La Salette of Roxas College, Inc. Basic Education Department S.Y.

2020 - 2021

SELF-LEARNING
MODULE
1st Sem|Midterm|W1-W2
Personality Development
(11 ABM, HUMSS, STEM)

Prepared by:
ETHYLLE JOYCE P. ALINDAYU

For feedback or inquiries, you can reach out through the following:
 La Salette of Roxas College, Inc. Basic Education Department S.Y. 2020 - 2021
Self-Learning Module for Grade 11
Personality Development
First Semester – Midterm
CONTENT STANDARDS PERFORMANCE MOST ESSENTIAL LEARNING TIME
STANDARDS COMPETENCIES FRAME

The learners demonstrate The learners should Explain that knowing oneself can
understanding of be able to conduct make a person accept his/her
himself/herself during self-exploration and strengths and limitations and dealing
middle and late simple disclosure. with others better. (EsP-PD11/12KO-Ia- Week 1
adolescence. 1.1)

Share his/her unique characteristics,

habits, and experiences.
(EsP-PD11/12KO-Ia-1.2)

The Learners demonstrate The learners shall be Evaluate his/her own thoughts,
the various aspects of able to illustrate the feelings, and behaviors.
holistic development: connections (EsP-PD11/12DWP-Ib-2.2)
physiological, cognitive, between thoughts, Week 2
feelings, and Show the connections between
psychological, spiritual,
behaviors in a thoughts, feelings, and behaviors in
and social development actual life situations.
person’s holistic
development. (EsP-PD11/12DWP-Ib-2.3)

The Learners demonstrate The learners shall be Discuss developmental tasks and
the skills and tasks and able to make a list challenges experienced during
challenges appropriate of ways to become adolescence.
for responsible (EsP-PD11/12DS-Ic-3.1)
middle and late adolescents
adolescence, and prepared for adult Evaluate one’s development through
preparatory to early life and manage the help of significant people around
adulthood. the demands of him/her (peers, parents, siblings, Week 3
teen years. friends, teachers, community leaders).
(EsP-PD11/12DS-Id-3.2)

Identify ways that help one become

capable and responsible adolescent
prepared for adult life.
(EsP-PD11/12DS-Id-3.3)

The Learners demonstrate The learners shall be Discuss understanding of mental

the concepts about able to identify health and psychological well-being.
mental health and his/her own (EsP-PD11/12CA-Id-4.1)
wellbeing vulnerabilities and
particularly stress plan on how to stay Identify causes and effects of stress in Week 4-
and coping strategies in mentally healthy one’s life. (EsP-PD11/12CS-If-5.2) 5
middle and late while coping with
adolescence stress.
Demonstrate personal ways to cope
with stress and maintain mental
health. (EsP-PD11/12CS-Ig-5.3)

The learners demonstrate The learners identify Discuss that understanding the
an understanding of how ways to improve different parts of the brain, processes
the brain works by learning using both and functions may help in improving
considering the two the left and right thoughts, behavior and feelings.
hemisphere of the brain, brain. (EsP-PD11/12PM-Ig-6.1)
the whole brain theory,

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 La Salette of Roxas College, Inc. Basic Education Department S.Y. 2020 - 2021
and techniques to Explore ways on how to improve brain Week 6
develop cognitive functions for personal development
abilities. (EsP-PD11/12PM-Ig-h-6.2)

Develop a personal plan to enhance

brain functions. (EsP-PD11/12PM-Ih-
6.3)

The Learners demonstrate The learners shall be Discuss that understanding the
the different types of able to identify intensity and differentiation of
emotions and how they ways to emotions may help in communicating
are expressed communicate and emotional expressions.
manage emotions (EsP-PD11/12EI-Ii-j-8.1)
in a healthy
manner. Explore one’s positive and negative Week 7-
emotions and how one expresses or 8
hides them. (EsP-PD11/12EI-Ij-8.2)

Demonstrate and create ways to

manage various emotions.
(EsP-PD11/12EI-Ij-8.3)

Schedule of Lessons
Week: 1 Topics Schedule
Pre-Assessment
Explore Day 1: August 31, 2021
Activity 1: KWL Chart
Activity 2: Share It
Firm Up Day 2: September 1,
Activity 3: Self-concept Inventory 2021
Activity 4: KWL Chart
Deepen Day 3: September 2,
Activity 5: Story – You Need to Take Charge of Your 2021
Future
Activity 6: My Own Personal Inventory Day 4: September 3,
2021
Activity 7: Journal Writing
Week: 2 Explore Day 5: September 6,
Activity 1: Think-Feel-Act 2021
Firm Up
Activity 2: Short-answer Question Day 6: September 7,
Activity 3: Picture Analysis 2021
Deepen Day 7: September 8,
Activity 4: My Special Tree 2021
Activity 5: Reflection Day 8: September 9,
2021

INTRODUCTION

The Getting-to-Know-You activity are common during the first day of school. Teachers
will ask you to state the common facts about yourself like, name, age, birthday, address, motto
in life, or just give adjectives that most describe your personality. Admit it or not, this is not a
simple task to do because most often times, for you to think of idea to describe yourself, you
tend to get the first adjective that comes into your mind for the sake of complying even if it does
not define you.

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 La Salette of Roxas College, Inc. Basic Education Department S.Y. 2020 - 2021

Personal Development starts with self-development follows by the different

aspects of development or the factors which affects your decisions, building and maintaining
relationship which are individuals who will support you throughout your development process,
and it ends with career development which is the time you can decide for your future. This
will assist you in achieving total development. You get to appreciate the time to look more
closely into self, have the opportunity to understand yourself by identifying your strengths and
limitations and eventually share them to others. As you go through in this module, think about
this question:
How important is self-awareness in understanding one’s self?

Lesson Number Topic Learning Competencies Time Frame

Explain that knowing oneself can make a
1 Knowing Oneself person accept his/her strengths and limitations Week 1
and dealing with others better. (EsP-
PD11/12KO-Ia-1.1)
Share his/her unique characteristics, habits,
and experiences. (EsP-PD11/12KO-Ia-1.2)
Evaluate his/her own thoughts, feelings, and
2 Holistic behaviors. (EsP-PD11/12DWP-Ib-2.2) Week 2
Development Show the connections between thoughts,
feelings, and behaviors in actual life situations.
(EsP-PD11/12DWP-Ib-2.3)

CONCEPT MAP

TRANSFER
Slogan or Personal
Students on their own Declaration on Being
using what they have PERFORMANCE STANDARD Happy
discovered about
themselves shall create a
plan for their career which The learners should be able to PERFORMANCE TASK
portrays balance of life conduct self-exploration that
and matured individual. illustrates the connections
between thoughts, feelings,
and behaviors in order to make EU: Knowing oneself is
TRANSFER GOAL a list of ways to become important in self-discovery
responsible adolescents since it helps the person to
find ways to improve oneself
prepared for adult life and
 Explain that knowing oneself can and be prepared for their
manage the demands of teen
make a person accept his/her career choices.
strengths and limitations and Share years.
his/her unique characteristics, habits, EQ: How does knowing
and experiences yourself be an advantage in
 Evaluate and show connections in planning and making
SELF-DEVELOPMENT
his/her own thoughts, feelings, and decisions in life?
behaviors.
 Discuss developmental tasks and
challenges which he/she can
The learners demonstrate
evaluate one’s development through
the help of significant people to
understanding of himself/herself, the
identify ways that help one become various aspects of holistic development,
capable and responsible adolescent skills, tasks and challenges appropriate
prepared for adult life. for middle and late adolescence.
MAKE MEANING

ACQUISITION CONTENT STANDARD

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 La Salette of Roxas College, Inc. Basic Education Department S.Y. 2020 - 2021
Expected Skills:
To do well in this module, you need to remember and do the following:
1. Conduct self-awareness.
2. Disclose a part of themselves to others.
3. Evaluate one’s thought, feelings, and behaviors.
4. Show connections between thoughts, feelings, and behaviors in actual life situations.
5. Classify different tasks during this adolescence stage.
6. Assess own development in comparison with those of same age.
7. Determine ways to become a responsible maturing adolescent.
8. Interpret the concepts of mental health and psychological well-being in everyday
observations about mental health problems during adolescence.
9. Identify their own vulnerabilities.
10. Create a plan to stay mentally healthy during adolescence.
11. Discuss the importance of how the left and right brain may help in improving one’s learning.
12. Explore two types of mind mapping techniques.
13. Make a plan to improve learning through mind mapping activities.
14. Discuss understanding about emotions.
15. Explore one’s positive and negative emotions and how they express or hide them.
16. Demonstrate and create ways to manage various emotions.

PRE-ASSESSMENT

Multiple Choice
Directions: Read carefully the following questions below. Choose and write your answers on the activity
sheet found at the end of the lesson.
1. What best describes when your self-concept is being threatened?
a. You continue to work on a task and you realize you are getting better at it every day.
b. The person that you met saw you in the way that you imagined.
c. You are at a new job and you were able to make a good impression on your employer.
d. You are repeatedly told that you do not have ability to perform a task.
2. What factors contribute to negative body image?
a. Advertisement b. Media c. All are correct d. Negative comments from
others
3. Which of the following is a part of self-identity?
a. Roles b. Social identity c. Self-esteem d. All are correct
4. Growing up in a family where feelings were not talked about is an example of:
a. A barrier to self-awareness c. A self-awareness booster
b. A good model for self-awareness d. A rule for enrichment
5. Which of the following is not on the wheel of awareness?
a. Thoughts b. Feelings c. Past actions d. IQ
6. What kinds of issues can a person with a negative body image suffer from?
a. Low self-esteem b. Anorexia c. Depression d. All are correct
7. Which of the following roles is part of a person’s social identity?
a. Religious roles b. Gender roles c. Political affiliations d. All are correct
8. Being self-aware can:
a. Identify feelings and thoughts to work through.
b. Help you make wiser decisions.
c. Deepen friendships
d. All are correct.
9. What best describes when your self-concept is seeking change?
a. You are going to a party and you decide to dress drastically different from the way people
have seen you before.
b. You stayed at home for the past three college summers but suddenly decide to do a study
abroad program for your final year.

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 La Salette of Roxas College, Inc. Basic Education Department S.Y. 2020 - 2021
c. You go to a networking event and you decide to speak to people you never spoke to
before.
d. All are correct.
10. It is an intense fear of gaining weight.
a. Anxiety b. Anorexia Nervosa c. Bulimia Nervosa d. Panic Attack

True or False
Directions: Determine if the statement is true or false. Write your answer in your activity sheet found at
the end of the lesson.
1. The foundation of developing your personality is “you”.
2. If we do not know how our minds work, we can be intentional about influencing our thinking
and feeling patterns.
3. Adolescents can easily adapt to the changes in their lives by themselves for they are more
independent than before.
4. Peer pressure is the reason why teens modify their behavior, activities, etc. just to be accepted
in a group.
5. Mental illness is a cognitive disability, which means it is a different journey with different
challenges. It is essential to treat all people with respect because you do not know how life is
like in their shoes.
6. Having a wound will not get better with just simple medication. It also takes time, exercise, and
hard work. Likewise, mental illness is the same. One needs patience, get help from others, and
talk about it. Then, you will start to feel better, too.
7. People cannot actually remember more of what they hear and read if they are in a positive
emotional state when they hear or read it.
8. An adolescent does not feel emotional highs or lows during the adolescence stage.
9. In a relationship, both must respect each one’s decision and hear the side of other.
10. It is your responsibility to give time every day with your partner. If it does not meet, you need to
console him/her.

LESSON 1: KNOWING ONESELF

EXPLORE

Have you ever wondered how other sees you when you’re with them or what comes to their
minds when they heard your name? Have you also wondered if what you see yourself is the
same as others sees you? As you attempt to uncover the answer about yourself, think about this
question:
How does knowing yourself can be an advantage in planning and making decisions in life?

Activity 1: KWL Chart

Directions: Check your understanding of this lesson by doing the activity below. Fill in the K column
with the things you already know and W column of the things you still want to learn and wonder
about the topic. Write your answers on the activity sheet found at the end of the lesson.
K W L
What I know about the topic What I want to learn about the What I learned about the topic
topic

Activity 2: Share It
Before you begin the lesson, answer briefly the questions below. Write your answers on the activity sheet
found the end of the lesson.
 How do you perceive yourself as a young man/lady?
 Do you think that there is a difference between how you see yourself and what is projected in
the eyes of others? Why?

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 La Salette of Roxas College, Inc. Basic Education Department S.Y. 2020 - 2021

FIRM-UP

Your goal in this section is to gain information about knowing oneself and discovering your
strengths and weaknesses. Continue to think about this question:

How does knowing yourself can be an advantage in planning and making decisions in life?

Activity 3: Self-concept Inventory

LC: Explain that knowing oneself can make a person accept his/her strengths and limitations and
dealing with others better.
Directions: Take a look at your own self-concept and answer the following self-concept inventory in
your activity sheet. Give yourself a rating using the scale: 0=very weak; 1=weak; 2=somewhat weak or
somewhat strong; 3=strong; 4=very strong. After answering the inventory, do the scoring in your answer
sheet and answer the follow-up questions.

___a. I have strong sex appeal.

___b. I am proud of my physical figure.
___c. I am physically attractive and beautiful/handsome.
___d. I exude with charm and poise.
___e. I am easy to get along with.
___f. I can adjust to different people and different situations.
___g. I am approachable; other people are at ease and comfortable with me.
___h. I am lovable and easy to love.
___i. I am a fast learner, can understand with one instruction.
___j. I am intelligent.
___k. I have special talents and abilities.
___l. I can easily analyze situations and make right judgments.
___m. I can be trusted in any transaction.
___n. I have a clean conscience and carry no guilt feeling.
___o. I have integrity and good reputation.
___p. My friends and classmates can look up to me as a model worth emulating.
___q. I can express my ideas without difficulty.
___r. I talk in a persuasive manner that I can easily get people to accept what I say.
___s. I can express my ideas in writing without difficulty.
___t. I am a good listener.
___u. I am emotionally stable and not easily rattled when faced with trouble.
___v. I am logical and rational in my outlook and decisions.
___w. I feel and act with confidence.
___x. I am a mature person.

Process Questions:
Look at the results of your self-concept inventory and answer the following questions.
1. In what areas do you consider yourself strong (with score 14-16) or somewhat weak (score of 10-
13) and very weak (below 10)
2. Are there qualities you consider as your weakness but other people consider as your strength?
What are these?
Example: A lady can say, “I’m ugly” yet other consider her very charming. Or conversely, one can
have the illusion of saying “I am very intelligent or competent” when most of his ideas sound
unreasonable or illogical to most of the people. There is indeed a big difference between what you
see in yourself (real self-image) and what is projected in the eyes of the others (your social-image).
3. How realistic is your self-image?
4. To what extent does it reflect your real self?
5. How does knowing yourself be an advantage in planning and making decisions in life?

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 La Salette of Roxas College, Inc. Basic Education Department S.Y. 2020 - 2021
Scaffold 1: My Own Personal Inventory
A. Draw an object that would best describe you on the box provided in your LAS. Make sure that
the object you have chosen possesses the qualities that you also have.

B. Compare your own strengths and weaknesses to that of the object that you have drawn.
Complete each sentence to describe yourself and the object that you have chosen.

Scaffold 2: Journal Writing

Directions: After learning significant things about yourself, reflect on your discoveries. Refer on the
questions below. Write your reflection on the activity sheet after the lessons.
 What do you think your strengths and limitations that makes you as a unique individual?
 How can you use it in helping your co-students?
 As a Salettinian, how will you practice the things you learned from this lesson?

For further explanation about this topic, study the PowerPoint Presentation given to you in your
Group Chat.

DEEPEN

Activity 4: KWL Chart

LC: Share his/her unique characteristics, habits, and experiences.
What realizations do you have about the topic? What connections have you made for yourself?
Complete the table by sharing “What I have learned about the topic”. Do this in your LAS.

K W L
What I know about the topic What I want to learn about the What I learned about the topic
topic

Activity 5: Story – You Need to Take Charge of Your Future by Bo Sanchez

LC: Share his/her unique characteristics, habits, and experiences.

There are three kinds of people in this world:

The first is the Moviegoer. This person watches the movie of their lives, admires some parts and criticizes
others. Aside from that, they do nothing else. All she says the whole day is, “I like this thing and but I don’t like
that thing.” The Moviegoer feels she has absolutely no control of their lives --- except to comment about it.
Moviegoers are the most pathetic, miserable people in the world.
The second is the Actor. This person does not only watch the movie of her life. She actually realizes she’s
the Actor – and can control a big part of her life. She can actually make or break the movie – by how well she
delivers her lines and how she portrays her character. Actors are a happy bunch, realizing they’re the start of
the show and enjoy some level of control. But many times, they wish the movie would end in another way – but
realize that they have no say in such things.
The third is the Scriptwriter. This person does not only watch, and she doesn’t only act, but she actually
creates the entire movie from her mind. She determines what she will say, what she will do, and how the movie
will end. She realizes she has enormous control over her life, and sees to it that the movie of her life will turn out
beautiful.
Who are you among these three people?
Do you merely watch your life goes by?
Or do you act out a script that you feel has been handed to you?
Or do you write the script and make your life beautiful?
By the way, the Producer of the movie is God. He tells you, “Make the movie beautiful, and I will give
you all that you need for success.”

Processing Question
1. What have you discovered about yourself?
2. What are your core strengths?
3. What are the qualities you want to hone and improve on?
4. How does knowing yourself can be advantage in planning and making decisions in life?

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 La Salette of Roxas College, Inc. Basic Education Department S.Y. 2020 - 2021

LESSON 2: HOLISTIC DEVELOPMENT

EXPLORE
How much do you understand your thoughts, feelings, and behaviors? Perhaps, some of you
have difficulties in answering this question because there are times that you really do not
understand your thoughts, feelings, and the way you behave. As you attempt to uncover the
answer about it, think about this questions:
What does it mean to be whole?

How important is self-awareness in understanding one’s self?

Activity 6: Think-Feel-Act
Scenario: Imagine yourself seated on your chair, waiting for your test paper to be returned to you. You
have no idea what is your score in your test.
Directions: On the chart below there are 3 columns; 1) what you are thinking, 2) how you are feeling
and 3) what are your responses. Enumerate your what is being asked on each box. Write your answer
in your LAS.

What does your output say? Have you noticed something about your answers? Let’s figure it in the next
part of the lesson.

FIRM-UP
Your goal in this section is to gain information about how feelings, thoughts, and behavior
connected and what it means to be a whole. Continue to think about this question:
What does it mean to be whole?

Activity 7: Short-answer Question

LC: Evaluate his/her own thoughts, feelings, and behaviors.
Directions: Read the questions below and answer briefly. Write your answers on your LAS.
1. How do you feel today?
2. What did you do for your physical and social activities for the past days?
3. Did you participate in any religious activities recently?
4. How are these physical, social, spiritual and psychological activities affect or influence you as a
person?
5.
Activity 8: Picture Analysis
LC: Show the connections between thoughts, feelings, and behaviors in actual life situations.
Directions: Evaluate their values, thoughts, and feelings from the given pictures. Explain your reaction.
Write your answer in your Learning Activity Sheet (LAS)

For further explanation about this topic, study the PowerPoint Presentation given to you in your
Group Chat.

DEEPEN

Activity 9: My Special Tree

Directions: Draw a tree inside the given box in your LAS. Leave a space for each parts of the
tree such as roots, branches, leaves, fruits, and flowers. Each represents the most significant part in
your life as defined below. After your draw, answer the process questions below.
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 La Salette of Roxas College, Inc. Basic Education Department S.Y. 2020 - 2021
Roots: parents, grandparents, and caretaker: Who looked after you while growing up.
Branches: members of the family; write their names in every branch.
Flowers: things in life that makes you feel good about yourself.
Leaves: significant events in your life. Write the specific occasions inside each leaf.
Fruits: your achievements no matter how big or small; write it inside the fruit.
Reflect on your drawing by answering the following questions.
1. How do you describe the activity? How does your tree relate to you and your life?
2. Where do you think you are in your drawing? Which part of the tree do you belong?
3. Do you feel any strange emotions when you draw and write the name/s for the roots? Why?
4. How does it feel when you draw the leaves and write the significant events in your life?
5. Did you miss anything in your drawing? Why did you leave them out? What did you feel when
you decide to do so?
6. Do you have someone in your life you want to forget? How does it feel when you are reminded
of this person?
7. What does it mean to be whole?

Activity 10: Reflection

Everything about you is a reflection of some meaningful pieces of God’s beautiful and
perfect creation. Since conception, you are considered a perfect piece of art designed by
the hands of God. You are a human and everything around you are symbolic manifestations
of God’s presence.

The memories and emotional state that evolved while you are doing your life’s
assignments help you see and understand yourself or your life from different angles and this
help enhance your self-awareness. When you fully understand yourself, you can live more
effectively and have more successful life.

1. What is your understanding or insights about the selection?

2. How do you describe yourself as God’s perfect and beautiful creation?
3. How helpful are your life’s problems and frustrations in becoming a better person?
4. How will you make your life more meaningful?
5. How can you use it to help others especially your family, friends and classmates?
6. As a Salettinian, how can you promote Solidarity and Stewardship?

References and Website Links used in this Lesson:

Book:
Ramos, M. (2017). Moving Up: A Guide to Personal and Career Development. Teachers Wraparound
Edition.
Website:
https://www.slideshare.net/paolodagaojes/personal-development-reader

Prepared by: Mrs. Ethylle Joyce P. Alindayu

Personality Development Subject Teacher

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 La Salette of Roxas College, Inc. Basic Education Department S.Y. 2020 - 2021
LEARNING ACTIVITY SHEET
PERSONALITY DEVELOPMENT
MIDTERM-F1/W1-W2
NAME: _________________________________________________ STRAND: ______________________________

PRE-ASSESSMENT
Multiple Choice True or False
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.

Activity 1: KWL Chart

K W L
What I know about the topic What I want to learn about the What I learned
topic about the topic

Activity 2: Share It
1. ___________________________________________________________________________________________
2. ___________________________________________________________________________________________
___________________________________________________________________________________________

Activity 3: Self-concept Inventory

Physical appeal Human Relations Intelligence
a. e. i.
b. f. j.
c. g. k.
d. h. l.
Subtotal: Subtotal: Subtotal:
Character Communications Maturity
m. q. u.
n. r. v.
o. s. w.
p. t. x.
Subtotal: Subtotal: Subtotal:
Process Questions:
1. ___________________________________________________________________________________________
2. ___________________________________________________________________________________________
3. ___________________________________________________________________________________________
4. ___________________________________________________________________________________________
5. ___________________________________________________________________________________________

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Scaffold 1: My Own Personal Inventory

I compare myself to a/an __________________________________________.

My Strength
One strong point of the ________________________ is that it is _______________________________. Like
this object, I am _____________________________________.
My Weakness
One weak point of the ________________________ is that it is _______________________________. Like
this object, I am _____________________________________.

Scaffold 2: Journal Writing

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

Activity 4: KWL Chart

K W L
What I know about What I want to learn What I learned about the topic
the topic about the topic

Activity 5: Story – You Need to Take Charge of Your Future by Bo Sanchez

Processing Question
1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
3. __________________________________________________________________________________________
4. ___________________________________________________________________________________________

Activity 6: Think-Feel-Act
What you are thinking How you are feeling What are your responses

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 La Salette of Roxas College, Inc. Basic Education Department S.Y. 2020 - 2021
Activity 7: Short-answer Question
1. ___________________________________________________________________________________________
2. ___________________________________________________________________________________________
3. ___________________________________________________________________________________________
4. ___________________________________________________________________________________________

Activity 8: Picture Analysis

1. ___________________________________________________________________________________________
___________________________________________________________________________________________
2. ___________________________________________________________________________________________
___________________________________________________________________________________________
3. ___________________________________________________________________________________________
___________________________________________________________________________________________
4. ___________________________________________________________________________________________
___________________________________________________________________________________________
5. ___________________________________________________________________________________________
___________________________________________________________________________________________

Activity 9: My Special Tree

Process Questions:
1. ___________________________________________________________________________________________
2. ___________________________________________________________________________________________
3. ___________________________________________________________________________________________
4. ___________________________________________________________________________________________
5. ___________________________________________________________________________________________
6. ___________________________________________________________________________________________
7. ___________________________________________________________________________________________

Activity 10: Reflection

1. ___________________________________________________________________________________________
2. ___________________________________________________________________________________________
3. ___________________________________________________________________________________________
4. ___________________________________________________________________________________________
5. ___________________________________________________________________________________________
6. ___________________________________________________________________________________________

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