Classroom Instruction Delivery Alignment Plan
Grade:
Core Subject Title:
Content
1. Knowing Oneself Understanding
oneself during middle and late
adolescence
Developing the Whole Person
Developmental Stages in Middle
and Late Adolescence
12
Personality Development
Content Standards
The learner s demonst rate an
understanding of…
himself/herself during middle and late
adolescenc
the various aspects of holistic
development: physiological, cognitive,
psychological, spiritual, and social
development
the skills and tasks appropriate for
middle and late adolescence, and
preparatory to early adulthood
FIRST QUARTER
Performance Standards Learning Com
Minimum Beyond Minimum Minimum
Explain that knowing oneself can make a person accept his/her
strengths and limitations and dealing with others better
The learner s shall be able to ...
conduct self-exploration and simple
disclosure
illustrate the connections between
thoughts, feelings, and behaviors in a
person’s holistic development
make a list of ways to become
responsible adolescents prepared for
adult life
The Challenges of Middle and Late the developmental changes in middle clarify and manage the demands of the
Adolescence
Coping with Stress in Middle and
Late Adolescenc
The Powers of the Mind
Mental Health and Well-being in
Middle and Late adolescence
Emotional Intelligence
and late adolescence, and expectations teen years (middle and late
of and from adolescents adolescence)
Stress in Middle and Late Adolescence
stress and its sources; various stress dentify personal ways of coping for
responses; and coping strategies for Identify sources of one’s stress and illustrate the effect of stress
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
(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
well- being in middle and late make a plan on how to stay mentally Identify his/her own vulnerabilities
adolescence healthy
the different types of emotions and identify ways to communicate and
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