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Classroom Instruction Delivery Alignment Plan

Grade: 12
Core Subject Title: Personality Development

FIRST QUARTER

Performance Standards Learning Com


Content Content Standards

Minimum Beyond Minimum Minimum

The learner s demonst rate an Explain that knowing oneself can make a person accept his/her
understanding of… strengths and limitations and dealing with others better
1. Knowing Oneself Understanding The learner s shall be able to ...
oneself during middle and late conduct self-exploration and simple
adolescence disclosure
himself/herself during middle and late
adolescenc

the various aspects of holistic illustrate the connections between


development: physiological, cognitive,
Developing the Whole Person thoughts, feelings, and behaviors in a
psychological, spiritual, and social person’s holistic development
development

the skills and tasks appropriate for make a list of ways to become
Developmental Stages in Middle middle and late adolescence, and responsible adolescents prepared for
and Late Adolescence preparatory to early adulthood adult life
The Challenges of Middle and Late the developmental changes in middle clarify and manage the demands of the
and late adolescence, and expectations teen years (middle and late
Adolescence of and from adolescents adolescence)

Stress in Middle and Late Adolescence


stress and its sources; various stress dentify personal ways of coping for
Coping with Stress in Middle and responses; and coping strategies for Identify sources of one’s stress and illustrate the effect of stress
Late Adolescenc healthful living
healthful living in middle and late on one’s system
adolescence

Discuss that understanding the left and right brain may help in
improving one’s learning
the whole brain theory, or two
hemispheres of the brain: artistic identify ways to improve learning using
The Powers of the Mind (right-brain dominant) and linear (left- both the left and right brain
brain dominant)

the concepts about mental health and identify his/her own vulnerabilities and
Mental Health and Well-being in well- being in middle and late make a plan on how to stay mentally Identify his/her own vulnerabilities
Middle and Late adolescence adolescence healthy

the different types of emotions and identify ways to communicate and


Emotional Intelligence how they are expressed manage emotions in a healthy manner
the different types of emotions and identify ways to communicate and
Emotional Intelligence how they are expressed manage emotions in a healthy manner
nt Plan
Semester: 1st Semester
No. of Hours/Semester: 80 hours/semester
Prerequisites (If needed):

Highest Enabling Strategy to Use in


arning Competencies Highest Thinking Skill to Assess Developing the Highest Thinking Skill to
Assess

KUD KUD Enabling General


Assessment Technique Strategy Teaching Strategy
Classific Beyond Minimum Classific RBT Level
ation ation WW QA PC

Share his/her unique characteristics, habits, and


experiences U

Maintain a journal D
Discuss the relationship among physiological, cognitive,
psychological, spiritual, and social development to
understand his/her thoughts, feelings, and behaviors U

Evaluate his/her own thoughts, feelings, and behaviors


U
Show the connections between thoughts, feelings, and
behaviors in actual life situations D

Classifiy various developmental tasks according to U


developmental stage

Evaluate one’s development in comparison with persons U


of the same age group

List ways to become a responsible adolescent prepared D


for adult life
Discuss that facing the challenges during adolescence
may able to clarify and manage the demands of teen U
years

Express his/her feelings on the expectations of the


significant people around him/her (parents, siblings, D
friends, teachers, community leaders)
Make affirmations that help one become more lovable D
and capable as an adolescent

Discuss that understanding stress and its sources during


adolescence may help in identifying ways to cope and U
have a healthful life
K

Demonstrate personal ways of coping with stress for D


healthful living
K

Explore two types of mind-mapping techniques, each


suited to right brain- or left brain-dominant thinking U
styles

Make a plan to improve learning using left and right D


brain through mind-mapping activities

Interpret the concepts of mental health and


psychological well-being in everyday observations about U
mental health problems during adolescence
K

Make a mind map on ways of achieving psychological D


well-being
Create a plan to stay mentally healthy during
adolescence D

Discuss that understanding the intensity and U


differentiation of emotions may help in communicating
emotional expressions

Explore one’s positive and negative emotions and how U


one expresses or hides them
Demonstrate and create ways to manage various D
emotions