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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: Conduct an open forum about the self, family and boy-girl relationships and give strategies to cope with problems in those topics.
Unit Two: Aspects of Personal Development
Highest enabling strategy to use in
Performance Learning Competencies Highest thinking skill to assess developing the Highest thinking skill
Content
Standards (for the to assess
Standards
Content Quarter) Assessment Technique
ENABLING
KUD RBT TEACHING
The Learners The learner: Classification GENERAL
The learners shall be Level WW QA PC STRATEGY
demonstrate an STRATEGY
able to:
understanding of:
1. Discuss that understanding
stress and its sources
during adolescence may
Stress and its K Und Representation

WRITTEN EXAM
help in identifying ways to
sources; various
Appraise one’s present cope and have a healthful
1. Coping with stress responses; Awarene Interactive
relationships and make life. Journal
stress in the and coping ss of Discussion
plans for building 2. Identify sources of one’s writing
middle and late strategies for Stressors
responsible future stress and illustrate the #6
adolescence healthful living in K Und p. 66 Representation Book Activities
relationships. effect of stress on one’s
middle and late
system.
adolescence.
3. Demonstrate personal ways
of coping with stress for D Crea Problem Solving
healthful living.
4. Discuss that understanding
the left and right brain may
K Und Representation
help in improving one’s
The whole brain Mind-
learning.
theory, or two mapping Interactive
5. Explore two types of mind-
hemispheres of the exercise Discussion
Identify the different mapping techniques, each Journal
2. The powers of brain: artistic p. 57
roles of leaders and suited to right brain- or left K Und writing Representation
the mind (right-brain Book Activities
followers in society. brain-dominant thinking #5
dominant) and Critical
styles.
linear (left-brain Thinking Video Clips
6. Make a plan to improve
dominant). p. 58
learning using left and right
D Crea Problem Solving
brain through mind-
mapping activities.
7. Interpret the concepts of
mental health and
psychological well-being in
everyday observations U App Connections
about mental health
Identify the firm and problems during Interactive
3. Mental health The concepts about adolescence.
gentle sides of family Discussion
and well-being mental health and 8. Identify his/her own Journal
care that affect a K Und Representation
in middle and well-being in writing
person’s development vulnerabilities. Book Activities
late middle and late 9. Make a mind map on ways #8
during middle and late
adolescence adolescence. of achieving psychological D Crea Problem Solving
adolescence. Video Clips
well-being.
10. Create a plan to stay
mentally healthy during D Crea Problem Solving
adolescence.
11. Discuss that understanding Journal
the intensity and writing
differentiation of emotions #7
K Und Representation
The different types Identify ways to may help in Interactive
4. Emotional of emotions and communicate and communicating emotional Emotion Discussion
intelligence how they are manage emotions in a expressions. ally
expressed. healthy manner. 12. Explore one’s positive and Intellige Book Activities
negative emotions and how nt
K Und Representation
one expresses or hides Person
them. p. 81
13. Demonstrate and create
ways to manage various D Crea Problem Solving
emotions.
Performance Task: Conduct an open forum about the self, family and boy-girl relationships and give strategies to cope with problems in those topics.
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 Two: Aspects of Personal Development


CULMINATING PERFORMANCE ENABLING PERFORMANCE
PERFORMANCE TASK PERFORMANCE CHECK
STANDARD STANDARD
Conduct an open forum about the self, As an empathetic Personal Development Maintain a journal with in the unit. Journal writing
family and boy-girl relationships and give student, you understand the need for
strategies to cope with problems in those coping with stress in the adolescent stage.
topics. Hence, a conduct of an open forum about Think of a person you know who Class sharing
self, family and boy-girl relationship is possesses the qualities of an emotionally
needed to cope on these problems. You intelligent person. Share your thoughts in
must give advises as well in order to class.
empathize fully.
Republic of the Philippines
Department of Education – Region X
Division of Valencia City
CENTRAL BUKIDNON INSTITUTE
SY 2019 – 2020

TEACHING GUIDE

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.

TOPIC/LESSON NAME Aspects of Personal Development


The learners demonstrate an understanding of:
1. The whole brain theory, or two hemispheres of the brain: artistic (right-brain dominant) and linear (left-brain dominant).
CONTENT STANDARDS 2. Stress and its sources; various stress responses; and coping strategies for healthful living in middle and late adolescence.
3. The different types of emotions and how they are expressed.
4. The concepts about mental health and well-being in middle and late adolescence.
PERFORMANCE STANDARDS Conduct an open forum about the self, family and boy-girl relationships and give strategies to cope with problems in those topics.
1. Discuss that understanding stress and its sources during adolescence may help in identifying ways to cope and have a
healthful life.
2. Identify sources of one’s stress and illustrate the effect of stress on one’s system.
3. Demonstrate personal ways of coping with stress for healthful living.
4. Discuss that understanding the left and right brain may help in improving one’s learning.
5. Explore two types of mind-mapping techniques, each suited to right brain- or left brain-dominant thinking styles.
6. Make a plan to improve learning using left and right brain through mind-mapping activities.
LEARNING COMPETENCIES 7. Interpret the concepts of mental health and psychological well-being in everyday observations about mental health problems
during adolescence.
8. Identify his/her own vulnerabilities.
9. Make a mind map on ways of achieving psychological well-being.
10. Create a plan to stay mentally healthy during adolescence.
11. Discuss that understanding the intensity and differentiation of emotions may help in communicating emotional expressions.
12. Explore one’s positive and negative emotions and how one expresses or hides them.
13. Demonstrate and create ways to manage various emotions.
1. Describe stress and identify ways to cope with stress.
2. Identify the sources of stress:
a. Physical
b. Psychological
c. Economic
d. Social
3. Provide evidences of left and brain hemisphere’s improving one’s learning:
a. Whole brain theory
b. Hemispheres theory
SPECIFIC LEARNING OUTCOMES 4. Make mind maps and apply critical thinking.
5. Differentiate mental health and well-being.
6. Explore the theory of facial expressions:
a. Joy
b. Sadness
c. Fear
d. Anger
e. Disgust
f. Contempt
g. Surprise
20 hours (10-day meetings; 2 hours/meeting 4 hours/week; 6 weeks of the 10 weeks for the 1st unit of the 1st quarter for the midterm)
TIME ALLOTMENT
Sched: TTh, July 13, 18, 20, 25, 27, August 1, 3, 8, 10 and 15.
LESSON OUTLINE

During the lesson, the leaners will:

The Powers of the Mind Time


Lesson 5 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.
Refer to p. 49 for the motivational activity. Read it to the class and have them answer the processing
2. Motivation 30 mins. 15 mins.
questions.
1. Discuss and elaborate the following:
a. The brain: its parts and functions
b. The brain dominance theory versus the whole brain model
c. Multiple intelligence theory
3. Instruction/Delivery 120 mins. 60 mins. 2. Describe and explain thinking:
a. Creative thinking
 How to enhance creativity through mind-mapping?
b. Critical thinking
 Cause and effect
4. Practice 50 mins. 25 mins. Do activity 5.4 on Critical Thinking p. 58 of textbook.
5. Enrichment 10 mins. 5 mins. Do acitivty 5.3 Mind-mapping exercise on page 57 on textbook.
6. Evaluation 20 mins. 10 mins. Unit test

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 importance of knowing the brain’s functions, theories of understanding the
brain and thinking.
Carmi has never joined any sports activity, not even the popular volleyball team in campus. Teaching Tip:
She wound rather stay inside the library and devour all the books and magazines she can get
hold of. At home, like any teenage, she sends hours playing computer games. Carmi also
MOTIVATION
likes to sketch, paint, and fix things. She notices the details and specifics of things.
Her cousin, Lisa, is into basketball, badminton and volleyball. She loves to dance and sing.
She also has lots of friends and see things from a whole perspective.
Process Questions:
1. Who do you think is more intelligent between the two girls?
2. What makes one more intelligent than the other?
3. How do you think an intelligent person behave?
4. What does it take to consider someone intelligent?
*Refer to Let’s Get Started Activity p. 49 on textbook.
 Elicit students’ idea on the brain’s function. Base idea in textbook. Teaching Tip:
 Differentiate the views of brain dominance theory and the whole-brain theory.
 Explain and interact with the students about the theory of multiple intelligence.
o Linguistic intelligence
o Logico-mathematical intelligence
o Visual-spatial intelligence
o Musical intelligence
o Bodily kinesthetic intelligence
INSTURCTION/DELIVERY
o Interpersonal intelligence
o Intrapersonal intelligence
o Naturalistic intelligence
 What is thinking?
o Creative thinking
 Do mind-mapping to enhance creativity
o Critical thinking
 Do activity 5.4 Critical thinking p. 58
Teaching Tip:
PRACTICE  Do activity 5.4 Critical thinking p. 58
 Do activity 5.3 Mind-mapping exercise on p. 57. Place on a 1 whole sheet of paper or a Teaching Tip:
ENRICHMENT bond paper.
 Answer journal question # 5 in your journals.
Teaching Tip:
EVALUATION  Quiz
LESSON OUTLINE

During the lesson, the leaners will:

Coping with stress in the


Time
middle and late adolescence
Lesson 6 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 to coping with stress. *Refer to LM, p. 62
1. Expound stress and stressors
2. Discuss the sources of stress and its effects
3. Elaborate factors resulting to stress:
a. Physiological Factor
i. General Adaptation Syndrome (GAS)
ii. Hypothalamus-pituitary-adrenal Axis (HPA)
b. Psychological Factors
3. Instruction/Delivery 120 mins. 60 mins.
4. Explain ways to manage stress:
a. Coping strategies
i. Appraisal theory
1. Primary Appraisal
2. Secondary Appraisal
ii. Emotion-focused coping
iii. Problem-focused coping
5. Practice 50 mins. 25 mins. Do activity 6.1 awareness of stressors p. 66 of LM.
6. Enrichment 10 mins. 5 mins. Answer journal question # 6 and write in your journals.
7. Evaluation 20 mins. 10 mins. Quiz

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.
 Expound stress and stressors Teaching Tip:
 Discuss the sources of stress and its effects
 Elaborate factors resulting to stress:
a. Physiological Factor
i. General Adaptation Syndrome (GAS)
ii. Hypothalamus-pituitary-adrenal Axis (HPA)
INSTURCTION/DELIVERY b. Psychological Factors
 Explain ways to manage stress:
a. Coping strategies
i. Appraisal theory
1. Primary Appraisal
2. Secondary Appraisal
ii. Emotion-focused coping
Teaching Tip:
PRACTICE Answer Activity 6.1 Awareness of stressors p. 66 of textbook.
Teaching Tip:
ENRICHMENT  Answer Journal Question # 6 in your journals.
Teaching Tip:
EVALUATION  Have students prepare ¼ sheet of paper for a short quiz.
LESSON OUTLINE

During the lesson, the leaners will:

Emotional intelligence Time


Lesson 7 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. Show video of Psychology Crash Course.
1. Emotions and its Components
a. Biological Component: Physiological Arousal
b. Behavioral Component: Emotional Expression
c. Cognitive Component: Subjective Labeling
2. Elements of Emotional Intelligence
3. Instruction/Delivery 120 mins. 60 mins.
a. Self-awareness
b. Self-regulation
c. Motivation
d. Empathy
e. Social Skills
4. Practice 50 mins. 25 mins. Do Activity 7.2 Emotionally Intelligent Person p. 81 of LM.
5. Enrichment 10 mins. 5 mins. Answer Journal Question # 7 and write in your journals.
6. Evaluation 20 mins. 10 mins. Prepare ¼ sheet of paper for a short quiz.

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 emotion and its components and emotional intelligence components.
MOTIVATION  Watch a video presentation explaining the components of emotional intelligence. Teaching Tip:
 Emotions and its Components Teaching Tip:
a. Biological Component: Physiological Arousal
b. Behavioral Component: Emotional Expression
INSTURCTION/DELIVERY
c. Cognitive Component: Subjective Labeling
 Elements of Emotional Intelligence
a. Self-awareness
b. Self-regulation
c. Motivation
d. Empathy
e. Social Skills
Teaching Tip:
PRACTICE Do Activity 7.2 Emotionally Intelligent Person p. 81 of LM.
Teaching Tip:
ENRICHMENT  Answer journal question # 7. Write in your journals.
Teaching Tip:
EVALUATION  Quiz
LESSON OUTLINE

During the lesson, the leaners will:

Mental health and well-


being in middle and late Time
adolescence
Lesson 8 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. Show the video entitled “Stronger than Stigma” and ask the questions found in LM p. 87.
1. Discuss the concept of mental health and well-being:
A. Mental Health
B. Well-being
o Physical
o Psychological
o Economic
o Social
o Environment
3. Instruction/Delivery 120 mins. 60 mins.
2. Mental health issues and challenges in Adolescence:
A. Eating Disorder
B. Depression
C. Suicide
3. Discuss and explain the following:
A. Risk Factors
B. Resilience
C. Prevention
4. Practice 50 mins. 25 mins. Answer Activity 8.1 Coping with Your Problems p. 89 of LM.
5. Enrichment 10 mins. 5 mins. Answer Journal Question # 8 and write in journals.
6. Evaluation 20 mins. 10 mins. Quiz

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 mental health conditions a teen may face.
 Show the class a video about a boy who commits suicide by hanging because of parental Teaching Tip:
MOTIVATION
dispute. Ask then the students f questions found in LM p. 87.
 Discuss the concept of mental health and well-being: Teaching Tip:
A. Mental Health
B. Well-being
o Physical
o Psychological
o Economic
o Social
o Environment
INSTURCTION/DELIVERY
 Mental health issues and challenges in Adolescence:
A. Eating Disorder
B. Depression
C. Suicide
 Discuss and explain the following:
A. Risk Factors
B. Resilience
C. Prevention
Teaching Tip:
PRACTICE Answer Activity 8.1 Coping with Your Problems p. 89 of LM.
Teaching Tip:
ENRICHMENT Answer Journal Question # 8 and write in journals.
Teaching Tip:
EVALUATION  Quiz