CONTENT: PERSONAL RELATIONSHIPS

CONTENT STANDARD: THE DYNAMICS OF ATTRACTION, LOVE AND COMMITMENT

PERFORMANCE STANDARD: APPRAISE ONE’S PRESENT RELATIONSHIPS AND MAKE PLANS FOR BUILDING RESPONSIBLE FUTURE RELATIONSHIPS

LEARNING COMPETENCIES:
1. DISCUSS AN UNDERSTANDING OF TEENAGE RELATIONSHIPS, INCLUDING THE ACCEPTABLE AND UNACCEPTABLE EXPRESSIONS OF
ATTRACTIONS.

2. EXPRESS HIS/HER WAYS OF SHOWING ATTRACTION, LOVE AND COMMITMENT

3. IDENTIFY WAYS TO BECOME RESPONSIBLE IN A RELATIONSHIP.

SPECIFIC LEARNING OUTCOME: AT THE END OF THE LESSON, THE LEARNER WILL BE ABLE TO APPRAISE THE PERSONAL RELATIONSHIP AMONG
THE SELECTED MIDDLE AND LATE ADOLESCENCE OF THE SENIOR HIGH SCHOOL AT AGUSAN NATIONAL HIGH SCHOOL, BUTUAN CITY
USING A SURVEY QUESTIONNAIRE IN ORDER TO MAKE FUTURE PLAN LIKE MAKING A PROJECT PROPOSAL TO ORGANIZE A
SYMPOSIUM ON HOW TO BUILD A RESPONSIBLE PERSONAL RELATIONSHIP.

THE TEACHING-LEARNING PROCESS:

I. Subject Matter: The Dynamics of Attraction, Love and Commitment of Personal Relationship among the Middle and
Late Adolescence

II. Learning Objectives: At the end of the lesson, the learners will be able to:

1. State their ways of expressing attraction to another person;

2. Analyse and discover the elements and dynamics of personal relationship such as attraction, love and commitment;
 3. Formulate ways in building healthy and responsible personal relationship.

III. Materials to be used: Laptop, LCD, Speaker, Inventory Sheet, bond papers.

IV. PROCEDURE:

A. ACTIVITY

A.1 INTRODUCTION:
 The teacher will ask the learners to recall the previous lesson on Emotional Intelligence using animated images of facial
expressions.

 She will provide the linkage of the previous lesson emphasizing its relevance to the new lesson on the Dynamics of
Attraction, Love and Commitment in building up Personal Relationship among the Middle and Late Adolescence.

 The teacher will present the learning objectives.

A.2 MOTIVATIONAL ACTIVITY: VIDEO CLIP ANALYSIS (2 minutes)

 The teacher will ask the following:

What is the situation depicted by the video clip?

Have you been in the same situation?
How did the girl show her interest to another person?
Is that kind of demonstration of her liking or affection acceptable to you? Why?
What do you think are the other possible ways of expressing your interest to another person?

B. ANALYSIS: The teacher will present again another Video Clip which will take for eight minutes. She will ask the learners to do the
following:

 To watch and analyse the story.

  To find a partner or seatmate after watching it.

 To share their feelings and thoughts about the story.

 To compare the two stories using the Venn Diagram on the basis of:

- The central message depicted by the two films.

- Readiness of being intimate and committed.

- How the relationship is being founded or established as shown by the two scenarios/ situations of the stories
portrayed by the films?

 Do this entire activity for 15 minutes.

 Then, the teacher will ask them:

Which of the stories portrayed by the films do you desire to characterize your love relationship and Why?
This question will be the linkage to the next instructional process which is the Abstraction.

C. ABSTRACTION: The teacher will ask the learners to describe the interconnection and dynamics of attraction, love and commitment.
She will ask the learners to answer and do the following:

 How does the personal relationship of the middle and late adolescence begin?

 How do they demonstrate their interest to another person?

 Why do they get attracted to someone? What drives them crazy to be interested in someone?

 How does their love relationship maintain and sustain for it to last long?

 After asking these questions for reflection, the learners will be asked to see and understand the input or the
deepening of the lesson using the slideshow presentation.
  Thereafter, they will make a graphic organizer that capsulizes the big idea and essential understanding of the
lesson.

 Take note that the graphic organizer will be done by dyad or by two.

 The teacher will ask the three (3) pairs of learners to share their output.

D. APPLICATION: The teacher will ask the learner to make a chart on the following:

 To list down 5 right ingredients of showing responsibility in their relationship either at home? With their friends? Or with
someone they have a romantic relationship?

 To formulate 5 ways of nurturing them in order to sustain their relationship with their loved ones.

The Five Right Ingredients(either at The Five Ways to nurture them

home, with friends or with someone in a
romantic relationship)
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

V. ASSIGNMENT: The learner will be asked to read and find out the following:

 What are the different attachment styles? How do they affect and predict the kind of relationship the middle and late
adolescence will have in the future?

 What are the Indicators and spoilers of Commitment?

 Why do important Responsibilities necessary in a relationship?

VI. ASSESSMENT PLAN: CHECKLIST INVENTORY ON THE DIFFERENT EXPRESSION AND REASONS OF ATTRACTION

INVENTORY FORM ON APPRAISING MY PERSONAL RELATIONSHIP

A. Instruction: You are asked to evaluate each question as you actually are, rather than as you think you should be using a check mark in
the space provided for.

1. Have you been in a romantic relationship? Yes( ) No ( ) Not at all ( )

2. At what age have you started dating? 10- 12yrs old ( ) 16-17 ( )

13-15 yrs old ( ) 18- 20( ) others specify: _____

3. Are you always excited seeing her/him? Yes( ) No ( ) Not at all ( )

4. What urges you to enter into a romantic/love relationship?

4.1 Out of Curiosity ( ) 4.3 to call the attention of my parents ( )

4.2 Peer Pressure ( ) 4.4 Physical Attraction ( ) others specify: _______

5. How do you sustain a good personal relationship?

5.1 Mutual respect ( ) 5.3 Integrity ( )
5.2. Trust ( ) 5.4 Financial Stability ( )
 B. Evaluate each statement as you actually are, rather than as you think you should be. Check the rating scale of your choice.

I expressed my attraction to another person by: Not at all Rarely Sometimes Very Often

(1) (2) (3) (4)

1.Texting
2. smiling
3. Winking
4.Words of Appreciation
5. Giving Gifts
6. Doing Errands
7. Writing Messages
8. Simply admitting that you are attracted to him/her
9. Giving right away myself to her/him

My reason that drives me to be interested in another

person:
1. Physical Attraction

2. The person reminds me of someone

3. We do things together

4. I and the other person have similarities

5. I like the other person and he/she like me back

6. Wealth and status

7. Someone who has a happy and cheerful

disposition.
 8. Someone who has the feature of either my
father or mother.

ORGANIZING A SYMPOSIUM ON TRUE LOVE WAITS

DIFFERENT COMMITTEES:

Invitation /Program
Communication
Decoration
Before and After Care
Registration
Documentation
Production Number/intermission
Program Host
Moderator
In-charge of the sound system
In-charge of Health break

Rubrics for Organizing the Symposium

CRITERIA Very Substantial (3) Substantial (2) Less Substantial (1)

Participation

Teamwork
Quality of Student’s Work

The Five Right Ingredients(either at home, with The Five Ways to nurture them
friends or with someone in a romantic relationship)
1. 1.

2. 2.

3. 3.

4. 4.

NAME OF STUDENT/S:
5. 5.

K to 12 Basic Education Curriculum

Senior High School –Academic Track
HUMSS Strand

Grade : 11/12
Subject Title: Personal Development

Teaching Guide
Content SOCIAL RELATIONSHIPS IN MIDDLE AND LATE ADOLESCENCE

CONTENT THE CONCEPTS TO ABOUT SOCIAL INFLUENCE, GROU LEADERSHIP AND

STANDARD FOLLOWERSHIP
Performance IDENTIFY THE DIFFERENT ROLES OF LEADERS AND FOLLOWERS IN SOCIETY
Standards
Learning
Competencies The learners…

1. DISTINGUISH THE VARIOUS ROLES OF DIFFERENT INDIVIDUALS IN SOCIETY AND

HOW THEY CAN INFLUENCE PEOPLE THROUGH THEIR LEADERSHIP OR FELOWSHIP
2. COMPARE ONE’S PERCEPTION OF HIMSELF/HERSELF AND HOW OTHERS SEE
HIM/HER
3. CONDUCT A MINI-SURVEY ON FILIPINO RELATIONSHIPS (FAMILY,SCHOOL AND
 COMMUNITY)

Specific Learning The students will able to conduct a mini-survey on Filipino relationships
Outcomes (family, school and community) through prints, web page & real settings) and make a
documentary about it in order to promote harmonious relationship and understanding among
every individuals in the society.

Activity Analysis Abstraction Application

The students will able to
The teacher will Questions : The teacher will group the class into conduct a mini-survey on
communicate the 4 and make a role playing about the Filipino relationships
objectives. 1. What are their roles following settings. (family, school and community)
and functions in the through prints, web page & real
Teacher pose society? G1. Family settings settings) and make a
picture in the G2. Workplace settings documentary about it in order
board 2. How they influenced G3. Government Settings( to promote harmonious
each other? Are they Local/National) relationship and understanding
 Family connected? Why? G4. Socialization settings (real among every individuals in the
 Professionals settings e.g. youth org. market society.
(Teacher, Doctor, setting etc.)
Policeman etc.)
 Politicians Questions:
 Religious Rubrics
sector ( 1. Is there any relationship among us
 Priest, and to the people around us? In what
Minister, way?
Pastor)
 Ordinary 2. Is every individual have different
people / perceptions? Why?
Civilian
3. How the different perceptions of
Guide Questions individual in the society contributed
change to each other?
1. What do you see
in the picture?

2. Does the picture

present in your
community?
 K to 12 Basic Education Curriculum
Senior High School –Academic Track
HUMSS Strand

Grade : 12
Subject Title: Personal Development

Teaching Guide
Content Family Structures and Legacies

CONTENT The impact of one’s family on his/her personal development during middle and late adolescence.
STANDARD
Performance Identify the firm and gentle sides of family care that affect a person’s development during
Standards middle and late adolescence.
Learning
Competencies The learners will be able to:
1. Appraise one’s family structure and the type of care he/she gives and receives which may
help in understanding himself/herself better.
2. Make a genogram and trace certain physical, personality, or behavioral attributes through
generations
3. Prepare a plan on how to make the family members firmer and gentler with each other
 Specific Learning Prepare a plan or matrix for a one-day family day in a order to build and maintain harmonious
Outcomes relationship among the family members.

Assessment:
1. Reflective Essay
Content 50% Relevance to the Organization 20% Creativity 10%
theme 20%

Activity Analysis Abstraction Application

Prepare a plan or matrix for a
The teacher will The teacher will let the The teacher will present a video clip one-day Family Day.
communicate the students draw their presentation on the “The Disturbing
objectives. family tree. Then ask Dinner” and ask the following
Then the teacher the following questions: questions
will group the 1. What are the 1. What is the message of the video?
students into five positive traits you 2. Do you eat meals with your family?
(5) and perform inherited from your 3. What are the common topics you
the game “paint me grandparents? Parents? and your family members talk when
a picture” 2. What are the you eat?
1. A family who negative traits you 4. What are the advantages and
goes to church inherited from your disadvantages of eating with your
every Sunday grandparents? Parents? family?
2. A family who eat
together *The teacher will present a sample
3. A family on a plan of family day.
vacation
4. A family who
argue with each
other
5.
Guide Questions

1. What can you say

about the activity?
2. What is your
most favorite
family activity
among the
mentioned
situations
above?why?