CORE SUBJECT TITLE: Personal development

WEEKLY LESSON PLAN: WEEK 2-3 (4 HOURS)

LESSON TOPIC LEARNING OBJECTIVES OUTCOME BASED METHODOLOGY, STUDENT OUTPUT (LEARNING EVALUATION OF
STRATEGY, APPROACHES AND OUTCOME) LEARNING TOOLS
PROCEDURES

Strength and 1. Recognize oneself 1. Activity Dividing list of self-awareness relates

weaknesses of in accepting  The student will to one of these “selves”, according to 1. Oral response
oneself his/her strengths answer the prepared James’ three components of the self. assessments
and limitations in the Johari window
dealing with model of common
others better; strengths and
weaknesses

2. Appreciate the 2. Analysis

importance of  Identify something in
self-awareness; life you really want to
change but cannot.

3. Abstraction
3. Create a personal
 The acceptance of
list of strength
one’s emotions,
and weaknesses.
thoughts, behaviors,
problems, and
opportunities.

4. Application
 Write the beginning
of the learner’s
journey of self-
discovery.
Developmental 1. The learners A. Reviewing previous lesson My Personal Timeline 1. Symposium
stages in middle classify various
and late developmental A personal timeline portrays the
tasks according to 2. Recitations
adolescence influential events and happening of a
developmental B. Establishing a purpose for the
stage. lesson person’s life so that he can understand
o The teacher will where he has gone wrong and right in the
present a picture past. It helps to plan the future in a better
then ask the students constructive way.
to describe the said
picture.

C. Discussing new concepts

o “Maturity is achieved
when a person
postpones immediate
pleasures for long-
term values”

2. The learners
evaluate one’s
development in
comparison with
persons of the
same age group.

Prepared by: JINGKY T. PUMAHING Checked by: RICHEAL T. CHUA, PhD

CORE SUBJECT TITLE: Personal development
WEEKLY LESSON PLAN: WEEK 1 (4 HOURS)
LESSON TOPIC LEARNING OBJECTIVES OUTCOME BASED STUDENT OUTPUT (LEARNING OUTCOME) EVALUATION OF
METHODOLOGY, LEARNING TOOLS
STRATEGY,
APPROACHES AND
PROCEDURES
1. Knowing The learners ... 1. Guided Discovery 1.The students were able to explain that knowing 1. Recitation
Oneself 1.1 explain that knowing oneself can make a person accept his/her strengths
oneself can make a 2.Inquiry-based and limitations and dealing with others better.
Understanding person accept his/her learning 2. Sharing/ Reflection
oneself during middle strengths and limitations
and late adolescence and dealing with others 3.Small group 2.The students were able to share his/her unique
better Discussion characteristics, habits, and experiences. 3. Journal writing

1.2 share his/her unique 4.Peer-to-peer

characteristics, habits, strategy 3.The students were able to write a composition
and experiences about themselves.

1.3 maintain a journal

Prepared by: JINGKY T. PUMAHING Checked by: RICHEAL T. CHUA, PhD.

CORE SUBJECT TITLE: Personal development
WEEKLY LESSON PLAN: WEEK 4 (4 HOURS)
LESSON TOPIC LEARNING OBJECTIVES
 Developing the 1. Discuss the relationship
Whole Person among physiological,
cognitive, psychological,
spiritual, and social
development to understand
his/her thoughts, feelings,
and behaviors
2.Evaluate his/her own
thoughts, feelings, and
behaviors
3. Show the connections
between thoughts, feelings,
and behaviors in actual life
situations
OUTCOME BASED STUDENT OUTPUT (LEARNING OUTCOME) EVALUATION OF
METHODOLOGY, LEARNING TOOLS
STRATEGY,
APPROACHES AND
PROCEDURES
1. Small group 1.The students were able to discuss the relationship Drawing My Special
Discussion among physiological, cognitive, psychological, Tree
spiritual, and social development to understand Instruction:
his/her thoughts, feelings, and behaviors. In the special page
provided for you, you
2.Group Sharing will find a special space
2.The students were able to evaluate his/her own where you will be
thoughts, feelings, and behaviors. drawing a tree. Leave
enough space for the
branches and the roots
4. The students were able to show the too. Your tree can look
connections between thoughts, feelings, and any way you would like
behaviors in actual life situations it to look, but should
include the following:
ROOTS: Draw one root
for each parent,
grandparent and
caretaker in your life. If
your aunt looked after
you while growing up,
draw a root for her and
name that root for your
aunt. Roots nourish a
tree. The people you
represent with roots
are the people who
supported you while
growing up, or are still
supporting you in some
way. It does not matter
what you feel about
these people, just draw
a root for each one.
BRANCHES: Draw one
branch for each family
member and do not
forget to write their
names for every branch.
Usually you would draw
a branch for each of
your brothers or sisters.
But you can also include
a boyfriend or girlfriend
that is important to
you, a friend or another
family member that
means a lot in your life.
Anyone you regard as
your “inner circle”
should have a branch.
Don’t include your
parents, grandparents
or caregivers here, as
they are the roots of
the tree. Don.t include
too many friends- just
the most important
people in your family
life.
FLOWERS: Draw a
flower or each thing in
your life that makes you
feel good about
yourself. Draw a little
picture of a flower and
write the name of that
thing inside each flower
of the thing that makes
you feel good.
LEAVES: Draw a leaf for
each significant event in
your life. A significant
event is anything that
happened that changed
you or your life in some
way. Draw a little
picture or write the title
of the occasion inside
each leaf of the
important event.
FRUIT: Draw a fruit for
each of your
achievements no
matter how big or
small. Inside each fruit
draw a little picture to
represent your
achievement.
Sometimes the fruits
(achievements) are the
same as the flowers
(things that make you
feel good about
yourself). That’s fine!
Draw them twice! Or
combine them! You can
never have too many
good things going on.
Clean-up Drive The students should be able Short discussion The students were able to comprehend community Journal writing
to: about community service as part of their personal development.
A. Define community service particularly on
service as part of clean-up drive before The students were able to write a short reflection on
their personal engaging in the said the essence of saving the environment.
development. activity.
B. Reflect on the The students were able to join the scheduled
essence of cleaning along the certain areas in the City.
environment
saving.
C. Participate in clean-
up drive.

Prepared by: JINGKY T. PUMAHING Checked by: RICHEAL T. CHUA, PhD

CORE SUBJECT TITLE: Personal development
WEEKLY LESSON PLAN: WEEK 5-6 (4 HOURS)
LESSON TOPIC LEARNING OBJECTIVES OUTCOME BASED STUDENT OUTPUT (LEARNING OUTCOME) EVALUATION OF
METHODOLOGY, LEARNING TOOLS
STRATEGY,
APPROACHES AND
PROCEDURES
The Challenges of List ways to become a Philosophical chairs List on how they become a responsible adolescent Seatwork
Middle and Late responsible adolescent prepared for adult life.
Adolescence prepared for adult life
Discuss that facing the Class discussion about facing the challenges during
challenges during adolescence that may able to clarify and manage the
adolescence may able to demands of teen years. Recitation
clarify and manage the
demands of teen years The students were able to express his/her feelings on
Express his/her feelings the expectations of the significant people around
on the expectations of him/her (parents, siblings, friends, teachers, community
the significant people leaders). Seatwork
around him/her
(parents, siblings, Enumerate affirmations that help one become more
friends, teachers, lovable and capable as an adolescent.
community leaders)
Make affirmations that
help one become more
lovable and capable as
an adolescent

International To develop student’s Idea sketching Mr. and Ms. Amity Socialization activiy
Friendship day social skills, comradery,
and harmony.

To observe different
culture and customs of
their local, and regional
communities through
education and public
awareness-raising
 activity.

To collaborate with
other year level to
promote friendship and
fellowship among all
students, regardless of
their race or religion is
always a good idea, no
matter what day the
calendar might say it is.

Prepared by: JINGKY T. PUMAHING Checked by: RICHEAL T. CHUA, PhD.

CORE SUBJECT TITLE: Personal development
WEEKLY LESSON PLAN: WEEK 7-8 (4 HOURS)
LESSON TOPIC LEARNING OBJECTIVES OUTCOME BASED STUDENT OUTPUT (LEARNING OUTCOME) EVALUATION OF
METHODOLOGY, LEARNING TOOLS
STRATEGY,
APPROACHES AND
PROCEDURES
Coping with Stress Discuss that
in Middle and Late understanding stress
Adolescence and its sources during
adolescence may help in
identifying ways to cope
and have a healthful life.

Identify sources of one’s

stress and illustrate the
effect of stress on one’s
system.

Demonstrate personal
ways of coping with
stress for healthful
living.

Prepared by: JINGKY T. PUMAHING Checked by: RICHEAL T. CHUA, PhD.

CORE SUBJECT TITLE: Personal development
WEEKLY LESSON PLAN: WEEK 9 (4 HOURS)
LESSON TOPIC LEARNING OBJECTIVES OUTCOME BASED STUDENT OUTPUT (LEARNING OUTCOME) EVALUATION OF
METHODOLOGY, LEARNING TOOLS
STRATEGY,
APPROACHES AND
PROCEDURES
The Powers of the Discuss that Timed Pair Share Be aware that understanding the left and right brain may
Mind understanding the left help in improving one’s learning.
and right brain may help Pair Discussion
in improving one’s
learning.
Create two types of mind-mapping techniques, each
Explore two types of suited to right brain- or left brain-dominant thinking
mind-mapping styles.
techniques, each suited Group Sharing
to right brain- or left
brain-dominant thinking
styles. Table a plan to improve learning using left and right
brain through mind-mapping activities.
Make a plan to improve
learning using left and
right brain through
mind-mapping activities.

Prepared by: JINGKY T. PUMAHING Checked by: RICHEAL T. CHUA, PhD.