Divine Light Academy

Las Piñas City

SENIOR HIGH SCHOOL DEPARTMENT
Learning Guide (MELC)
AY 2020-2021

PERSONAL DEVELOPMENT

Course Description: This course makes senior high school students aware of the developmental stage that they are in, for them to better
understand themselves and the significant people around them as they make important career decisions as adolescents. The course consists of
modules, each of which addresses a key concern in personal development. Using the experiential learning approach, each module invites students
to explore specific themes in their development. Personal reflections, sharing, and lectures help reveal and articulate relevant concepts, theories, and
tools in different areas in psychology.

Subject: Personal Development Pre-Requisite: None

Type: CORE SUBJECT Strand: STEM / HUMSS / ABM
Grade / Section: Grade 11: ABM – Dignity; Grade 11: HUMSS - Transcendence Semester: 1st Semester
Grade 11: STEM – Innovation / Minessence
Number of Required Hours: 80 hours
Prepared By: Mr. Jonel Joshua Rosales, LPT Date: June 8, 2020

MOST
PERFORMAN ESSENTIAL TEACHING
TIMEFRA CONTENT ASSESSMENT
CE LEARNING STRATEGI REFERENCES / EXTERNAL RESOURCES
ME STANDARD TOOLS
STANDARD COMPETENCI ES
ES
Week 1 The learners The learners shall At the end of the Diagnostic: Synchronous Zoom/MS Teams
demonstrate an be able to... lesson, the Video Presentation Activity: PowerPoint Presentation
understanding students are  Getting to
of…  conduct expected to: Formative: know each Links:
self- Self-Concept other  Roldan, Amelia S. (2003). On Becoming a Winner: A
 himself/hers explorati a. explain Inventory  Expectations Workbook on Personality Development and Character
elf during on and that to the course Building. AR Skills Development and Management Services
middle and simple knowing  Requirement (SDMS), Paranaque City, Metro Manila
late disclosur oneself Summative: s of the  https://www.youtube.com/watch?v=ikGVWEvUzNM
adolescenc can make Picture Essay
e
e
a person 200-word Essay
course  https://www.canva.com/graphs/graphic-organizers
 illustrate  Interactive
 the various accept Graphic Organizer
the Discussion For Guidelines:
aspects of his/her
connecti
holistic strengths  https://visme.co/blog/graphic-organizer/
 developmen ons and  https://study.com/academy/lesson/what-is-a-reflective-essay-
t: between limitations definition-format-examples.html
physiologica thoughts and  https://www.photocontestinsider.com/photo-essay-examples/.
l, cognitive, , dealing Asynchronou
psychologic feelings, with others s Activity:
al, spiritual, and better  Reading:
and social behavior b. share Personal
developmen s in a his/her Effectivene
t person’s unique ss
holistic characteri
 Reading:
develop stics,
ment habits, You Need
political, and to Take
and experienc Charge of
cultural es your
phenom c. evaluate Future
ena his/her
through own
observati thoughts,
on and feelings,
reflection and
behaviors
d. show the
connection
s between
thoughts,
feelings,
and
behaviors
in actual
life
situations
Week 2  the skills  make a At the end of the Tasks that will be Synchronous PowerPoint; Zoom App
and list of lesson, the given: Activity:
tasks ways to students are  Interactive Links:
and become expected to:  Reflection on a Discussion  Video Presentation: https://www.youtube.com/watch?
challeng responsi video v=ld8GLIzIWKU
es ble a. Discuss presentation
appropri adolesce developmental  Journal  https://myalbum.com/
Asynchronou
ate for nts tasks and Reflection  Canva.com
s Activity:
middle prepared challenges “Time of my  Reading:  Ramos, M.. (2016). Growing Up: A Guide to Personal and
and late for being Life: My Career Development
Erik
adolesce adult life experienced Childhood Erikson’s
 nce, and and during Memory” Self-
preparat manage adolescence  Photo Album Identity
ory to the b. Evaluate one’s making using (book)
early demand development ht  Reading:
adulthoo s of teen through the tps://myalbum. Sigmund
d years help of com/ Freud’s
significant  A 200-word Psychosex
people around essay about ual Theory
him/her how people  Reading:
(peers, impacted them Jean
parents, to be who they Piaget’s
siblings, are right now. Cognitive
friends,  Online Poster Developme
teachers, nt
via canva.com
community  Reading:
leaders) Developme
c. Identify ways ntal Stages
that help one  Survey
become (using
capable and FlipGrid)
responsible
adolescent
prepared for
adult life
d. Discuss
understanding
of mental
health and
psychological
well-being to
identify ways
to cope with
stress during
adolescence
Week 3  Brain parts, its  identify At the end of the Tasks to be given: Synchronous PowerPoint; Zoom App
processes and his/her own lesson, the  Vlogging Activity:
functions vulnerabilitie students are  Facebook  Interactive Links:
s and plan on expected to: Poster Discussion  https://www.lifewire.com/create-vlog-in-10-steps-3476410 (for
 the concepts how to stay  200-word vlogging)
mentally a. Identify essay that Asynchronou
about mental  Canva.com
healthy while causes and will explain s Activity:
health and
coping with effects of the  Reading:  https://showcaseedu.com/ (for picture portfolio)
wellbeing
stress stress in importance Developme  Ramos, M.. (2016). Growing Up: A Guide to Personal and
 particularly  Identify ways one’s life. of taking care ntal Tasks Career Development
stress and to improve b. Demonstrate of the brain  Reading:
coping brain personal and how it “Oh Dear
strategies in functions ways to cope can be done. Life –
middle and late which will be with stress  Portfolio of Awareness
adolescence manifested in and maintain pictures that on Different
(continuation) thoughts, mental health promotes Life
behavior and mental Demands”
feelings c. Discuss that health.  Readings:
understandin The Powers
g the different of the Mind
parts of the
brain,
processes
and functions
may help in
improving
thoughts,
behavior and
feelings.
d. Explore ways
on how to
improve brain
functions for
personal
development
Week 4  brain parts,  Identify ways At the end of the Tasks to be given: Synchronous PowerPoint; Zoom App
its processes to improve lesson, the  Brain Activity:
and functions brain students are enhancement  Interactive Links:
 the different functions expected to: Plan (via Discussion  Ramos, M.. (2016). Growing Up: A Guide to Personal and
types of which will be Padlet) Career Development
emotions and manifested in a. Develop a  200-word essay Asynchronou
personal plan
 https://www.youtube.com/watch?v=Cce6vAX8FW0 (How to Master
how they are thoughts, on emotional s Activity:
to enhance Your Emotions)
expressed behavior and intelligence  Reading:
feelings brain functions  Mind-mapping: Powers of  https://padlet.com/
 identify ways b. discuss that Managing the Brain
to understanding emotions. (pp.84-93)
communicat the intensity  Solo short film:  Reading:
e and and Emotions Expressing
manage differentiation Emotions –
emotions in of emotions What’s your
a healthy may help in EQ?
communicatin
 manner g emotional (pp.128-
expressions 135)
c. explore one’s
positive and
negative
emotions and
how one
expresses or
hides them
d. demonstrat
e and
create ways
to manage
various
emotions
WEEK 5  the  appraise At the end of the Tasks to be given: Synchronous PowerPoint; Zoom App
dynamics of one’s present lesson, the  Blog about Activity:
attraction, relationships students are being in love  Interactive Links:
love, and and make expected to: (wix.com) Discussion  Ramos, M.. (2016). Growing Up: A Guide to Personal and
commitment plans for  Facebook Career Development
building a. discuss an Picture Asynchronou
understanding
 https://www.wix.com/
responsible  200-word essay s Activity:
future of teen-age about the basic  Reading:
 https://www.canva.com/
relationships relationships, rights in Building  http://www.takingcharge.csh.umn.edu/activities/basic-rights-
including the relationship Relationshi relationship
acceptable and  Poster-making ps (p.170-
unacceptable (canva.com) 180)
expressions of  Reading:
attractions Basic
b. express Rights in
his/her ways Relationshi
of showing p
attraction,
love, and
commitment
c. identify ways
to become
responsible in
a relationship
WEEK 6  the concepts  identify the At the end of the Tasks to be given: Synchronous PowerPoint; Zoom App
about social different lesson, the  Case Analysis Activity:
influence, roles of students are  Commercial  Interactive Links:
group leaders and expected to: Making Discussion  Ramos, M.. (2016). Growing Up: A Guide to Personal and
 leadership and followers in  Ethical and Career Development
followership society a. distinguish the Servant Asynchronou  Fernandez, B., Et. al. (2016). Personal Development Reader
various roles Leadership s Activity: (1st Edition).
of different Questionnaire  Reading:  https://www.oxfordleadership.com/case-studies/
individuals in  200-word essay Building
society and about Social Ties
how they can leadership (pp.156-
influence  Survey on 166)
people Social  Reading:
through their Perception and Teenagers
leadership or Social Roles Who Join
followership Youth
b. compare Groups
one’s and Other
perception Clubs are
of Happier
himself/her and Less
self and Likely to
how others Drink
see him/her

c. conduct a
mini-survey on
Filipino
relationships
(family,
school, and
community)
WEEK 7  the impact  identify the At the end of the Tasks to be given: Synchronous PowerPoint; Zoom App
of one’s firm and lesson, the  Case Analysis Activity:
family on gentle sides students are  Picture Essay  Interactive Links:
his/her of family expected to:  Genogram Discussion  Ramos, M.. (2016). Growing Up: A Guide to Personal and
personal care that making using Career Development
developmen affect a a. appraise GenoPro Asynchronou
one’s family
 http://www.focusonthefamily.com/parenting/building-
t during person’s  Creative Short s Activity: relationships/familylegacies/the-legacy-you-want-to-give
middle and developme structure and Vlog on  Reading:
late nt during the type of promoting My Inner
 http://www.focusonthefamily.com/parenting/building-
adolescenc middle and care he/she stronger family Circles – relationships/familylegacies/family-legacies-passing-on-a-legacy
e late gives and relations Nurturing  http://genopro.com/
adolescenc receives,  Poem Writing Family Ties  https://www.photocontestinsider.com/photo-essay-examples/.
e which may about family. (pp.140-
help in  Emotional, 150)
understandin
 g Social, and  Reading:
himself/herse Spiritual Inspiring
lf better Legacy stories of
b. make a Questionnaire Families
genogram  200-word essay
and trace that shows the
certain importance of
physical, family.
personality, or
behavioral
attributes
through
generations

c. prepare a plan
on how to
make the
family
members
firmer and
gentler with
each other
WEEK 8  the concepts  set a At the end of the Tasks to be given: Synchronous PowerPoint; Zoom App
of career personal lesson, the  Standardized Activity:
development, career goal students are Tests  Interactive Links:
life goals, based on the expected to:  Career Discussion  Ramos, M.. (2016). Growing Up: A Guide to Personal and
and personal results of Tests Career Development
factors self- a. Explain that  Personalit Asynchronou
understanding
 http://www.rediff.com/getahead/slide-show/slide-show-1-
influencing assessment y s Activity: career-10-mythsabout-career-planning-
career of various different Questionn  Reading: busted/20120430.htm#1
choices and personal and factors, career aire Choosing A
external external development  Interest Career –
 http://earlhaig.ca/departments/coop/1Documents/gr
factors factors concepts and Test Preparing %2010%20careers/Career%20
personal life  Aptitude for the Wheel%20Assignment/building_careers.pdf
goals influence Test Furture  http://www.ncpn.info/2013handouts/Presentation-Career-
career (pp.206- Exploration.pdf, pp. 1-4,
planning and  200-word 211) adapted from Washington State’s “Where are you going? Career
decision- essay that will  Reading: Guide” funded through the
making. show their Ten Myths 1998 Carl D. Perkins Vocational Act
b. Identify career realization on About
options based career growth. Career
on different  Career Plan Planning
factors, career
 development (using Padlet) Busted!
concepts and  My Career
personal life Wheel
goals

c. Prepare a
career plan
based on the
identified
career options
to attain
personal life’s
goals