School Talairan Integrated School Grade Level 11

Teacher RUSSIEL C DAGOHOY Learning Area PERSONAL DEVELOPMENT

Teaching Week Quarter 2ND Quarter 1ST Semester

I. OBJECTIVES
A. Content Standards
The dynamics of attraction, love, and commitment
B. Performance appraise one’s present relationships and make plans for building responsible future relationships
Standards
C. Learning The learner….
Competencies a. Express his/her ways of showing attraction, love, and commitment. (EsP-PD11/12PR-IIa-9.2)
/ Objectives b. Discuss an understanding of teen-age relationships, including the acceptable and unacceptable expressions of
attractions (EsP-PD11/12PR-IIa-9.1)
c. Identify ways to become responsible in a relationship. (EsP-PD11/12PR-IIb-9.3)

II. CONTENT PERSONAL RELATIONSHIP

III. Learning
Resopurces
1. Teacher’s Guide Personal Development
Pages
2. Learner’s Textbook, Laptop, Projector, Textbooks
Material Pages

3. Textbook Pages Personal Development

4. Additional lrportal
Materials from
Learning Resources
B. Other Learning internet
Resources
IV. PROCEDURES TEACHER’S ACTIVITY LEARNER’S ACTIVITY
A. Reviewing
previous lesson
or presenting the Good Morning class Go0d morning mam!
new lesson Read our verse for today and lets Pray One of the student will read the bible
And before we start today I give you 2 mins.to clean the room verse for today and lead the prayer
Students will clean the room

ACTIVITY 1 Motivation
(Pictionary – for important concepts and especially terms, have students play Pictionary;
one selects images, the rest must guess what it depicts.
B. Establishing a
purpose for the This is our Objective for today’s discussion.
lesson. Knowledge:
Skills:
Attitudes:
Can we agree on this objective?

Group rules:
Give thoughtful feed. On task all the time. Participate actively?
Respect others and their thoughts. Use soft Voices. Stay Positive.

Activity 2. Is it my right or not?

Materials: • Group Activity Sheet 1, cut outs heart shape, Is it My Right or Not,
Procedure:
1. Distribute Group Activity Sheet 1, Is it My Right or Not to the students.
2. Ask them to put a if the given statement is a right he/she must observe in a
relationship. Then if it is not right.
3. Process the responses of the students. Call for volunteers to share and ask them
why they consider it their right. Emphasize that we all have our rights when in a relationship
but we differ in the way we exercise those rights.

Praise the students who share her/his thought and opinion. VERY GOOD!

Group activity sheet #1

Is it my Right or Not?
Instruction: Read the given statements. Put a on the space before the number if you
believe that the statement is a right of a person in a relationship and if is not right
_____ 1. To say no to someone who asks me out.
_____ 2. To express my opinions and be heard by my partner.
_____ 3. To have my limits and values respected.
_____ 4. To have friends and space aside from my romantic partner.
_____ 5. To have my privacy rights respected, including rights to private conversation.
_____ 6. To keep quiet when my partner’s actions or language are unfair or hurtful.
_____ 7. To refuse physical touch with anyone, at any time for any reason.
_____ 8. To suggest or refuse activities.
_____ 9. To be disrespected and treated not as an equal.
_____ 10. To leave the relationship.

Lecture: thru power point presentation

Basic Definitions
1. Relationship
- a relation between people
- a state of connectedness between people (especially an emotional connection)
2. Personal Relationships
- relationships between people, especially those between friends, lovers and family
members
3. Love
- strong affection for another arising out of kinship or personalities (maternal love for a
child)
- attraction based on sexual desire : affection and tenderness felt by lovers
- affection based on admiration, benevolence, or common interests (love for his old
schoolmates)
4. Commitment
- the act of binding yourself (intellectually or emotionally) to a course of action
- a message that makes a pledge
5. Attraction
- the act, power, or property of attracting
- attractive quality; magnetic charm; fascination; allurement; enticement
- a person or thing that draws, attracts, allures, or entices
6. Responsibility
- the social force that binds you to the courses of action demanded by that force
- a form of trustworthiness; the trait of being answerable to someone for something or
being responsible for one’s conduct
 Personal relationships
Is the type of relationship which is closely associated with a person and which can only
have meaning to this person.
Refer to close connections between people, formed by emotional relationship and interaction.
Relationship are not static, they are continually evolving, and fully enjoy and benefit from them we
need skills, information, practice and social support.
In a model by Lawson (2016), there are three kinds of personal relationships – family,
friends, and partnerships.
“A HEALTHY RELATIONSHIP WITH FRIENDS IS A SOURCE OF LIFETIME HAPPINESS.”
Brown (2020) defines family as a domestic group of people with some degree of kinship
that may be formed through blood, marriage, or adoption.
Goldman (2013) posits that friendship develops between people who are not family
members or sexual partners, and that friendships might serve as a strategic mechanism for
maintaining a support system in advance of potential future conflicts.
Friends usually have shared interests, mutual experience and emotional bond.
Moreover, Lawson (2016) defines romantic partnerships as close relationships formed between
two people that are built upon affection, trust, intimacy, and romantic love.
This relationship is experienced with only one person at a time. Boundaries in
Relationships Boundaries in a relationship may be physical or emotional boundaries.
Physical boundaries include personal space, touching (who, how, where, and when one
can touch you), and sexual boundaries.
Emotional boundaries, on the other hand, is learning how to separate your feelings from
that of your partner or other people’s feelings.
It includes knowing “your own person”, and being aware of your choices and actions.
Establishing healthy boundaries in a relationship allows both partners to feel comfortable and
develop positive self-esteem.
In order to establish boundaries, one needs to be clear with his/her partner who they
are, what they want, their beliefs, values, and limits.
Also, one must never assume or guess about the partner’s feelings, must follow
through on what he/she says, take responsibility in one’s actions, communicate thoughts to one
another, and know when it’s time to move on.
Aspects of a healthy relationship include feeling responsible for one’s own happiness,
open and honest communication, respect for differences in the partner, and allowing friendships
outside the relationship.
How to Become Responsible in Relationships

Hoyt and Edmonds (2020) cited Northern Illinois University psychologist and friendship
expert Dr. Suzanne Degges-White on her description of friendship – a relationship that involves
two very critical dimensions which are interdependence and voluntary participation.
Friendships require reciprocity of admiration, respect, trust, and emotional and
 instrumental support. Joshi (n.d.) discussed that being in a relationship means having faith,
freedom, and friendship; giving and getting the time; being patient; being able to share; being the
strength; being in love; being yourself and being the best version of yourself; allowing yourselves
to miss each other; and, being an individual, having your own identity.
According to the University of Washington Hall Health Center, a healthy relationship is
when two people develop connection based on mutual respect, trust, honesty, support,
fairness/equality, separate identities, good communication, and a sense of playfulness/fondness.
Smith (2018) added that all relationships require love, nurturing and efforts in order to
survive and be successful. One must avoid blaming the partner, be capable to apologize and
forgive, and to listen to respond and not react. In any relationship, it is necessary to understand
who the vulnerable ones are– the elderly, pregnant women, persons with disability, and the child.
It is everyone’s responsibility to protect these people from all forms of violence, abuse,
exploitation and discrimination.

ACTIVITY 3 PICTURE ANALYSIS

Directions: Examine the pictures properly answer the folllowing questions. Write your answer on
the space provided.

1.What can you say about the pictures? How would you relate to their Personal relationships?
C. Presenting __________________________________
examples/ instances
2.How would you describe your relationship with your parents? Siblings? If possible your current
of the new lesson.
romantic relationships?
___________________________________
3.Which relationship is most important to you and Why?
___________________________________

Activity 4.
Boundaries / Crossing the Line
Materials: • Tape line on the ground to stand on
• Teacher Resource Sheet 1, Situational Prompts.
Procedure:
1. Ask students to line up along the line that you have placed on the floor. Once
everyone has taken his/her place on the line, read the first prompt (Your partner gives you a kiss)
found on Teacher Resource Sheet 1, Situational Prompts, page 11.
2. Instruct students that if he/she is comfortable with the situation on the prompt,
he/she will take a step forward from the line. If uncomfortable, he/she will take a step behind the
line. Remind students that it is not an option to remain on the line during any of the prompts. This
means that for each prompt, they really have to decide whether to step forward from the line or
step behind it. They will then have to go back to the line before the next prompt.
3. Once everyone has stepped forward or backward from the line, ask students to
explain their reasons for taking the steps they did.
4. Repeat this process with other prompts.
5. Process the responses of the students and integrate with the Presentation of
Content , Boundaries in Relationships.
Activity sheet # 4
Situational Prompts
1. Your partner gives you a kiss.
2. Your partner pats you on the behind.
3. Your partner uses your car/phone/property.
4. Your partner calls you several times a day.
5. Your partner likes knowing where you are.
6. Your partner sends you “sexts” like “Where do you want to touch me first?”
7. Your partner takes you out to dinner/cooks dinner for you.
8. Your partner calls you by a certain nickname.
9. Your partner buys you presents.
10. Your partner tells you “I love you.”
11. Your partner makes comments about your outfits.
12. Your partner goes out with you and your friends.

ACTIVITY 5 Group Work

Instruction: The teacher will read the Statements (POWERPOINT PRESENTATION)on Relationships
to learners and they will have to decide whether it is TRUE or FALSE statement. To those who
believe the statement is true, will have to stand up and to those who believe the statement is
false, will have to remain seated.
Activity sheet # 5
Statements on Relationships
1. To love someone, we must love our self-first. TRUE
 2. Trying to understand where other people are coming from rather than judging them helps us
build and maintain relationships. TRUE
3. Having a good relationship does not contribute anything to us having good health. FALSE
4. When people listen deeply and let us know what they recognize the feeling behind our words,
more likely than not, our relationship is doing good. TRUE
5. In our relationships, it is vital that we practice forgiveness when our loved one has hurt us.
TRUE
6. Our loved ones cannot help us when we deal with stress. FALSE
7. Using positive methods to resolve conflict will more likely help us maintain good relationships.
TRUE
8. Expressing gratitude to our friends and family help us maintain good relationships. TRUE
9. Significant differences in core values and beliefs never create a problem in relationships. FALSE
10. We are happy in our relationships when our loved ones stay connected by spending time with
us and letting us know that they love us. TRUE
11. Excessive reliance on social media can be a cause of tension in relationships. TRUE
12. Relationships are static; they are unchangeable. FALSE

Guide questions: (8 minutes)

1. What do you feel when you were doing the activity?
2. Do you believe that relationships are unchangeable?
3. Why is it important to try to communicate on our feelings?
4. Why does it create problem in relationships when you have different core values
and beliefs?

Activity 6: Loves Me, Loves Me Not

Materials: • Markers • Teacher Resource Sheet 2a and 2b, Sunflower disk floret (for cutout), (must
be prepared ahead of the activity) • Student Activity Sheet 2, Sunflower petals (for cutout), (must
be prepared ahead of the activity)
Procedure:
1. Post the cutouts of Teacher Resource Sheets 2a and 2b, Sunflower disk floret, ON. One
sunflower disk floret is labeled Loves Me and the other is labeled Loves Me Not.
2. Distribute Sunflower petals (for cutout) to the students. Each student must have two
petals.
3. Instruct students to write one healthy relationship characteristic on the first petal and
one unhealthy relationship characteristic on the other.
4. Ask students to use tape/tack to add their petal to the Loves Me or Loves Me Not center
circle to help complete the flower. The Loves Me floret should be completed with petals showing
healthy relationship characteristics while the Loves Me Not floret should be completed with petals
showing unhealthy relationship characteristics.
5. Process students’ responses and integrate discussion with the Presentation of Content
found on How to Become Responsible in Relationships.

Activity 7: Draw a Healthy Relationship

Materials: • Markers • Manila Paper, big enough to outline a human body • Tape or something to
hang the paper
Procedure:
1. Divide the class into small groups.
2. Ask students to select one volunteer from their group to come and trace an outline of
another group member’s body on a large sheet of Manila paper. Once the body is traced,
place/post the paper on the wall.
3. Students will then take turns coming to the paper and writing ways to become responsible
in a relationship inside the body figure. If students have an idea of a negative trait, they will write
them around the outer border of the body. The good traits should be written inside the human
body outline. 8
4. Once everyone has had an opportunity to write on the body figure, let the groups discuss
what were written.

Activity 8 “Sana All” Role Play

 Material: • Teacher Resource Sheet 3, Rubric for Role Playing, page 17
Procedure:
1. Divide the class into three groups.
D. Generalization
2. Explain to the students that their group task is to present a role play of what they
picture out as an ideal (“lakas maka-sana all”) image of a responsible and healthy relationship. The
concept for role playing for Group 1 will be Physical and Emotional Boundaries in a Relationship;
Group 2 will tackle ways to become responsible in a relationship; and Group 3 will tackle
characteristics of a healthy relationship.
3. Show Teacher Resource Sheet 3, Rubric for Role Playing to the students for them to be
aware on how they will be assessed.
4. Process their presentations briefly and provide quick feed backing.
RUBRIC FOR ROLE PLAYING

IV. Evaluating Learning FORMATIVE ASSESMENT

DIRECTION: Read the questions carefully and choose the letter that corresponds to the best
answer. Write your answer on a ¼ piece of paper.
1. Which scenario is a sign of an unhealthy relationship?
a. parents listen to my opinion c. friends go to church with me
b. partner forces me to have sex d. sibling teaches me house chores
2. Kathryn and Daniel have built their partnership on affection, trust, and intimacy. Which can
be a way to be responsible in their partnership?
a. be extremely jealous c. hurt the partner physically
b. communicate honestly d. intimidate the partner
3. Which of the following will help build a healthy friendship?
a. respectfulness c. selfishness
b. possessiveness d. abusiveness
4. Which of the following shows being responsible in a relationship?
a. I do not respect the limits and values of others.
 b. I communicate to my partner in a dishonest and unclear way.
c. I try to have power or control over my partner in our relationship.
d. I check my actions / decisions if they are good or bad for my partner.
5. Which scenario is considered unhealthy in a family?
a. encouraging or forcing a child into prostitution.
b. taking care of the parents and grandparents.
c. going to church with siblings and relatives.
d. shaking hands with a newly met relative
6. Coming too close to you may be accidental, or it could be an attempt to intimidate you. In
this instance, what boundary is disrespected?
a. physical b. mental c. emotional d. material
7. What boundary is set in this statement: “You’re responsible for how you treat other people,
but you’re not responsible for their feelings”?
a. physical b. mental c. emotional d. material
8. If you are made to feel guilty by your partner for wanting to end the relationship, what
boundary is violated?
a. physical b. mental c. emotional d. material
No man is an island’ The phrase 'no man is an island' expresses the idea that human beings
do badly when isolated from others and need to be part of a community in order to thrive.

V. Assignment Survey
Make a survey for your family, friends and classmate
about personal relationship by answer the ff.
1. What is your gender?
2. What is your personal relationship status?
3. How do u describe love?
4. Describe your ideal partner?
5. When you see someone interested on you, what
is the first thing you notice?
6. Describe your relationship with your parent,
siblings, friends and special someone.
7. Describe you parent marriage.
8. Describe you perfect dream date?
9. What is the reason for break up In a
relationship?
10. What is important loyalty or trust?
V. REMARKS
 VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who
require additional
activities for remediation
who scored
below 80%
C. Did the remedial lesson
work? No. of learners who
caught up with the lesson
D. No. of learners who
continue to require remediation

E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can
help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other
teachers?

Prepared by:

Russiel C. Dagohoy

Checked by: Noted by

Antonia M. Latao Eliver B. Quileste

Head Teacher Principal