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Q2 Perdev Las 1

The document discusses teenage relationships and different types of personal attraction. It provides background on relationships and describes family, friendship, and romantic relationships. There are several activities for students, including drawing an ideal partner and identifying different kinds of attraction in scenarios.

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113 views4 pages

Q2 Perdev Las 1

The document discusses teenage relationships and different types of personal attraction. It provides background on relationships and describes family, friendship, and romantic relationships. There are several activities for students, including drawing an ideal partner and identifying different kinds of attraction in scenarios.

Uploaded by

syncsibal
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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PERSONAL DEVELOPMENT

Name:
Grade Level:
Section:
Date:

LEARNING ACTIVITY SHEET Quarter 2 - 1


PERSONAL RELATIONSHIPS (UNDERSTANDING OF TEENAGE
RELATIONSHIPS)

BACKGROUND INFORMATION FOR LEARNERS


Personal relationships refer to close connections between people, formed by
emotional bonds and interactions. These bonds often grow from and are strengthened
by mutual experiences.
Relationships are not static; they are continually evolving, and to fully enjoy and
benefit from them we need skills, information, inspiration, practice, and social support.
In our model there are three kinds of personal relationships.
There are many kinds of Personal Relationships. A family relationship where
this is the essential component of in any discussion of relationships but greatly varies
from person to person. Friendship is also a kind of personal relationship that can be
thought as a close tie between two people that is often built upon mutual experiences,
shared interests, proximity, and emotional bonding. Romantic partnerships, including
marriage, are close relationships formed between two people that are built upon
affection, trust, intimacy, and romantic love. We usually experience this kind of
relationship with only one person at a time.
(https://www.takingcharge.csh.umn.edu/what-do-we-mean-personal-relationships)
Romantic relationships are a common topic of conversation, a significant
source of preoccupation and rumination, and a major cause of strong emotions in
adolescence.

Young people say that romantic relationships and experiences - whether real,
potential or fantasized - account for many of their strong emotions both positive (e.g.,
excitement, happiness), and negative (e.g. jealousy, anger, distress). The negative
emotions associated with romantic relationships can't be avoided simply by not
getting involved in one.

Romantic relationships cannot be generalized as being either 'good' or 'bad'


for adolescent development. The many benefits and risks of adolescent romantic
involvement often co-exist. Positive outcomes can include enhanced self-esteem,
popularity and social status, social competence, autonomy/independence, increased
feelings of self-worth and protection against feelings of social anxiety.
(https://headspace.org.au/friends-and-family/understanding-teenage-relationships/)
1
Note: Practice Personal Hygiene protocols at all times
In teenage relationships there are kinds of attraction:

A. Sexual attraction- It is a desire toward sexual touching and activity with another
person.
B. Romantic Attraction- you want to be romantically involved with the individual, but
sex is not required.
C. Physical or sensual Attraction- this is a desire to be around others, to be
physically cared for and treated with love and affection
D. Emotional Attraction- the want to be emotionally present with another person
E. Aesthetic Attraction- This type of attraction is not the same as physical attraction
or sexual attraction because you may feel no desire to touch or be touched by the
person that you find aesthetically pleasing
F. Intellectual Attraction- the desire to interact with people on a more cerebral level

LEARNING COMPETENCY
Discuss an understanding of teen-age relationships, including the acceptable
and unacceptable expressions of attraction. EsP-PD11/12PR-IIa-9.1
DIRECTIONS
Read and analyze the instruction in each activity. Write your answers on the
space provided. There will be a corresponding point for every correct answer. Answer
thoroughly and write legibly.
ACTIVITY 1: MY IDEAL BOY/GIRL
Below is a paper doll. What you have to do is to draw your ideal boy or girl or can be
both (according to your sexual preference). On the space provided describe what you
have drawn and why this became ideal to you?
Description:

2
Note: Practice Personal Hygiene protocols at all times
Description:

ACTIVITY 2: To Express or Not to Express that is the Question


Write Acceptable if the expression of attraction listed below is agreeable to you while
Unacceptable if otherwise.
_1. Too much physical touch.
_2. Quality time
_3. Appreciation
_4. Writing a love letter
_5. The desire to be involve in sexual activity
_6. Being jealous
_7. Giving too much material gifts
_8. Offer a help when in need
_9. Offer a help in exchange of something you want from him/her
_10. Offer the gift of listening

ACTIVITY 3: THEORIES ON ATTRACTION


Identify the Kind of attraction manifested in each situation.
1. Maicha likes Daniel Padilla so much because he is cute.
2. Arthur sees his future with Jen.
3. Children to parents who hug and cuddle them.
4. Shane hugging her friend Viana because she had a bad day.
5. Florence and Rodney discussing topics about the universe. They
find each other intellectual.
6. Rhealyn sharing her feelings of happiness to her friend Robell.
7. Janice Kaye finds her classmate Neil Janne attractive.
8. Anie Mae said ‘yes’ when her boyfriend Christian proposed to
her.
9. Dharwisa admires Rodney but she knows she’d never want to
date him.
10. Rey is attracted to Vianca because she is intelligent

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Note: Practice Personal Hygiene protocols at all times
ACTIVITY 4: AN OPEN LETTER TO SOMEONE I ADMIRE
Make a letter to someone you really admire. State the
qualities/attitudes that makes you like him/her. Write when,
where and how did you realize that you are looking up to
him/her.
RUBRICS FOR SCORING
ACTIVITY 1
Drawing includes many details 5
Drawing is accurately labeled 5
Description is comprehensive 10
Total 20

ACTIVITY 4
The letter incorporated an 10
understanding of the topic about
teenage relationship (personal
relationship)
The thoughts are clear and well 10
organized
The letter is neatly written 5
Total 25

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