Republic of the Philippines

Mindanao State University

LANAO DEL NORTE AGRICULTURAL COLLEGE
Ramain, Sultan Naga Dimaporo, Lanao del Norte, 9223
Email add: msulnac_snd@yahoo.com

SENIOR HIGH SCHOOL DEPARTMENT

TEACHING GUIDE IN PERSONAL DEVELOPMENT

UNIT 1: SELF DEVELOPMENT
TOPIC/LESSON NAME Lesson 1: Knowing oneself: Understanding oneself during middle and late adolescence
CONTENT STANDARDS The Learners demonstrate an understanding of himself/herself during middle and late adolescence
PERFORMANCE STANDARDS The learners shall be able to conduct self-exploration and simple disclosure.
LEARNING COMPETENCIES The learners will…
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
SPECIFIC LEARNING The learners will be able to….
OUTCOMES 1. Evaluate himself/herself through self-concept inventory
2. Share his/her potential through a variety show
3. Maintain a journal
TIME ALLOTMENT 5 hours

Lesson Outline:
1. Introduction: Draw out from the students the importance of knowing self
2. Motivation: Video: Emphasis on the advantages and disadvantages of knowing self to the overall growth of a person.
3. Instruction and Delivery: Discussion on Knowing self, Self Concept, Joharis window, Ideal self, Real self, Self-knowledge, Importance of self awareness, Being in the adolescence stage its
strengths and weaknesses.
4. Practice and Enrichment: Talent / Variety Presentation
5. Evaluation: Reflective Vision Quest, Processing, Journal reflection
INTRODUCTION: TEACHER TIPS
Activity 1: “Two Truths and a Lie” Teacher synthesize the students responses by emphasizing on the following:
 Let the students do the game “Two Truths and a lie” 1. The self is the union of elements that makes up your unique traits or personality, and
 Students will hear 3 sentences about their classmates and then decide which one is these essentially distinguish you from others.
a lie. (Game) 2. By understanding your strengths and weaknesses, you are more empowered to
 realize your potential to the fullest.
Process by asking the learners to: 3. By becoming more aware of yourself, you are equipped to make wiser decisions
 Share their insights about crucial issues in life.
 Checking their self concept and how other people sees them; and 4. A healthy relationship with others begins with a healthy relationship with self.
 Answer a Big question like: How can understanding yourself pave the way to self
acceptance and better relationship with others?
MOTIVATIONAL: TEACHER TIPS
Applications and connections to real life
1. Draw out from them the disadvantages of not knowing and understanding oneself.
2. Make an emphasis to he students that knowing and understanding oneself is fundamental to
the overall growth of a person. It raises the awareness to who they are with the goal of
improving self which aims to develop their skills, nurture talents, discover more of their
potentials and lead to the realization of their dreams.
INSTRUCTION / DELIVERY
Activity 2: Self – concept Inventory
 Learners will be made to answer activity no. 2 “Self Concept Inventory”
 Do the scoring and interpretation
 Make an analysis of his/her own self by answering the questions below:
 In what areas do you consider yourself strong (with score 14-16 or somewhat weak
(score of 10-13) and very weak (below 10)
 Are these qualities you consider as your weaknesses, but other people consider as
your strength? What are these? Check with a partner.
 How realistic is your self-image?
 To what extent does it reflect your real self?

 Discussion on the following:

 Johari’s Window
 Self-Concept
 Ideal Self
 Real Self
 Self-knowledge
 Importance of self-awareness
 Being in the adolescence stage its strengths and weaknesses
Activity 3: My banner the treasure within me
 Group sharing
 Processing
 Journal reflection

PRACTICE:
Talent / Variety Show Presentation
1. Divide the class into small groups
2. The group shall have a presentation in front of the class.
3. The leaders of each group (including members) shall rate the group based on the following
criteria: originality ( 4 points), creativity / resourcefulness (4 points), teamwork (4 points) and
audience impact (4 points), for a maximum of 16 points. Compute the average of ratings for
the group.
4. Let them write this average rating of the presentation in their journal.
5. Let them write about their experience as a group leader/member in this activity.
ENRICHMENT:
Students will engage in a reflective vision quest. Under the instructor’s facilitation, they will be
asked?
 Am I as I see myself?
 Am I as my family see me?
 Am I as I have to be?
 Should I change a chunk of me?
 Knowing how mean the world can be, am I ready?
Discussion on:
 Personal Effectiveness
 Build on your strengths and work on your weaknesses.
 The power of journal writing: Unfolding your personal journey.
EVALUATION:
Journal Writing with Rubrics
RESOURCES 1. De Guzman Jens Micah, & Nicolas, Maria Liza Samonte (2016) Personal
Development. Mutya Publishing House, Inc.
Cleofe, Myreen P. (2016) Personal Development. Diwa Learning System Inc.