CONTEXTUALIZED

TEACHING - LEARNING PACKAGE 11

SUBJECT: Personality Development
COMPETENCY CODE: EsP-PD11//12DS-Id-3.2, EsP-PD11//12DS-Id-3.3

Author

STEPHEN R. BOSTON JR. JEANE MARIE GALERO

Department of Education, Division of Antique

 Published by the
LEARNING RESOURCES MANAGEMENT AND DEVELOPMENT SYSTEM (LRMDS)
Department of Education
Region VI - Western Visayas
DIVISION OF ANTIQUE
San Jose de Buenavista

Copyright 2018

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Republic of the Philippines.
However, prior approval of the government agency of office wherein the work is created
shall be necessary for exploitation of such work for profit.”

This material has been developed within the Personality Development Project implemented by the
Curriculum Implementation Division (CID) of the Department of Education-Region VI (DepED-RO6),
Division of Antique. It can be reproduced for educational purposes and the source must be clearly
acknowledged. The material may be modified for the purpose of translation into another language but the
original work must be acknowledged. Derivatives of the work including creating an edited version, an
enhancement or a supplementary work are permitted provided all original work is acknowledged and the
copyright is attributed. No work may be derived from this material
for commercial purposes and profit.

Authors
STEPHEN R. BOSTON JR. JEANE MARIE GALERO

Project Manager
SCHUBERT ANTHONY C. SIALONGO

Project Development Officer Cataloguer

PHOENIX ALLANAH ZANDRIA Q. SALCEDO MARIAN ROSE B. SARMIENTO

Editor
DREAM ROSE O. MALAYO

Grade Level: 11 Language: ENGLISH

This first digital edition has been produced for print and online distribution within the Department of
Education, Philippines via the Learning Resources Management Development Systems (LRMDS) Portal by
Region VI, Division of Antique. http://lrmds.deped.gov.ph

i
 DETAILED LESSON PLAN (DLP)
DLP No.: Learning Area: Grade Level: Semester: Duration:
EsP-0600218001 21st Century Literature from the Philippines and 11/12 2nd 2 Hrs.
the World
Learning Code:
Competency/ies Evaluate one’s development in comparison with persons of the EsP-PD11//12DS-Id-3.2
same age group.
List ways to become a responsible adolescent prepared for adult EsP-PD11//12DS-Id-3.3
life.
Key Concepts/ The skills and tasks appropriate for middle and late adolescence, and preparatory to early
Understanding to be adulthood.
developed Make a list of ways to become responsible adolescents prepared for adult life.
Learning
1. Objectives Contextualization
Materials
Knowledge Discuss the technique to achieve their creative
potential that leads them to a more aware,
compassionate and fulfilling way of life.
Skills Develop their skills on how to assist their own level of
development as grade 11.
Attitude Discover on a given situation whether they witnessed
or experienced something similar in their life and have
used the guidelines of THINK for a mind speech.
Values Understand one’s self.
2. Content Area Grade 11-Personal Development
Module 3 Developmental Stages in Middle and Late
Adolescence
Understanding Developmental Process, Stages and
Tasks
3. Learning Personal Development Teacher’s Guide, pp 21-25.
Resource Personal Development Reader, pp. 19-23.
4. Procedures
4.1. Introductory *Recapitulation (The Developmental Tasks Summary
Activity Table).
*Brainstorming: Fill it out.
Instruction:
 Use worksheet in assessing your own
developmental task of being Grade 11.
 Form triads. Each triad discusses and writes
similarities and differences of their own
assessment.
 Report on class the result of their discussion
 Teacher summarizes the findings of the triads,
using the processing questions.

What are the What are the What are the Worksheet
expected expected expected
developmental developmental developmental
tasks you have tasks you have tasks you have not
successfully partially accomplished?
accomplished? accomplished?
4.2. Activity/Strategy Group Activity: Post My Station
Divide the class into 3 groups. Each group will metacards
answer the questions in each station. They will
write their answers on the metacards and post it in
each station.

Station 1 RATING & JUSTIFICATION

As grade 11 students, what are the developmental
tasks expected of you?
Rate yourself from 1-10 (10 as the highest)
whether you have accomplished those
expected tasks? Justify your rating.

Possible Answers: (Station 1)

-Mature relations with both sexes
-A masculine or feminine social role
-Accepting one’s physique
-Emotional independence of adults
-Preparing for marriage and family life
-Preparing for an economic career
-Acquiring values and an ethical system to guide
behavior
-Desiring and achieving socially responsibility
behavior

Station 2 CHANGES OF ADOLESCENCE

TO ADULT
What changes have you learned from being
adolescence to adult?

Possible Answers: (Station 2)

-I learned that the developmental tasks in
adolescence is preparing for an economic
career, marriage and family life while in
adulthood it is planning or choosing
occupation, selecting a mate, learning to live
with a partner, starting a family, managing a
home and rearing children.
-From desiring and achieving social responsibility
up to assuming responsibility.

Station 3 IMPORTANCE
What is the implication or importance of knowing
the developmental tasks?

Possible Answers: (Station 3)

-awareness or understanding of one’s self
-becoming a mature responsible individual
-greater accountability
4.3 Analysis 1. What are the significant responses of each
group?
2. What have you discovered in your
developmental task?
3. How do you feel about such transition?
4.4 Abstraction Teachers will give handouts to students and discuss
the Reading Selection. Handouts

Reading: LIVING MINDFULLY

Living mindfully is like being an artist: you need

the right tools to practice your craft, and you need to
constantly refine your technique to achieve your
creative potential. In the same way, using the present
moment tools below will help you to hone a consistent
mindfulness practice that will in time lead to a more
aware, compassionate and fulfilling way of life.

Tool 1: Breathe Mindfully. Use your breath as an

anchor to still your mind and bring your focus back to
the present moment.

Tool 2: Listen Deeply. Listen with intention; let

others fully express themselves and focus on
understanding how they think and feel.

Tool 3: Cultivate Insight. See life as it is, allowing

each experience to be an opportunity for learning.

Tool 4: Practice Compassion. Consider the thoughts

and feelings of others and let tenderness, kindness and
empathy be your guides.

Tool 5: Limit Reactivity. Observe rather than be

controlled by your emotions. Pause, breathe, and
choose a skillful response based on thoughtful speech
and non-violence under every condition.

Tool 6: Express Gratitude. Practice gratitude daily

and expand it outward, appreciating everyone and
everything you encounter.
Tool 7: Nurture Mutual Respect: Appreciate our
common humanity and value different perspectives as
well as your own.

Tool 8: Build Integrity. Cultivate constructive values

and consistently act from respect, honesty and
kindness.

Tool 9: Foster Leadership. Engage fully in life and

in community. Share your unique talents and
generosity so that others can also be inspired.

Tool 10. Be Peace. Cultivate your own inner peace,

becoming an agent for compassionate action and
social good.
 Source:info@mwithoutborders.org
http://www.mindfulteachers.org/2015/04/how-mindful-am-i-
quiz.html

4.5 Application Group Activity: Divide the class into 5 groups, each
group will be given a situation to answer.
How Mindful Am I

For each of the following situations, decide

whether you followed these guidelines for
mind speech.
Is what I want to say True ?
Is what I want to say Helpful?
Am I the best one to say it?
Is it necessary to say it Now?
Is it Kind to this person and others?

Put letter C for yes, NC for No, or ? if you are not

sure.
1. I did really well on an exam. I said to my friends,
“I got the top score. What did you get?”
Did I THINK before I spoke?
___T ___H____I____N____K

Possible Answers
T=C H=C I=C N=C K=C

2. A boy told his friend to hold the door open for me

because, I’m pregnant. I said, Thank you for
holding the door, but I’m actually not pregnant.”
Did I THINK before I spoke?
___T ___H____I____N____K

Possible Answers
T=C H=C I=C N=C K=C

3. I saw Maria’s boyfriend leaving the movie theater

with another girl. I called Maria and said her
boyfriend was cheating on her.
Did I THINK before I spoke?
___T ___H____I____N____K

Possible Answers
T=NC H=NC I=NC N=NC K=NC

4. I saw my classmate cheating on a test. I went up

to the teacher after class and told him what I’d
seen.
Did I THINK before I spoke?
___T ___H____I____N____K

Possible Answers
T=C H=C I=C N=C K=C

5. I saw a girl looking at her phone during a test. I

went up to the teacher after class and told him she
 was cheating.
Did I THINK before I spoke?
___T ___H____I____N____K

Possible Answers
T=NC H=NC I=NC N=NC K=NC

*Remember: T.H.I.N.K. Before You Speak. Have

Mindful Speech.
4.6 Assessment
Assessment Method

a) Observation
b) Talking to
Learning/
Conferencing
c) Analysis of As a grade 11 student of this school, what are your
Learners’ techniques to achieve your creative potential that leads Rubrics for
Products you to a more aware, compassionate and fulfilling Individual
way of life? Complete the ROAD to Self Fulfillment Works
by writing 5 techniques on how to achieve your
creative potential in the blanks provided.

Individual Activity: ROAD to SELF-

FULFILLMENT

Worksheet

d) Tests
4.7 Assignment
Reinforcing/
Strengthening the
day’s lesson
Enriching/inspiring
the day’s lesson
Enhancing/improvi
ng the day’s lesson
Preparing the new
lesson plan
4.8 concluding
activity
5. Remarks

6. Reflections
a. No. of learners who
earned 80% in the
evaluation
b. No. of learners who
require additional
activities for
remediation
c. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
d. No of learners who
continue to require
remediation
e. Which of my learning
strategy worked well?
Why did these work?
f. What difficulties did I
encounter which my
Principal or
Supervisor can help
me solve?
g. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

Prepared by:
Name: Stephen R. Boston Jr. and Jeane Marie Galero School: Antique National School
Position/Designation: T-1 Division: Antique
Contact No.: 09177043951/09177054051 E-mail Address:

Appendix
1. Activity Sheet
2. Handouts …
3. Rubric for Assessment
 ACTIVITY SHEETS
Competency/ies:
Evaluate one’s development in comparison with persons of the same age group (EsP-
PD11//12DS-Ic-3.2)
List ways to become a responsible adolescent prepared for adult life (EsP-PD11/12DS-Id-
3.3)

Objectives:
1. Discuss the technique to achieve their creative potential that leads them to a more
aware, compassionate and fulfilling way of life.
2. Develop their skills on how to assist their own level of development as grade 11.
3. Discover on a given situation whether they witnessed or experienced something
similar in their life and have used the guidelines of THINK for a mind speech.
4. Understand one’s self.

Activity 1 Worksheet on Developmental Tasks of Being Grade 11

(Introductory Activity)

Instruction:

 Use worksheet in assessing your own development tasks of being Grade 11

 Form triads. Each triad discusses and writes similarities and differences of their own
assessment.
 Report on class the result of their discussion.

What are the expected What are the expected What are the expected
developmental tasks you developmental tasks you developmental tasks you
have successfully have partially have not accomplished?
accomplished? accomplished?
Activity 2 Group Activity: Post My Station
(Activity/Strategies)

Group yourselves into 3 groups. Each group will answer the questions in each station. They
will write their answers on the metacards and post it in each station.

Station 1 RATING & JUSTIFICATION

As grade 11 students, what are the developmental tasks expected of you?
Rate yourself from 1-10 (10 as the highest) whether you have accomplished those expected
tasks? Justify your rating.

Station 2 CHANGES
What changes have you learned from being adolescence to adult?

Station 3 IMPORTANCE
What is the implication or importance of knowing the developmental tasks?

Activity 3 How Mindful Am I

(Application)

Group yourselves into 5, each group will be given a situation to answer. For each of the
following situations, decide whether you followed these guidelines for mind speech.

Is what I want to say True ?

Is what I want to say Helpful?
Am I the best one to say it?
Is it necessary to say it Now?
Is it Kind to this person and others?

Put letter C for yes, NC for No, or ? if you are not sure.

1. I did really well on an exam. I said to my friends, “ I got the top score. What did you
get?”
Did I THINK before I spoke?
___T ___H____I____N____K
2. A boy told his friend to hold the door open for me because, I’m pregnant. I said,
Thank you for holding the door, but I’m actually not pregnant.”
Did I THINK before I spoke?
___T ___H____I____N____K

3. I saw Maria’s boyfriend leaving the movie theater with another girl. I called Maria
and said her boyfriend was cheating on her.
Did I THINK before I spoke?
___T ___H____I____N____K

4. I saw my classmate cheating on a test. I went up to the teacher after class and told him
what I’d seen.
Did I THINK before I spoke?
___T ___H____I____N____K
 5. I saw a girl looking at her phone during a test. I went up to the teacher after class and
told him she was cheating.
Did I THINK before I spoke?
___T ___H____I____N____K

Activity No. 4 ROAD to SELF-FULFILLMENT

(Assessment)

As a grade 11 student of this school, what are your techniques to achieve your creative
potential that leads you to a more aware, compassionate and fulfilling way of life? Complete
the ROAD to Self Fulfillment by writing 5 techniques on how to achieve your creative
potential in the blanks provided.
 Rubric for Individual Work
Exemplary Sufficient Minimal Beginning
4 points 3 points 2 points 1 point
Self-disclosure/ Student demonstrates Student demonstrates Student Student demonstrates
Depth of an in-depth reflection a general reflection demonstrates a a minimal reflection
reflection and personalization of on, and minimal reflection on, on, and
the theories, concepts personalization of, the and personalization of, personalization of, the
and/or strategies theories, concepts and the theories, concepts theories, concepts and
presented in the /or strategies and /or strategies /or strategies
course materials. presented in the presented in the presented in the
Viewpoints and course materials. course materials. course materials.
interpretation are Viewpoints and Viewpoints and Viewpoints and
insightful and well interpretation are interpretation are interpretation are
supported. Clear, supported. unsupported or unsupported or
detailed examples Appropriate examples supported with flawed supported with flawed
from personal are provided from arguments Examples arguments Examples
experiences are personal experiences are not provided from are not provided from
provided as as applicable personal experiences personal experiences
applicable. or irrelevant or the or irrelevant or the
assignment assignment
Connection to Student make in-depth Student goes into a Student goes into little Student merely
outside synthesis of detail explaining some detail explaining identifies some
experiences thoughtfully selected specific ideas or issues some specific ideas or general ideas or issues
aspects of experiences from outside issues from outside from outside
related to the topic experiences related to experiences related to experiences related to
and makes clear the topic and makes the topic and very few the topic.
connections between general connections connections between
what is learned from between what is what is learned from
outside experiences learned from outside outside experiences
and the topic experiences and the and the topic
topic
Connection to Student makes in- Student goes into Student goes into Student identifies
reading depth synthesis of more detail explaining detail explaining some some general ideas or
thoughtfully selected some specific ideas or specific ideas or issues issues from reading
aspects of readings issues from readings from readings related related to the topic.
related to the topic related to the topic to the topic and makes Reading are only
and makes clear and makes general general connections those assigned for the
connections between connections between between what is topic.
what is learned from what is learned from learned from the
the reading and the the reading and the reading and the topic
topic. Includes topic. Includes
reference to at least reference to at least
two readings other one reading other than
than those assigned those assigned for
for class. class.
Connection to Student synthesis, Student synthesis, Student attempts to Student has difficult
class analyzes and evaluates clearly some direct synthesize some restating some general
discussions & thoughtfully selected appropriate ideas or directly appropriate ideas or issues from
unit objectives aspects of ideas or issues from the class ideas or issues from the class discussion as
issues from the class discussion as they the class discussion as they relate to this
discussion as they relate to this topic. they relate to this topic.
celebrated by topic.
Adapted from: http://www.d.umn.edu/~balbert/humandiversity/grading rubric.html