The document provides guidance on creating a personal timeline activity. It explains that a personal timeline portrays the important events and people in one's life to understand where they have succeeded and failed in the past in order to better plan the future. Students are instructed to write major life events, significant people, ages, dates, places, and use drawings and symbols on a piece of paper. They can use colors, art materials, or a simple pen. Online timeline templates are also provided. The activity is meant to help students reflect on turning points in their lives, influential people, what they would change, and future goals.
The document provides guidance on creating a personal timeline activity. It explains that a personal timeline portrays the important events and people in one's life to understand where they have succeeded and failed in the past in order to better plan the future. Students are instructed to write major life events, significant people, ages, dates, places, and use drawings and symbols on a piece of paper. They can use colors, art materials, or a simple pen. Online timeline templates are also provided. The activity is meant to help students reflect on turning points in their lives, influential people, what they would change, and future goals.
The document provides guidance on creating a personal timeline activity. It explains that a personal timeline portrays the important events and people in one's life to understand where they have succeeded and failed in the past in order to better plan the future. Students are instructed to write major life events, significant people, ages, dates, places, and use drawings and symbols on a piece of paper. They can use colors, art materials, or a simple pen. Online timeline templates are also provided. The activity is meant to help students reflect on turning points in their lives, influential people, what they would change, and future goals.
The document provides guidance on creating a personal timeline activity. It explains that a personal timeline portrays the important events and people in one's life to understand where they have succeeded and failed in the past in order to better plan the future. Students are instructed to write major life events, significant people, ages, dates, places, and use drawings and symbols on a piece of paper. They can use colors, art materials, or a simple pen. Online timeline templates are also provided. The activity is meant to help students reflect on turning points in their lives, influential people, what they would change, and future goals.
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Activity: MY PERSONAL TIMELINE
A personal timeline portrays the influential events and happenings of a person’s life so that he can understand where he has gone wrong and right in the past. It helps to plan the future in a better constructive way. Using a bond paper, write the major events in your life and the significant people in your life. You may add your age, specific dates and places. You may draw the timeline horizontally, vertically, diagonally or even using ups and down depending on your imagination. Be creative in your representations. You may also use symbols, figures and drawings. Think of a title for your personal timeline. You may use crayons or art materials depending on the available resources or just a simple paper and pen may be fine. You can also go for the personal timeline website templatesamples available online. The link is https://www.template.net/business/timeline- templates/personal-timeline-template/
Source: http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life-story- probing-to-create-shift-to-life-liberating-meanings-2-of-2/ Output: My Personal Timeline with Reflection Write about your Personal Timeline which you made in class. Answer the following questions: 1. Is there a ‘center’ or a central theme in your timeline and life? If you will give a title for your timeline what would it be and why? 2. Identify the turning points in your timeline. What were the thoughts, feelings and actions that you experienced? 3. Who are/were the most significant people in your life? How did they influence you? 4. What would you change or add, if you could? How would each of these changes or additions affect your life, or even change its present course? 5. Where do you want to be in a year, 5 years, and 10 years? What do you expect your future timeline will be? Source: http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life-story- probing-to-create-shift-to-life-liberating-meanings-2-of-2/ Activity: WORKSHEET ON DEVELOPMENTAL TASKS OF BEING IN GRADE 11 Using the Developmental Tasks Summary Table above, assess your own level of development as a Grade 11 student.
What are the expected tasks What are the expected What are the expected you have successfully tasks you have partially tasks you have not accomplished? accomplished? accomplished?
• Achieving a musculine or • Achieving a musculine or • Achieving mature relations
feminine social role. feminine social role. with both sexes. • Acquiring values and ethical • Desiring and achieving •Preparing for marriage and system to guide behavior. socially responsibility family life. • Desiring and achieving behavior. •Preparing for an economic socially responsibility • Accepting one's physique. cancer. behavior.
Processing Questions: 1. Being in Grade 11, what are the developmental tasks expected of you? Rate yourself from 1-10 (10 as the highest) on whether you have accomplished those expected tasks. Answer. Being in grade 11 is a period of life in which you have to explore the different aspects od life sucbas home, family, school, worl, and one's role. The developmental tasks that expected kn me are; adjust to the physical changes, I should have belt confidence and acceptance to my physical appearance already, adapt sexually and established my sexual identity, at this period, it is important to establish the values of sexual behaviour. Thinking ahead, I should be able to understand other's point of view or opinions, thinking of others and discern the different situations. I must have developed the sense of responsibility since we are starting to have a connection to our parents. And finally, Iust realize my commitment to my family, community and citizenships, know the advantages or disadvantages of the transition to college, work, or independent living. I rate my self 7 out of 10 as to whether I have accoplished those.
2. As you are in Grade 11, you are in transition from high school to college, from being an adolescent to young adult. How do you feel about this transition? Answer. The transition seems like a heavy burden because of assuming greater responsibility in the society. 3. Do you think you are ready for this transition which may mean more responsibilities and greater accountability? If no, what are the expected tasks you need to work on? If yes, what are the ways to take so you can better plan for the future? Answer. No. I need more experience so I can successfully portray the roles expected of me as I become an adult.
Activity: HOW MINDFUL AM I?
For each of the following situations, decide whether the person followed these guidelines for mindful speech: Is what I want to say True? Is what I want to say Helpful? Am I the best one to say it? Is it necessary to say it Now? Is it Kind to this person and others? [THINK definition from Mindfulness for Teen Anxiety by Dr. Christopher Willard]
In your journal, for each number, mark √ for yes, X for no, or ? if you’re not sure. There could be more than one 'correct' answer. The purpose of this activity is to reflect on the situations and whether you've witnessed or experienced something similar in your own life. 1. I did really well on an exam. I said to my friends, “I got the top score. What did you get?” Did I T.H.I.N.K. before I spoke? ❌T❌H❌I❌N❌K 2. One of my friends was bragging about getting a good score on a test, and I didn't want to tell him I failed. I said, "Congratulations!" then started talking about something else. Did I T.H.I.N.K. before I spoke?✔️T✔️H✔️I✔️N✔️K 3. People kept telling me about this strange color Mrs. Jenkins dyed her hair. When I saw her, I didn't think it looked that bad, so I told her, “Your hair’s not as weird as everyone says it is.” Did I T.H.I.N.K. before I spoke? ❓T❓H❓I❓N❓K 4. A woman with a big belly was about to enter the building. I told my friend, “Weneed to go open the door for that lady. She’s pregnant.” Did I T.H.I.N.K. before I spoke? ✔️T✔️H✔️I✔️N✔️K 5. A boy told his friend to hold the door open for me because I’m pregnant. I said, “Hey, I’m not pregnant! You sayin’ I’m fat?” Did I T.H.I.N.K. before I spoke? ❌T❌H❌I❌N❌K 6. A boy told his friend to hold the door open for me because I’m pregnant. I said, “Thank you for holding the door, but I’m actually not pregnant.” Did I T.H.I.N.K. before I spoke? ____
✔️T✔️H✔️I✔️N✔️K 7. I saw a couple of kids cheating on a test. I went up to the teacher after class and told him what I’d seen. Did I T.H.I.N.K. before I spoke? ✔️T✔️H✔️I✔️N✔️K 8. I saw a girl looking at her phone during a test. I went up to the teacher after class and told him she was cheating. Did I T.H.I.N.K. before I spoke? ✔️T✔️H✔️I✔️N✔️K 9. I saw Maria’s boyfriend leaving the movie theater with another girl. I called Maria and said her boyfriend was cheating on her. Did I T.H.I.N.K. before I spoke? ❓T❓H❓I❓N❓K 10. I saw Maria’s boyfriend leaving the movie theater with another girl. I went up to them and said hi, and asked “Where’s Maria tonight?” Did I T.H.I.N.K. before I spoke? ❌T❌H❌I❌N❌K
Remember: T.H.I.N.K. Before You Speak. Have Mindful Speech.
Portfolio Output: Mindfulness with Reflection
Analyze each case on How Mindful Am I? Answer the following questions: 1. Has someone ever asked you a question that you really didn't want to answer? How did you respond? Answer. There might be times that even thought you feel like answering things everyone asks you about, you still refrain from it. Being asked questions by other people, makes you feel as if yoy have a little power over him/her. You might feel as if very qualified for that person asks you and not others. There was a time that I too didn't feel answering, but it was because I feel like even though I answer him/her he wouldn't trust my answer. Aside from that person who asked me, I too feel unsatisfied. 2. Have you ever gotten (or given) a “compliment” that really wasn’t a compliment? How did you feel afterwards? Answer. Yes, a compliment that they are saying but their actions look the opposite of it... I felt hurt, hatred, bit of anger, because it seems like they are just fake people around me they are like plastics. But when it's from my friends I'll just accept whatever they say to me and laugh it out loud afterall I know that they are real and just joking. 3. Did you ever do something to be helpful that turned out badly? What happened? What do you wish had happened? Answer. I once helped my friend get back on his feet after discovering he failed in our subj. I tried helping him by being there for him. I introduced him to my cheerful best friend and they immediately became driends. Now they always hang out without me, when I call them to hang out they always say they are busy. Now as bad as I wish it, I wish that I never introduced them to each other because now my only two friends are hanging out with each other without me. 4. Have you ever caught someone cheating (either on a test or on a boyfriend/girlfriend)? Did you say anything? Why or why not? Answer. Yes, I caught someone cheating on a test before. I think a lot of students may experienced cheating during an exam. I'm not saying that it's something that a student should experience because this is really a bad habit. Anyways, I never had the chance yo tell on this person because one of the professors caught her so he gave her a disciplinary action and re- take a special exam instead. Good thing I haven't witnessed a friend or someone cheating on her boyfriend/girlfriend. But if that happens, I know it's not that easy to do, then I have to be honest to my friend to not waste his/her time to someone who's not worthy. 5. Have you ever gotten in trouble because someone caught you cheating (or thought you were cheating)? What happened? What do you wish had happened? Answer. I've gotten into a trouble because some one thought that I am cheating on exam. The principal call me to go in his office. I wish that I will not suspened. 6. In what other situations have you seen someone T.H.I.N.K. (or not) before speaking? What happened? Answer. It needs to think before speaking because you need to know why they are fighting or what they are fighting for to know whats the solution for the problem. They'll be friends or buddies or will fighthing each others with pride.
