Senior High School

Personal
Development
Quarter 1 – Module 3:
Why Am I Like This?
Personal Development – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 3: Why Am I Like This?
First Edition, 2020

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Such agency or office may, among other things, impose as a condition the payment of
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer/s: Renee G. Yap
Editors: Amalia C. Solis, EPS
Reviewers: Hernani D. Patches Jr. / Dr. Richmond Fructuoso B. Salao (Content)
Marieta A. Dar (Language)
Illustrator:
Layout Artist:
Management Team: Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS In Charge of LRMS
Regional ADM Coordinator
Maria Magdalena M. Lim, CESO V, Schools Division
Superintendent
Aida H. Rondilla, CID Chief
Lucky S. Carpio, EPS In Charge of LRMS

Printed in the Philippines by

Department of Education – National Capital Region

Office Address: _ _
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 11

Personal
Development
Quarter 1 – Module 3: Why
Am I Like This?
Introductory Message
For the facilitator:

Welcome to Personal Development (Quarter 1 – Module 3) Alternative Delivery Mode

(ADM) Module on Why Am I Like This? (Development of Adolescents).
This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher, or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social,
and economic constraints in schooling.

This learning resource hopes to engage the learners in guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire
the needed 21st-century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you guide the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do
the tasks included in the module.

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For the learner:

Welcome to the Personal Development Alternative Delivery Mode (ADM) Module on

Why Am I Like This? (Development of Adolescents)!

The hand is one of the most symbolized part of the human body. It is often used to depict
skill, action and purpose. Through our hands we may learn, create and accomplish.
Hence, the hand in this learning resource signifies that you as a learner is capable and
empowered to successfully achieve the relevant competencies and skills at your own pace
and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to check

what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the lesson.

This aims to help you discover and understand
new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and skills
of the topic. You may check the answers
to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process what
you learned from the lesson.

What I Can Do This section provides an activity which will help

you transfer your new knowledge or skill into real
life situations or concerns.

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 Assessment This is a task which aims to evaluate your level of
mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given to you to

enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use
a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you master the
development that occurs in adolescents. Human life completes its journey through
various stages and one of the most vital stages is adolescence. Adolescence is the period of
transition from childhood to adulthood and plays a decisive role in the formation of pro-
social/anti-social adult. All of us undergo this stage, which poses many challenges and is
full of excitement. At the same time, it demands adjustment on many fronts. When we
come to this world, we are entirely dependent upon others and gradually learning to be
independent. This module will help you understand the nature of adolescence, challenges,
and significant tasks faced by adolescents, and some of the adolescents' essential problems.

The module is divided into three lessons, namely:

• Lesson 1 – Development Tasks and Challenges experienced during
Adolescence
• Lesson 2 – Evaluation of an Adolescent’s Development through the Significant
People in their lives
• Lesson 3 – Ways on how to become Capable and Responsible Adolescent prepared
for Adult Life

Most Essential Learning Competencies:

• Discuss developmental tasks and challenges experienced during adolescence

• Evaluate one’s development through the help of significant people around him/her
(peers, parents, siblings, friends, teachers, community leaders)

• Identify ways that help one become capable and responsible adolescent
prepared for adult life

After going through this module, you are expected to:

• develop understanding about physical, physiological, and psychological issues
related to the processes of growing up;
• explain the nature of adolescence as a developmental stage; and
• explain the physical development during adolescence.

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 What I Know

Before we go on with the lesson, let us start with a simple activity. This will test what you
already know about our topic.

PRE-ACTIVITY: Adolescent’s Challenges (Critical-Thinking)

Instruction: Identify whether these changes/problems during adolescence is a physical
change/problem, emotional change/problem, or behavioral change/problem. Put
the number of the problem in their respective tables.

1. Acne is one of the major problems of teenagers.

2. Teenagers tend to feel overly emotional.
3. Teenagers tend to have overwhelming emotions that can lead to impulsive
decisions.
4. Body odor becomes evident.
5. Bodily changes result in self-consciousness.
6. Teenagers tend to change their sense of fashion, hairstyle, etc. 8
 Lesson Development Tasks and Challenges
experienced during Adolescence
1
Adolescence is a period of transition when the individual changes—physically and
psychologically—from a child to an adult. It is a period when rapid physiological and
psychological changes demand new social roles to take place. Prior to these changes, the
adolescents often face a number of crises and dilemmas. It is the period when the child
moves from dependency to autonomy. It demands significant adjustment to the physical
and social changes.
It is a fact that all living beings pass through specific stages or phases of
development. Erikson believed that each stage of life is marked by a specific crisis or conflict
between competing tendencies. If individuals know how to negotiate each of these hurdles
successfully, they can develop in a normal and healthy way of life. During this phase,
adolescents must integrate various roles into a consistent self- identity. If they fail to do
so, they may experience confusion over who they are.

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 What’s In

ACTIVITY 1.1. : Me, Myself, and I

(Character, Critical - Thinking, Creativity)
Instruction: Draw your lifestyle when you’re still a child and your lifestyle when you’re
already an adolescent. Below your drawing, write your characteristics in terms of physical
appearance, emotional state, and behavior. What has changed over the years?

CHILD SELF ADOLESCENT SELF

PHYSICAL EMOTIONAL BEHAVIOR PHYSICAL EMOTIONAL BEHAVIOR

Notes to the Teacher

Students can visit the website www.habitsforwellbeing.com for
understanding the importance of “Knowing yourself”, through habits that can
improve sense around and the self. It is a great site for looking answers in the
philosophical and psychological understanding the self, especially in this trying
times.
Note: For learners who are using online platform
The learning module emphasizes on the 5-C skills being developed by the
learners through the activities – (Communication, Collaboration,
Creativity, Critical thinking and Character Building).

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 What’s New

Many things change as one undergoes puberty and becomes an adolescent.

Activity 1.2. Enumeration (Critical-Thinking, Character)

Instruction: Enlist 6 awkward changes that have occurred in your adolescent life. Explain
how you managed each one of them

Physical changes during Adolescence - At a glance

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For girls, you might start to see early physical changes from about 10 or 11 years,

What is It

but they might start as early as 8 years or as old as 13 years. These physical changes during
puberty include:
• development of breast
• changes in body shape and height
• growth of pubic and body hair
• onset of menstruation or monthly period
For boys, physical changes usually start at around 11 or 12 years, but they might start as
young as 9 years or as old as 14 years. These physical changes include:
o growth of the penis and testes (testicles)
o changes in body shape and height
o erections with ejaculation
o growth of body and facial hair
o changes in voice.
Body Image Concerns
It is within the context described above that children and adolescents begin to form their
perception of their own bodies – their body image. Body image can be defined as the
subjective evaluation of one’s body and appearance (Smolak & Thompson
2009). Related to one’s body and appearance, this comprises thoughts (e.g. “I
think I look bad in photographs”), feelings (“I hate the way I look”), as well as
perceptions (“I am too fat”). In body image research, a person’s body image is often
described in terms of the level of body-esteem (referring to self-esteem in relation to
body and appearance) or body dissatisfaction (referring to negative feelings and thoughts
about one’s body and appearance) which a person may be experiencing.
Nutrition, Health, and Hygiene

Nutrition and dietary habits during adolescence

Adolescence is a period of rapid physical growth, with a corresponding increase in
nutritional requirements to support the increase in body mass and to build up stores of
nutrients. The daily intake of nutritional requirements increases according to the following
factors:

Age: at the beginning of puberty, with the increase of height and at the last stage of
adolescence;
Gender: adolescent girls require 10% more nutrients, iron and iodine in particular
than boys;

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Pregnancy: during the second half in particular, as well as during the first six months of
breastfeeding, it is advised that the first pregnancy after marriage be postponed at least
until the girl is over 18 years old because it might not be possible to meet added nutritional
requirements, especially among middle income and poor families; and

Activities and sports: heavy physical sports in particular such as swimming, running,
and ball games
Improving the nutrition of adolescents
Adolescent nutrition can be improved through several measures including:

• recognition of the increased nutritional requirements of adolescents;

• nutritional education for the promotion of healthy dietary habits stated below;
• adequate diet at specific times;
• control of excessive indulgence in food, especially those foods high in sugar and
fat;
• minimizing the intake of sweets and snacks between main meals, especially junk
food snacks;
• regular physical exercise to burn excess calories and to strengthen muscles;

• regular intake of breakfast;

• use of sugar replacement if prone to obesity; and

• ensuring that poultry and poultry products, including meat are well-cooked, and
clean.
Major Health Concerns of Adolescents
Obesity: Obesity is a grave nutritional problem for adolescents. It simply means that the energy
intake exceeds the amount of energy consumed, and the residual difference
accumulates in the body to cause fat. Over consumption of food is the main reason for
obesity, specifically foods rich in sugar, starch and fat, like nuts, sweets, chocolate
and soft drinks. Snacks and junk foods eaten with or in between meals, and popcorn,
pizza and nuts consumed while watching television, also causes obesity. The
energy consumed in sports, walking, manual work or physical exercise is usually less than the
calorie intake.
Anemia: Anemia is the most prevalent nutritional deficiency in the world, affecting no less
than two billion people. Primarily caused by iron deficiency, its acute symptoms
manifest particularly among adolescent girls. During menarche, teenage girls need 10%
more iron than boys of the same age because of blood loss in menstruation. Poor
families often fail to provide the extra iron intake needed for these adolescent girls who also
have a heavy workload at home. In addition, there is the possibility of sex
discrimination in interfamilial food distribution in some families with girls having a smaller
share than boys.
Iodine deficiency: Iodine is a basic life element for humans. Iodine deficiency leads to goiter,
abortion and mental retardation. Deficiency means a severe lack of nutrition needed
that might have a pathological effect. The need for iodine increases during adolescence.

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Depression: The term “depression” is often used in daily conversation to refer to bouts of
sadness, moodiness or disappointment that last for a few days. However, this is not
depression, which is a specific clinically recognized condition diagnosed by psychologists or
psychiatrists.
Sexually Transmitted Diseases (STDs): The lifestyles adopted by adolescents and youth will
largely decide their risks of having sexually transmitted disease and HIV infection. It must
be understood that these age groups are vulnerable to such infections. For example,
ages from 20 to 24 usually have the highest incidence of HIV infection followed by
those from 15 to 19 years of age. Examples for STDs: Syphilis (spirochete),
Hepatitis B (virus), Herpes (virus), HIV (virus), AIDS (disease), Trichomoniasis
vaginitis (flagellar), Genital warts (virus) and Chlamydia infection (intracellular
organisms).
Adolescence is a time to build on these basics

Good hygiene habits in childhood are a great foundation for good hygiene in the teenage
years. And if you’ve got open, honest communication with your child, it’ll make it easier to
talk about the personal hygiene issues that come up in adolescence.
Why good personal hygiene matters?

Keeping your body clean is an important part of staying healthy. The simple act of
washing hands before eating and after using the toilet is a proven and effective tool in
fighting germs to avoid sickness. Being clean and well-presented is also an important
part of gaining confidence for teenagers.
Helping adolescent child with the basics of personal hygiene:
Body odor: When children reach puberty, a sweat gland in their armpit and
genital area develops. Regular changing of underwear and other clothes worn next to the
skin is especially important. These clothes collect all sorts of stuff that bacteria love to eat,
including dead skin cells, sweat and body fluids. That’s why they get smelly. The onset of
puberty is also a good time for your child to start using anti-perspirant
deodorant. You can encourage your child to do this by letting her choose her own.
Smelly feet: Smelly feet and shoes can also be a problem, whether you are sporty
or not. One can avoid this by giving your feet extra attention while taking a shower, and
making sure they are completely dry before putting your socks and shoes on. It is a good
idea to alternate your shoes and to wear cotton socks instead of those made of synthetic
fibers.
Dental hygiene: Brushing teeth twice a day, flossing and going to the dentist regularly
are vital to avoid bad breath, gum problems and tooth decay.
Girls: Although all teenagers have the same basic hygiene issues, girls will be needing
help to manage their monthly periods. Adolescent girls should be told to change their
pads more often as well as to dispose these used pads hygienically. Teenagers do need
extra time in the bathroom. While teenagers are learning to shave or to handle their periods,
these hygiene activities might take a bit longer.
Boys: Boys will need advice about shaving (how to do it and when to start),
looking after their genitals, and about bodily fluids.
Special Needs: Young people with special needs are likely be needing extra support
with their personal hygiene. When you are thinking about how to discuss

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hygiene to a child with special needs, his/her learning ability and style might be a factor.
You may consider breaking the hygiene tasks (such as showering, shaving, using
deodorant and cleaning teeth) into small steps. This way, they might be easier for adolescent to
learn.
Start early - before puberty: If you keep reinforcing messages about personal hygiene,
most adolescent will get there in the end.

What’s More
Activity 1.3. Comic Story (Creativity, Character)
Instruction: Using the incomplete figures in each box, draw something that comes into your mind.
Once you completed drawing the 6 figures you’ve created, make a comic story about it which tackles
the lesson that was discussed. Make it as creative as possible .

What I Have Learned

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Activity 1.4. Story making (Creativity, Critical-Thinking, Character)
Let us reflect on what you have learned!
Instruction: Using the keywords below, create a story about an adolescent character that
experiences a certain challenge and how the character overcome that challenge.

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 What I Can Do

Essay
Instruction: Write an essay about the question “What solutions will you suggest for adolescents
to overcome these challenges?”.

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 Assessment
Let’s see what you have remembered!

Instruction: FILL IN THE BLANKS. Write your answer on the space provided.

1. The daily intake of nutritional requirements increases according to the following factors:
AGE, PREGNANCY, GENDER, and .
2. is caused primarily by iron deficiency and manifested by acute symptoms.
3. can be defined as the subjective evaluation of one’s body and
appearance that comprise thoughts, feelings, and perceptions related to the body’s
appearance.

4. Growth of pubic and body hair occurs during .

5. Adolescence is a period of rapid physical , with corresponding increase needs in
nutritional requirements to support the increase in body mass and to build up stores of
nutrients.

Evaluation of an
Lesson
Adolescent’s Development
2 through the Significant
People in their Lives
Society plays a huge role in molding teens’ behavior, character, and attitude. It determines
how they see other people, their general outlook, and their ethics.
Parents, and other family members, can also influence all these things, but the things that
will remain with the kids for the long term are learned from society. Now society comprises of a
lot of different things that include media, neighborhood, laws, and school.

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 What I Know

Before we go on with the lesson, let’s start with a simple activity. This will test what you
already know about our topic.

PRE-ACTIVITY: Draw that Scenario! (Creativity, Character)

Instruction: Draw a scenario wherein it answers the question “How do the people around you
affect your life?” Make it as creative as possible.

What’s In
POEM ON HOW TEENAGERS’ LIFE MIGHT BE LIKE
This poem might give you a wider perspective on how adolescents mature and grow.

“The Teenage Years”

by: Sarah Gray
We learn from our mistakes, from Not breaking means you’re strong.
the wrong turns we take, from the You’d know where you went wrong, as if
fake friends we make, you weren’t waiting so long
and from the times we almost break. to explain yourself, but stay
strong.
Our mistakes help us grow,
but at the time, we didn’t know. So here’s the liars and traitors, all
We didn’t want our weakness to show. At the wannabes and haters, learning
the time, we couldn’t let them know. from our mistakes, and learning to
spot the fakes.
Our fake friends were there but
they didn’t actually care. Our Here’s to being a teen,
secrets they would share, Live it up, ‘cause we’re living the
and now as they pass, they just stare. dream.

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 What’s New

Music can have many social psychological impacts and meanings for people at
different periods of their development (Hargreaves, 1986; McPherson, 2006; North
& Hargreaves, 2008). Music is a resource of considerable intellectual, artistic, cultural,
technological, and economic breadth and depth. Young people, mainly, devote most of their
time and money to music listening (Roberts, Henriksen, & Foehr,
2009). Listening to music is thus particularly essential and ubiquitous in the
contemporary lives of media-socializing and multi-tasking adolescents (Brown &
Bobkowski, 2011; Roberts et al., 2009).

Activity 2.1. Substitute the lyrics (Creativity, Critical-Thinking)

Instruction: Substitute the lyrics of any song. Make the lyrics a story about an adolescent
being affected by the society. It should tackle the impact of peers and family on the
development of an adolescent.

PEERS

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Social and emotional maturity is intertwined.

What is It
As teens’ emotional maturity increases, their relationships with their peers change
as they become more vulnerable and emotionally intimate. This increased
vulnerability and intimacy require greater trust among peers.
Thus, during the adolescent years, teen peer groups become increasingly crucial as they
experience closeness in these friendships resulting in more gratifying relationships.
Nowadays, teens turn to their friends for help; instead of their families as the first line of support
during times of worry or upset. This increased reliance on friendships is yet another way for
teens to demonstrate their growing independence.

Teens modify their behavior, activities, etc. to be accepted by a peer group.

Since acceptance by a peer group becomes essential, teens modify their speech, dress,
behavior, choices, and activities to become more similar to their peers. This increased
similarity among peers provides them a sense of security and affirms their acceptance into their
chosen peer group. The developmental theorist Erik Erickson described this developmental
step as a crisis of identity vs. identity confusion.
When teens modify their choices or behavior in order to conform to what their friends are doing,
they are adapting to peer pressure. Peer pressure is often associated with adverse outcomes
such as skipping school, wearing distasteful clothing, or drinking alcohol, and using drugs.
However, many parents do not recognize that peer pressure may also have a positive
influence. Because of advanced cognitive and emotional maturity, teens can now
encourage each other to make wise decisions and discourage them from making wrong
choices.
Since it is vital for youth to "fit in" with their peer group, they may also decide to
participate in the same hobbies or activities as their friends. Doing so will enable them to
spend more time together and to bond over shared experiences. In general, teens will
gravitate toward peer groups with whom they share common interests and activities, similar
cultural backgrounds, or simply a similar outlook on life. Nevertheless, as teens
experiment with their identity, they may be attracted to peer groups with very different
interests.
In summary, during adolescence, the number of close friendships decline, but the quality
of these relationships becomes more vulnerable, trusting, and intimate. Meanwhile, the
number of casual acquaintances continues to rise, as youths' social networks expand due to
sophisticated communication technologies, new recreational and social activities, new
educational experiences, and employment.

FAMILY
Role of Family in Adolescent’s Development

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Developmental theories view adolescence as a period of growth in which identity
formation is addressed. This view means that the family's role is lessened or that family
has only a limited role in the lives of young people at this time.
However, research shows that ongoing positive family connections are protective factors
against a range of health risk behaviors. Although the nature of relationships is changing, the
continuity of family connections and a secure emotional base is crucial for the positive
development of young people.
Family is still important.
It is typical for young people to begin to think for themselves and question aspects of
their lives and family relationships. These changes may mean times of anger and
frustration leveled at the family, but majority of circumstances proved that these feelings
are likely to be temporary or circumstantial.
Adolescents are moving towards becoming independent physically, emotionally and cognitively,
and yet they are still growing.
Young people require stability in a home or environment, where they may get a secure
emotional base from which to explore and experience the world. This sense of
security provides them with somewhere to come back to for reassurance, support, and
unconditional love, particularly during tough times.
A young person benefits from expectations of respect, consideration, and reciprocity in family
relationships. They still benefit from 'trying out' thoughts, feelings, and behaviors within
the family environment, and from observing and experiencing relationships within
families. There will still be times when they fall, yet they will benefit from understanding
and support to pick them up.

Changing role of parents

A parent's relationship and caring role with a young person continues to be vital, although
the relationship will need to be flexible to adapt to the teenager's changing needs. At this time,
there will need to be a gradual change from a more authoritative approach, to a more
collaborative approach.
Parents need to face the (painful) reality that their child is no longer a child, is becoming
independent, and is no longer within their control. They may feel distressed as they perceive
that the young person will not listen to them, or does the opposite of what they may
suggest.
They may have to watch their young person disregard the things they taught them were
necessary, such as ways to look after their health, or their future goals (as the parent
envisaged it).
Parents have to learn to ‘let go,’ not of the relationship, but their dreams for the young
person. This may include their full authority over young people so that they may allow
them to develop their own dreams and greater self- responsibility.

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 What’s More
Activity 2.2. SYMBOL + ACROSTIC POEM (Critical-Thinking, Creativity)
Instruction: Draw a symbol that depicts the lesson discussed. Explain it by creating an acrostic
poem for the word “ADOLESCENCE”.
SYMBOL:

ACROSTIC POEM:

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 What I Have Learned
Let us reflect on what you have learned!

Activity 2.3. Substitute the lyrics (Critical-Thinking, Creativity)

Substitute the lyrics of any song (chorus part). Make it related about the lesson discussed .

What I Can Do
Activity 2.4. Enumeration (Critical-Thinking)

Who are those people that you think has affected you in your development as an adolescent?

List 2 people and explain why.

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 Assessment
Let’s see what you have remembered!

Instruction: TRUE OR FALSE. Write the word TRUE if the statement is correct. Otherwise,
write FALSE.

1. Social and emotional maturity is intertwined because an adolescent’s peers

are affected by his/her emotional situations.
2. Peer pressure is the reason why teens modify their behavior, activities, etc. just to
be accepted in a group.
3. The role of family, especially parents in adolescent’s development is to
guide them and help them adapt to their changing needs.
4. The importance of family to an adolescent becomes less for they become
more independent as they grow older.
5. Adolescents can easily adapt to the changes in their lives by
themselves for they are more independent than before.

Lesson Ways on how to become Capable and

3 Responsible Adolescent prepared for

Adult Life

Be responsible and make good choices.

Becoming responsible and being able to make good choices are fundamental traits, no
matter what developmental stage you are. It holds true for adolescents especially that they are
just beginning to internalize and imbibe virtues, values, and other essential qualities .

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 What I Know
Before you go on with the lesson, let us start with a simple activity. This will test what
you already know about our topic.

Instruction: List down all the things you have done that you think can help you in your
adult life.

Do you think these things you have done will make you ready for your adult life? Let’s
find out in this lesson.

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 What’s In

Music has a big part of a teenager’s life. Music helps teens safely, explore ideas and emotions,
and express themselves without words. Exposure to positive influences through music can help
teens learn coping mechanisms and appropriate responses to stressful situations. Music also
helps teens connect social groups and gain a feeling of belonging
Here is a song that encases a person; that time moves faster when one gets older. So be
prepared for it so that you will have an amazing adult life.

“Time”
by: Pink Floyd
Ticking away the moments that make up a dull Hanging on in quiet desperation is the
day English way
Fritter and waste the hours in an offhand way. The time is gone, the song is over,
Kicking around on a piece of ground in Thought I'd something more to say.
your home town Home
Waiting for someone or something to show you Home again
the way. I like to be here
Tired of lying in the sunshine staying home to When I can
watch the rain. When I come home
You are young and life is long and there is Cold and tired
time to kill today. It's good to warm my bones
And then one day you find ten years have got Beside the fire
behind you. Far away Across
No one told you when to run, you missed the the field
starting gun. Tolling on the iron bell
So you run and you run to catch up with the Calls the faithful to their knees
sun but it's sinking To hear the softly spoken magic spell
Racing around to come up behind you
again.
The sun is the same in a relative way but you're
older,
Shorter of breath and one day closer to
death.
Every year is getting shorter never seem to find
the time.
Plans that either come to naught or half a page
of scribbled lines

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 What’s New

Activity 3.1. Enumeration (Critical-Thinking, Character)

Instruction: List down all your improved qualities you acquired during your
adolescent life. Explain how it may help you in preparing for adult life.

Treat “difficulties” as “challenges”

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It may not be easy to be a teenager. There may be lots of things going on in various facets of their
lives.

What is It
The demands and expectations of their parents and other people around them can also be stressful.
However, the good news is, they can treat these “difficulties” as “challenges,” which can make their
lives exciting. Having that mindset is also an indication of becoming a responsible and mentally
mature adolescent.

8 simple rules which could help teenagers become a responsible adolescent prepared for
adult life:

1. Focus on your studies and do well in all your endeavors. There is a time for everything.
2. Take care of your health and hygiene. Healthy body and mind are important as you journey
through adolescence.
3. Establish good communication and relation with your parents or guardian. Listen to
them.
Though this may be easier said than done at this stage, but creating good relationship with them
will do you good as they are the ones you can lean on especially in times of trouble.
4. Think a lot before doing something. Evaluate probable consequences before acting. Practice
self-control and self-discipline.
5. Choose to do the right thing. There are plenty of situations in which it is better to use your
mind rather than your heart.
6. Do your best to resist temptations, bad acts, and earthly pleasures and commit to
being a responsible adolescent.
7. Respect yourself. You are an adult in the making. Do not let your teenage hormones get into
you. If you respect yourself, others will respect you too.
8. Be prepared to be answerable or accountable for your actions and behavior. It is part of
growing up in becoming an adult.

Ease the transition from being an adolescent to being an adult by practicing essential
skills while you’re still at home.

While still at home, you can help ease the transition by practicing essential skills, like proper
management of time and money. To manage time well, always try to be punctual when meeting
friends and family, as this shows respect for their time. To become skilled at managing your money,
start by learning to budget. You can make this easier by downloading a budget app onto your
smartphone. Input all your expenses and bill payments, to keep track of your spending and
savings. Once you gain confidence with your budgeting and time skills, gradually work toward
becoming independent from your family by setting goals like getting work.

What’s More

29
Activity 3.2. Poem (Creativity, Critical-Thinking)
Instruction: Create a poem to encourage adolescents prepare for their adult lives. It must consist of: 4
stanzas with 4 lines each.

What I Have Learned

Let’s reflect on what you have learned!

Activity 3.3. Concept Map (Creativity, Critical-Thinking)

Instruction: Create a concept map about the ideas you have learned in this lesson.

What I Can Do

There are many things to consider for an adolescent for him/her to be ready to become an adult.

Activity 3.4. Enumeration (Critical-Thinking)

Instruction: Suppose that you are an adolescent (near to being an adult), what
preparations will you do? List 4 and explain each.

Assessment

30
Let’s see what you have remembered!

Instruction: Answer the following questions. Write your answer on the space provided.

1. Why do you have to make good choices when you are preparing for adult life?

2. What does “Treat difficulties as challenges” mean? Explain.

3. Explain each of the 8 simple rules which could help teenagers become a
responsible adolescent prepared for adult life in one sentence.
a.
b.
c.
d.
e.
f.
g.
h.

4. How will you ease the transition of being an adolescent into becoming an adult?
RUBRICS FOR CHECKING (ASSESSMENT)
NUMBER POINTS
1 3 5
1 The answer is not The answer is The answer is clearly
understandable. The understandable. The conveyed. The student is
student wasn’t able to student didn’t meet the req. able to give 3 ex. or
give any example. to give at least 3 ex. each. more.
The answer is
2 The answer is not understandable. It is The answer is clearly
understandable. It is explained decently. conveyed. It is explained
explained badly. impressively.
The student explained
3 The student explained only six of the 8 simple The student explained all
only three of the 8 simple rules which could help the 8 simple rules which
rules which could help teenagers become a could help teenagers
teenagers become a responsible adolescent become a responsible
responsible adolescent prepared for adult life. adolescent prepared for
prepared for adult life. adult life.
4 The answer is not The answer is
understandable. It is understandable. It is The answer is clearly
explained badly. explained decently. conveyed. It is explained
impressively.

Additional Activity

ADDITIONAL ACTIVITY: Portfolio (Creativity, Critical-Thinking)

31
 Instruction: Create a portfolio regarding all the topics discussed. The portfolio that you will
be creating should consist of 5 pages which include:

COVER PAGE CONTENT (PICTURES W/ EXPLANATION)

CONTENT (PICTURES W/ EXPLANATION) CONTENT (PICTURES W/ EXPLANATION)

REFLECTIVE ESSAY

32
 Answer Key

- LESSON 1

- LESSON 2

33
 - LESSON 3

RUBRICS FOR CHECKING (PORTFOLIO)

4 7 10 POINTS

CREATIVITY The design is dull. It is creatively made. The output is great.

The output isn’t The design is decent. The design is pleasing
attractive to look at. to the eye.

CLEANLINESS It isn’t pleasing to the It looks good at first The portfolio is neat
eye. The output sight. There is some and is nice to look at.
doesn’t look neat. noticeable unclean
parts.

CONTENT The content is not The content is The content is clearly

understandable. The understandable. The conveyed. The words
words used aren’t words used are used are impressive.
appropriate. decent.

TOTAL

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