents

14.2 share insights that

make him/her realize the
importance of personal
development in making
a career
decision as adolescent

14.3 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
 MT. MORIAH CHRISTIAN ACADEMY
Senior High School Department

KUD (Knowing, Understanding, Doing)

RBT (Revised Bloom's Taxonomy) HOTS (Creating, Evaluating, Analyzing)

LOTS (Applying, Understanding, Remembering)

QA (Quarterly Assessment) WW (Written Works) PC (Performance Check)

 MT. MORIAH CHRISTIAN ACADEMY
Taguig City

TEACHING GUIDE (TG)

SUBJECT Personal Development GRADE LEVEL: 11

TOPIC /LESSON NAME

CONTENT STANDARDS

PERFORMANCE STANDARDS

LEARNING COMPETENCIES

SPECIFIC LEARNING OUTCOMES

TIME ALLOTMENT 4 Hours

MATERIALS

RESOURCES
PROCEDURE MEETING THE LEARNERS' NEEDS
1. INTRODUCTION

2. MOTIVATION

3. INSTRUCTION/DELIVERY

4. PRACTICE

5. ENRICHMENT

6. EVALUATION
MT. MORIAH CHRISTIAN ACADEMY
Taguig City
 MT. MORIAH CHRISTIAN ACADEMY
Taguig City

TEACHING GUIDE (TG)

SUBJECT Personal Development GRADE LEVEL: 11

TOPIC /LESSON NAME Coping with Stress in Middle and Late Adolescence

Stress and its sources; various stress responses; and coping strategies for healthful living in middle
CONTENT STANDARDS and late adolescenc

PERFORMANCE STANDARDS Identify personal ways of coping for healthful living

5.1 discuss that understanding stress and its sources during adolescence may help in identifying
ways to cope and have a healthful life EsP-PD11/12CS-If-5.1 5.2 identify
sources of one’s stress and illustrate the effect of stress on one’s system EsP-PD11/12CS-If-5.2
5.3 demonstrate
LEARNING COMPETENCIES personal ways of coping with stress for healthful living EsP-PD11/12CS-Ig-5.3

at the end of the session, students will be able to: 1.

Discuss that understanding stress and its sources during adolescence may help in identifying ways
to cope and have a healthy life, 2. Identify sources
SPECIFIC LEARNING OUTCOMES of their stress and illustrate the effect of stress on their system, and 3. Demonstrate
personal ways of coping with stress for healthful living.

TIME ALLOTMENT 4 Hours

MATERIALS powerpoint presentation, book,notebook and white board marker
RESOURCES "Moving Up, A Guide to Personal and Career Development by Maricel Ilag-Ramos"

PROCEDURE MEETING THE LEARNERS' NEEDS

1. INTRODUCTION Procedure for the Teacher:

1. Introduce yourself to the class.
Day 1: INTRODUCTION for a new topic 2. Talk about the course Personal Development,
Start the lesson by asking them a questions which enlighten their minds and giving its content and objectives
them hint just to have a new idea for a new topic. Questions: 3. Explain
1. Course Content, Course Method, Materials, and
what they understand by “stress” and whether they have experienced stress. Requirements for PERDEV
2. Have you Assignment: Each student should have the
been stressed out lately? How is it like for you? 3. What gives following materials for Personal Development:
you stress? 4. What do (a) a Journal notebook where
you do when you are stressed out? they shall write their reflections, assignments,
answers to exercises, etc.,
(b) a colored folder or clear book where they
shall store all the portfolio outputs, to be submitted
to their teacher at the end of each unit or as
directed; and (c)
several sheets of white paper for drawings or other
work assigned. (d)
Personalize their notebooks and portfolio
 MT. MORIAH CHRISTIAN ACADEMY
Taguig City

2. MOTIVATION
Stress BINGO.
Students will walk around and find someone who participates in one of the activities
listed on the Bingo sheet. The student will then ask the person to sign his/her name
in the appropriate box. They try to find a different person for each activity. There
are different types of Bingo: straight line, diagonal line, all spaces filled out, etc.
After a few minutes, end the activity and teacher will ask the students how they
found the activity. Was it stressful? How did they cope with the stress? Debrief:
Students may realize that most people cope with stress similarly.
The students will copy the bingo card in their notebook.
And they'll find someone who regularly participates in one of these activities. Ask
him/her to sign his/her name in the appropriate box. To make sure everyone mingles with several
people, you could implement a rule that no
two people can be in the same group more
than once.

3. INSTRUCTION/DELIVERY
Day 1: Self-Concept Inventory: Exploring One’s Strengths and Limitations 1.Teachers are strongly encouraged to set
Activity: WHAT CAUSES YOU TO “LOSE YOUR COOL”? We all have certain things, the mood of acceptance and nonjudgmental
situations, or people that cause us to lose our composure from time to time. atmosphere.
Determine what causes YOU to “lose your cool” by completing this activity. When 2. When the students are
you begin to identify your stressors, you can become skilled at preventing negative comfortable with one another and the mood is
consequences. Place an X next to each factor that causes you stress. There are blankalready set, they may proceed to the first
spaces provided so you can add your own. activity. Remind students to be honest about
themselves. Tell them to answer the inventory
______ being late ______ too much homework ______ speaking in public ______ based on how they see themselves and not of
babysitting ______ going to the dentist ______ arguments with friends what others perceive them to be. Self-talk is
______ parents fighting ______ getting detention ______ your job more powerful.
______ taking tests ______ video games ______ using a computer The 3. Explain instructions of the
teacher will ask a questions: 1. Self-Concept Inventory and allow students a
How do you know that you are stressed? 2. few minutes to answer it.
What stress signals do you have that your partner does not have? 3. 4. Use the self-
How much stress do you think you are currently under? 4. assessment exercise in conducting paired
How are your stress signals different for different types of stressors? 5. What activity and group sharing.
are some ways that you usually remove or reduce the stress that cause you physical,
emotional or behavioral difficulties? 5. Discuss the topic
about stages of human development for day 1
and self-identity for day 2. see powerpoint
presentation.
6. let student share meaningful experiences
and ideas from the topic

4. PRACTICE
DAY 1:
Part I: How well do you understand this
chapter? Express yourself. 1. What is stress?
2. What happens to our body when
we are stressed? 3. Do you think stress is bad? Explain
your answer. Part II: Let us engaged by doing the
following activities: A. Self-assessment Exercises: "How
Stressed are you?" List down all cause of your stress.
 MT. MORIAH CHRISTIAN ACADEMY
Taguig City

DAY 2: How well do you understand this chapter? Express yourself. What
other stressors do you experience?

5. ENRICHMENT
Day 1: What happens when you are stressed out? List down your typical reactions
through the following:

PHYSICAL EMOTIONAL BEHAVIORAL

Let the student reflect on self discoveries

using. Ask them to write their insights using
Day 2: Illustrate your personal stress-bursting techniques. Use photos, quotes and the guidelines from enrichment.
symbols to signify each one of them. You may use your own preferred materials. Be
creative. Present it in class.

THESE WORK FOR ME!

6. EVALUATION
Project To-Do
With your group mates, plan your Grade 11 year-end fun day following the Project-
To-Do Template. Write this plan down. Then write a reflection on how your
experience of planning changed with the use of the planning tool. What did you
notice about your group’s work? Was there a lot of stress in planning? How did your
group reduce their stress level? How can you apply this planning method to other Teacher can have a quiz to know if the
real-life projects? students understand the lesson well.

Submitted by: Teacher Mhariz A. Calub

Approved by: Teacher Norma Fajardo