ST.

PAUL COLLEGE, PASIG

HIGH SCHOOL DEPARTMENT
SY: 2016 2017

WORK PLAN FOR FIRST TERM

Time allotment: 40 hours

Subject: Personal Development Date/s: June 15-17; 20-24; 27-30;

July 1; 4-8; 11-15; 18-22; 25-29
August 1-5; 8-12; 15 -16
Topics: Personal Development through Self Awareness Self Concept; Personal Duration:
Value 3 hours/week
Content Standards: Performance Standards:
The learner demonstrates understanding of herself, most specifically those in the The learner independently can conduct self-exploration and simple disclosure with proper self-
middle and late adolescence stages. awareness indicators

WEEK Delivery Strategies

Assessment Strategies
Topic Objectives Knowledge Content Skills Content (Presentation and
processing strategy)
1 1. Recognize that teenagers are alike in some ways Analytical and Powerpoint Artwork showing
and different in others, and that each teen is Critical Thinking Presentation personal analogy to a
unique and valuable. Videos specific thing or place
2. Identify the developmental tasks that occur
during the teenage years. Personal Development through
3. Identify conditions that can impede, delay, or Self Awareness
interrupt these developmental tasks.
4. Identify skills which lead to an understanding of 1. Self-Concept
self. - Self-Esteem
a. Review factors affecting self-concept. - Self-Image
b. Differentiate between self-concept and
self-esteem.
c. Identify ways for building a positive self-
concept and a high level of self-esteem.
 d. Recognize stages of personality
development.
e. Identify personal values.
2 1. Identify and examine their personal 2. Personal Values Knowledge Powerpoint Class sharing of values
values. Analytical Presentation they follow or believe in
2. Determine whether these values are Videos and relate it to their
tangible or intangible. daily tasks and dreams
3. Recognize these values as factors that
affect their daily lives
3-4 1. Consider teen years as physical and emotional 3. Controlling Emotions Sense of Control Powerpoint Breakout session
transition years. and Personal Inspirational Videos discuss matters which
a. Consider that body changes during Management allow them to
experience various
puberty bring high and low emotions.
emotions which they can
b. Itemize some behaviors that are acceptable and cannot control
in childhood, but not acceptable in teen
years. Reflection paper on a
2. List various emotions experienced throughout movie shown in class
life.
3. Specify positive and negative methods of
expressing emotions.
4. Analyze differences between passive, assertive,
and aggressive behavior.
5. Recognize legal, mental, social, ethical,
physical, and financial consequences of
uncontrolled emotions to individuals and
families.
6. Identify the consequences and costs of
uncontrolled emotions to the community.
7. Review materials on stress, including:
a. definitions of stress-related terms
b. causes and effects of stress
c. positive and negative methods of stress
management, including consequences of
 negative management.
5 1. Describe the differences between childish and 4. Relationships and Knowledge Powerpoint
mature styles of communication. Communication Analytical Videos
2. Identify the effects of childish vs. mature styles
of communication.
3. Review communication techniques, including
constructive communication, destructive
communication, and non-verbal
communication.
4. Apply constructive communication skills in
developing positive relationships with peers,
family members, and persons with authority.
5. Identify positive and negative methods of
conflict resolution with peers, including the use
of inappropriate language and behaviors.
6. Identify how effective listening skills enhance
human relationships and apply the skills in
everyday situations.
7. Identify and recognize personal communication
styles.
6 1. Identify the components of the critical thinking 5. Critical Thinking Analytical Powerpoint
process. Classification Videos
2. Identify situations for applying the critical
thinking process.
3. Examine how using the critical thinking process
can help manage and/or prevent problems.
4. Examine how the human brain can be trained to
think critically and creatively.
5. Analyze how the critical thinking process can
enhance and/or block human relationships and
how attitudes influence judgments.
6. Implement the critical thinking process in
 contrived situations.
7. Develop a plan for applying the critical thinking
process to personal situations.
7 Peer Task Peer evaluation through observation of negative to positive personal overhaul
Performance Task MTV depending on the assigned type of relationships and music/song
8 1. Define the term good judgment and identify the 6. Using Good Analytical Powerpoint
skills necessary to make good judgments. Judgment Classification Videos
2. Differentiate between making a Application
decision and making good judgments.
3. Examine how lack of using these skills can
cause a crisis.
4. Establish responsibility for personal judgments
and consequences.
5. Analyze common judgment situations and apply
the critical thinking process.
6. Identify activities some teenagers pursue that
might be considered indicative of poor
judgment or risk-taking behaviours.
9 1. Define the term responsible behaviour. 7. Being Responsible Critical Powerpoint
2. Identify ways to exhibit personal responsibility Analytical Presentation
and accept responsibility for personal decisions. Videos
3. Examine how modern technology provides Film Showing
increased leisure time.
4. Explain how a teen's responsibility or lack of it
affects others.
a. Assess the personal impact of one's level
of responsibility on family life.
b. Identify time, energy, financial, and
emotional demands on working parents.
c. Identify ways to exhibit respect for the
rights, property, and privacy of others.
d. Assess the relationship between self-
 respect and respect for others.
5. Analyze how responsible behaviors learned
during the teen years transfer to adult living and
enable people to be productive contributors in
their homes and communities.
10 PERIODIC EXAM

Reference and Resources:

A. Online Resources
1. http://ong.ohio.gov/frg/FRGresources/emotional_intellegence_13-18
2. http://www.sdcda.org/office/girlsonlytoolkit/toolkit/girls-only-toolkit
3. http://www.uen.org/cte/family/teen_living
4. http://www.helpme2parent.ie/Self-Esteem-in-Teenagers.html

B. Book and other materials references

1. Unay, R., 2016. How to Make Good Choices. Mandaluyong City
2. Girl only Toolkit 2nd Edition, 2016, pdf.
3. Emotional Intelligence Activities for Teens Aged 13-18, pdf.

Prepared by: Noted by:

Ma. Susana Isla-Arcan Marie Christine E. Rigor Ms. Shiela Marie Fetalvero Sister Teresita Agana. SPC
Subject Team Leader for Electives Assistant Principal for Academics Principal
Maria Ana Isabel Claravall
Teachers
Date: Date: Date: Date: