Personal Development q2 Las

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Personal-Development Q2 LAS
Personal Development (AMA Computer University)
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11
Personal Development
Second Quarter
LEARNING ACTIVITY SHEET

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COPYRIGHT PAGE
Learning Activity Sheet

Personal Development
Grade 11
Copyright @ 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
<No copy of this materials shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created
shall be necessary for exploitation of such work for profit.=
This material has been developed for the implementation of the K to 12 Curriculum through
the Curriculum and Learning Management Division (CLMD). It can be reproduced for
educational purposes and the source must be acknowledged. Derivatives of the work
including creating an edited version, an enhancement of supplementary work are
permitted provided all original works are acknowledged and the copyright is attributed. No
work may be derived from the material for commercial purposes and profit.
Consultants:
Regional Director BENJAMIN D. PARAGAS, PhD, CESO IV
Assistant Regional Director JESSIE L. AMIN, EdD, CESO V
Schools Division Superintendent MADELYN L. MACALLING, PhD, CESO VI
Assist. Schools Division Supt. EDNA P. ABUAN, PhD
DANTE J. MARCEL, PhD, CESO VI
Chief Educ. Supervisor, CLMD OCTAVIO V. CABASAG, PhD
Chief Education Supervisor, CID RODRIGO V. PASCUA, EdD
Development Team
Writers: Leriza de Guzman, Jasmin I. Lappay, Marites M. Antiporda, Bambi D. Divina,
Richard C. Esguerra, Rhoda G.Reyno, Nor Mar L. Cabaddu, Olga D. Preza,
Francisco A. Recobo Jr., Arvee M. Butac, Maria Jamilla R. Pua, Eillen Pia L. Justo
Paul Khyvin P. Parcasio Visitacion Sunshine S. Baradi, Jovencio C. Carig Jr.
Content Editors: Richard C. Esguerra, Merilyn Manango, Novalyn Cuaresma
Layout Artist : Jovencio C. Carig Jr.
Focal Persons : Emilia A. Estudillo, EdD, EPS AP, SDO Isabela

Ma. Cristina Acosta, EPS LRMDS, SDO Isabela
Miraflor D. Mariano, PhD Regional EPS Araling Panlipunan
Rizalino Caronan, Regional EPS LRMS
Printed by DepEd Regional Office No. 02

Regional Center, Carig Sur, Tuguegarao City
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TABLE OF CONTENTS
Learning Competency Page
Discuss an understanding of teen-age relationships, including the 1

acceptable and unacceptable expressions of attraction
Express your ways of showing attraction, love and commitment 6
Identify ways to become responsible in a relationship 17
Distinguish the various roles of different individuals in society and 22

how they can influence people through their leadership or followership
Compare one’s perception of himself or herself, and how others see him or her 33
Conduct a mini-survey on Filipino relationships (family, school, and community) 33
Appraise one’s family structure and the type of care he/she gives and receives, 42
which may help in better understanding himself/herself better
Make a genogram and trace certain physical, personality, or behavioral attributes 47

through generations
Prepare a plan on how to make the family members firmer and gentler with each other 52
Explain that through understanding of the concepts of career and life goals can help in 58
planning his/her career
Identify career options based on different factors, career development concepts and 63
personal life goals
Prepare a career plan based on the identified career options to attain personal 70
life’s goal
Explain the factors in personal development that may guide him/her in making 76
important career decisions as adolescents
Share insights that make him/her realize the importance of personal development 83
in making a career decision as adolescent
Construct a creative visualization of his/her personal development through of the 83

various stages he/she went through, stressors, influences, and decision-making points,
and a personal profile analysis
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PERSONAL DEVELOPMENT
Name: ____________________________ Grade Level: __________
Section: ___________________________ Date: ________________

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/)
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Note: Practice Personal Hygiene protocols at all times

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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.
LEARNING 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:
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Description:
LEARNING 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
LEARNING 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 8yes9 when her boyfriend Christian proposed to
her.
______________9. Dharwisa admires Rodney but she knows she9d never want to
date him.
______________10. Rey is attracted to Vianca because she is intelligent
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LEARNING 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
REFLECTION
1. I learned that ___________________________________________________

______________________________________________________________
______________________________________________________________
2. I enjoyed most on _______________________________________________

______________________________________________________________
______________________________________________________________
3. I want to learn more _____________________________________________
REFERENCES:
WEBSITES:
⚫ What Do We Mean by Personal Relationships?
https://www.takingcharge.csh.umn.edu/what-do-we-mean-personal-relationships.
Accessed September 10, 2020.
⚫ Understanding Teenage Relationships. https://headspace.org.au/friends-and-
family/understanding-teenage-relationships/. Accessed September 10, 2020.
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⚫ Fader, Sarah. What are Different Types of Attraction. 2020.

https://www.betterhelp.com/advice/attraction/what-are-different-types-of-
attraction/. Accessed September 10, 2020.
ANSWER KEY:
ACTIVITY 1 & 4: ANSWERS MAY
ACTIVITY 2:
1. UNACCEPTABLE
2. ACCEPTABLE
3. ACCEPTABLE
4. ACCEPTABLE
5. UNACCEPTABLE
6. UNACCEPTABLE
7. UNACCEPTABLE
8. ACCEPTABLE
9. UNACCEPTABLE
10. ACCEPTABLE
ACTIVITY 3:
1. AESTHETIC
2. ROMANTIC
3. PHYSICAL/SENSUAL
4. PHYSICAL/SENSUAL
5. INTELLECTUAL
6. EMOTIONAL
7. AESTHETIC
8.ROMANTIC
9.EMOTIONAL
10.INTELLECTUAL
Prepared by:
LERIZA DE GUZMAN
Writer
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Name: ____________________________ Grade Level: __________
Section: ___________________________ Date: ________________
PERSONAL RELATIONSHIPS
(Ways of showing attraction, love and commitment)
As part of your social development, you begin to form many different types of
relationships. Many of your relationships become more deeply involved and more
emotionally intimate. During early adolescence, your social sphere included your
family, a few friends, a couple of teachers, and perhaps a coach or other adult
mentor. As you grow, your social networks greatly expand to include more people
and many different types of relationships. As such, your social development involves
a dramatic change in the quantity and quality of social relationships.
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. From the moment you first connect with a lead,
a relationship is being formed. If you nurture and grow that relationship into
something truly authentic, it can result in a long-term, mutually beneficial connection.
Healthy relationships are a vital component of health and wellbeing. There is
compelling evidence that strong relationships contribute to a long, healthy, and
happy life.
A relationship cannot survive on its own. It needs the care and nurturing of
two adults, giving to each other in a way that creates a mutually beneficial
connection. There are different ways to foster a deep and loving relationship and to
show your attraction, love and commitment). These includes but not limited to:
1. Connecting with your family

One of the biggest challenges for families to stay connected is the busy pace of life.
But Blue Zones research states that the healthiest, longest-living people in the world
all have something in common: they put their families first. Family support can
provide comfort, support, and even influence better health outcomes while you are
sick. Relationships and family author Mimi Doe recommends connecting with family
by letting little grievances go, spending time together, and expressing love and
compassion to one another. Of course, the same practices apply to close friends as
well. This is especially important if you don9t have living family, or have experienced
difficult circumstances, such as abuse, that would make it difficult for you to connect
with your relatives.
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Note: Practice Personal Hygiene Protocols at all times

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2. Practice gratitude
Gratitude is one of the most accessible positive emotions, and its effects can
strengthen friendships and intimate relationships. One 2010 study found that
expressing gratitude toward a partner can strengthen the relationship, and this
positive boost is felt by both parties4the one who expresses gratitude and the one
who receives it. Remembering to say <thank you= when a friend listens or your
spouse brings you a cup of coffee can set off an upward spiral of trust, closeness,
and affection.
3. Learn to forgive
It9s normal for disagreements or betrayal to arise in relationships, but your choice
about how to handle the hurt can have a powerful effect on the healing process.
Choosing to forgive can bring about a variety of benefits, both physical and
emotional.
Fred Luskin, head of the Stanford Forgiveness Project, says it9s easier to let go of
the anger or hurt feelings associated with a circumstance if you remind yourself that
much of your distress is really coming from the thoughts and feelings you are having
right now while remembering the event4not the event itself. Don9t be afraid to
clearly articulate why you are upset, but once the other party has listened, be willing
to lay down your anger and move on.
4. Be compassionate
Compassion is the willingness to be open to yourself and others, even in painful
times, with a gentle, nonjudgmental attitude. When you feel compassionate toward
another person4whether a romantic partner, friend, relative, or colleague4 you
open the gates for better communication and a stronger bond. This doesn9t mean
taking on the suffering of others or absorbing their emotions. Rather, compassion is
the practice of recognizing when someone else is unhappy or whose needs aren9t
being met and feeling motivated to help them. We are an imitative species: when
compassion is shown to us, we return it.
5. Accept others
It is also important to be accepting of the other person in the relationship. Obviously,
this does not apply in situations of abuse or unhealthy control, where you need
foremost to protect yourself. But otherwise, try to understand where the person is
coming from rather than judge them. As you do for yourself, have a realistic
acceptance of the other's strengths and weaknesses and remember that change
occurs over time.
6. Create rituals together

With busy schedules and the presence of online social media that offer the façade of
real contact, it9s very easy to drift from friends. In order to nurture the closeness and
support of friendships, you have to make an effort to connect. Gallup researcher
Tom Rath has found that people who deliberately make time for gatherings or trips
enjoy stronger relationships and more positive energy. An easy way to do this is to
create a standing ritual that you can share and that doesn9t create more stress4
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talking on the telephone on Fridays, for example, or sharing a walk during lunch
breaks, are ways to keep in contact with the ones you care about the most.
7. Spend the right amount of time together

Gallup researchers Jim Harter and Raksha Arora found that people who spend 6-7
hours per day socializing (which could mean hanging out with friends, sharing meals
with family, or even emailing a colleague) tend to be the happiest. In contrast, those
who have zero interactions (or an exhausting overload of social time) feel more
stressed. Knowing when to give your time to others and when to take some time for
yourself can be crucial in maintaining balanced, healthy relationships as well as
emotional well-being.
LEARNING COMPETENCY
Express your ways of showing attraction, love and commitment

(EsP-PD 11/12PR-11a-9.2 Quarter 2, Week 1).
DIRECTIONS
Let9s Start!
Hello learner, you will be tasked to accomplish the following activities. Read and
understand the specific instructions for every learning activity. You are given one (1)
week to finish all the learning activities.
LEARNING ACTIVITY 1 – DIFFERENT WAYS TO SHOW CARING
Accomplish the table below on how you show love and care among your friends and
family members. On the first column, list the ways on how you show love and care.
After which, check the corresponding column that applies to the ways that you have
listed on the first column. You may check both columns if it is applicable to both.
Ways to Show Love and Care Friends of the Same Age Family Members
Ways to Show Love and Friends of the Same Family Members

Care Age
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LEARNING ACTIVITY 2 – THANKS TO YOU

Gratitude is one of the most accessible positive emotions, and its
effects can strengthen friendships and intimate relationships. Choose
one family member or close friend whom you want to show your deep
appreciation by using the format below.
Thank you for being my ____________________________
I appreciate you because…
1. _______________________________________________
_______________________________________________
2. _______________________________________________
_______________________________________________
3. _______________________________________________
_______________________________________________
I think you are special because ___________________________

____________________________________________________
You make me laugh when ______________________________

____________________________________________________
I have fun with you when _______________________________

____________________________________________________
You are important to me because

____________________________________________________
____________________________________________________
When I think about you, I feel ___________________________

____________________________________________________
From: _________________________
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LEARNING ACTIVITY 3 – IF I WERE

Respond to the following questions as if you were really in each
situation. Think about the language you would use to firmly state your
boundary.
Example:
Situation: You notice your roommate has been eating your food in the
fridge. You never discussed plans to share food, and don9t want them
eating what you bought.
Response: <I9d like to keep our food separate. If there9s something of

mine that you want, please ask me before taking it.=
1.
Situation: A good friend asks you out on a date. You are not
interested in being more than friends. You would like to let them down
clearly, but gently.
Response:
_______________________________________________________
_______________________________________________________
_______________________________________________________
2. Situation: Your brother asks if you can watch his two young children
on Saturday morning. You already have plans.
Response:
_______________________________________________________
_______________________________________________________
_______________________________________________________
Situation: Your friend calls you at 11 pm to discuss issues she is

3.
having with her boyfriend. You need to wake up at 6 am.
Response:
_______________________________________________________
_______________________________________________________
_______________________________________________________
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4. Situation: You missed several days of school due to a medical

condition. When you get back, a classmate asks what happened. You
feel this information is personal, and do not want to share.
Response:
_______________________________________________________
_______________________________________________________
_______________________________________________________
5. Situation: Your bestfriend is upset about their recent performance

test. He/she start yelling and slamming their fists on their desk. This is
making you very uncomfortable.
Response:
_______________________________________________________
_______________________________________________________
_______________________________________________________
LEARNING ACTIVITY 4 – SELF ASSESSMENT
Young people use different criteria to decide whether and when to become
sexually active. Some wait until a certain age; others choose to wait until they are
engaged or married. Others start having sex because someone else, more or less,
makes the decision for them. Many young people consider how they feel about their
relationship when they make decision about whether to begin having sex.
Determining whether you are ready for sex is difficult for many young people.
This activity will help you to think about the roles that maturity, self-awareness, and
communication skills play in becoming ready for sexual activity. It will also help you
identify what is most important to you.
Am I Ready to Have Sex?

Look at the list below. Identify your feelings and emotions by checking the
appropriate box. After which, answer the guide questions that follow?
Guide Questions Yes Not Sure No
1. Are we both over the legal age of
consent?
2. Do I understand fully the consequences
of my actions? Am I ready to assume its
consequences?
3. Do I know and trust well my partner?
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4. Did we mutually and freely agree or want

to do it?
5. Am I sexually attracted to the other
person?
6. Are we both comfortable about telling
each other and exploring what makes us
feel good sexually?
7. Did we talk about and agree to keep the
privacy of our act?
1. If I said no, would that be okay with
him/her? Would it change anything?
Does my entire relationship hinge on this
decision?
2. Shall I be respected or feel safe to say
at any time if I want to stop?
3. Will I feel good about myself and my
action if I do it or after I did it?
Guide Questions:
1. How do you feel while you are answering the activity? Why?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. What do you think are the reasons why some engaged in pre- marital sex as a
form of expressing their love and affection?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. If you happen to know a friend or family member who is engaged in pre-

marital sex, how are you going to deal with it? Why?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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RUBRIC FOR SCORING

Activity 1
Category Outstanding Satisfactory Unsatisfactory (2) Needs
(4) (3) Improvement
(1)
Completion Fully Partially Barely completed Did not
Completed completed the task complete the
the task. the task task
Activity 2 and 3
Category Outstandin Satisfactory Unsatisfactory (2) Needs
g (4) (3) Improvement
(1)
Completion Fully Partially Barely completed Did not
Completed completed the task complete the
the task. the task task
Content Content is Content is Content is not Content is
comprehensi accurate and comprehensive and incomplete and
ve, accurate, persuasive. major points are major points
and - Major points addressed, but not are not clear
persuasive. are stated. well
- Major - Responses supported. Respons
points are are adequate es are inadequate or
stated and address do not address
clearly and topic. topic..
are well - Content is
supported. - clear.
Responses
are
excellent,
timely and
address
topic.
- Content is
very clear.
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Activity 4
Category Outstanding Satisfactory Unsatisfactory Needs
(4) (3) (2) Improvement
(1)
Content & - Content is - Content is - Content is not - Content is
Development complete, accurate and complete and incomplete.
accurate, and persuasive. /or persuasive. - Major points
persuasive. - Major points - Major points are not clear.
- Major points are stated. are addressed, -Specific
are stated - Responses but not well examples are
clearly and are adequate supported. not used.
are well and address - Responses
supported. topic. are inadequate
- Responses - Content is or do not
are excellent, clear. address topic.
timely and -Specific -Specific
address topic. examples are examples do
- Content is used. not support
clear. topic.
-Specific
examples are
used.
Grammar, - Rules of - Rules of - Contains few - Contains
Punctuation & grammar, grammar, grammatical, numerous
Spelling usage, and usage, and punctuation grammatical,
punctuation punctuation and spelling punctuation,
are followed; are followed errors. and spelling
spelling is with minor errors.
correct. errors.
Spelling is
correct.
REFLECTION
1. I learned that ___________________________________________________

___________________________________________________________________
___________________________________________________________________
____________________________________________________
2. I enjoyed most on _______________________________________________

___________________________________________________________________
___________________________________________________________________
____________________________________________________
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___________________________________________________________________
___________________________________________________________________
____________________________________________________
REFERENCES:
BOOKS:
Personal Development Reader, Department of Education, Quezon City: 2016
WEBSITES:
https://www.therapistaid.com/worksheets/family-questions.pdf
https://www.therapistaid.com/worksheets/gratitude-letter.pdf
https://www.therapistaid.com/worksheets/setting-boundaries.pdf
https://www.therapistaid.com/worksheets/relationship-gratitude-tips.pdf
https://theresolutioncenterindy.com/articles/key-habits-for-nurturing-relationships/
https://www.advocatesforyouth.org/wp-content/uploads/3rscurric/documents/3Rs-
HighSchool-LessonPlans.pdf
https://brendon.com/wp-
content/uploads/2018/10/TBSNurturingGreatRelationshipsWorksheet.pdf
https://popcom.gov.ph/wp-content/uploads/2020/04/3FINAL_SHAPE-MODULE-3-
Changing-Relationships.pdf
https://www.ghll.org.uk/healthy%20relationships.pdf
ANSWER KEY:
Activity 1
Answers may vary
Activity 2
Answers may vary
Activity 3
Answers may vary
Activity 4
Answers may vary
Prepared by:
JASMIN I. LAPPAY
Writer
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Name: ___________________________ Grade Level: __________
Section: ___________________________ Date: ________________
PERSONAL RELATIONSHIPS
As we defined relationship as the interactive behavior between two or more

persons, groups, or nations who are bound by common interests, let us now define
some important responsibilities that are necessary in a relationship to make it flourish
and stay beneficial for the parties involved.
1. Be responsible for what you think and say to the other person. Emotions
should be considered when dealing with other people. Being sensitive to these
emotions will make a person responsible for what is said, and accept the
consequences of how the other party will receive the message.
2. Be responsible for what you promise to do or not do. Integrity is a key factor
in relationships. Coupled with trust, integrity in one9s word means that you are reliable
and trustworthy, When credibility is questioned, a relationship will not last long.
3. Ensure the relationship is mutually beneficial. Balanced relationships are

always mutually beneficial to both parties. It is always good to have a give and take
attitude for this assures fairness and equality. When fairness is perceived, trust
follows.
4. Respect the other party or parties involved. Mutual respect is also essential
in a relationship. Giving respect to each other is a common responsibility of any party
involved in a relationship.S
5. Be ready to provide support when needed. Relationships also thrive on the

support given by one party to another. Providing support, either financially,
emotionally, spiritually, or physically, strengthens the bond in a relationship, as this is
an expression of one9s commitment to the other party. It is all about the <we9re in this
together= thing in a relationship.
LEARNING COMPETENCY
Identify ways to become responsible in a relationship. EsP-PD11/12 PR-llb-9.3
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LEARNING ACTIVITY 1: HOW DO I LOVE !
Direction: Describe how you express your love for another person and how
you show your commitment to this person or persons.
____________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
______________________________.
LEARNING ACTIVITY 2: CONCEPT ILLUSTRATION/MIND MAP
Direction: Create a plan on how you can improve your relationships in the
future. Draw a mind map of your plan.
Reading: BASIC RIGHTS IN A RELATIONSHIP
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Reading: BASIC RIGHTS IN A RELATIONSHIP
⚫ The right to emotional support

⚫ The right to be heard by the other and to respond.
⚫ The right to have your own point of view, even is this differ from your
partner9s.
⚫ The right to have your feelings and experiences acknowledged as real.
⚫ The right to live free from accusation and blame
⚫ The right to live free from criticism and judgement
⚫ The right to live free from emotional and physical threat
⚫ The right to live free from angry outburst and rage
⚫ The right to be respectfully asked, rather than ordered
LEARNING ACTIVITY 3: SLOGAN / POSTER ON BASIC RIGHTS IN

RELATIONSHIPS
Direction: On a piece of ¼ illustration board,craft, sketch, draw, or design a poster or

slogan which shows one9s basic rights in a relationship.
Here9s a sample.
<There are some people who live in a dream world,

and there are some who face reality: and then there
are those who turn into the other= -Daphne Emmett
RUBRIC FOR SCORING
ILLUSTRATION RUBRICs
STANDARDS POINTS POINTS EARNED
You illustrated the 10
theme or concept
correctly.
You illustrated the 5
theme or concept
correctly and creatively.
You cited an appropriate 3
concept for the theme or
topic.
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You used correct 2

spelling, grammar, and
punctuation in writing
your concept/ diagram.
Total 20
ESSAY RUBRIC
STANDARD POINTS POINTS EARNED

You answered the 5
question
comprehensively.
You organized your ideas 3
well.
You used correct spelling, 2
grammar, and punctuation
in writing.
Total 10
CONCEPT MAP RUBRIC
CRITERIA LEVEL 1-5pts LEVEL 2-10pts LEVEL 3-15ptss

CONTENT Very few Some concepts Concepts reflected are
concepts are are accurate accurate
accurate
LINKS Very few Some concepts Concepts are well-
concepts are are well-linked linked.
well-linked
LAYOUT Hardly makes Makes some Easy to
sense. sense. understand.CONTENT
REFLECTION:
1. I learned that
_____________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______
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2. I enjoyed most on
_________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______
3. I want to learn more

_______________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______
REFERENCES:
BOOK:
Santos, Ricardo Rubio,=Personal Development,= Rex Bookstore,2016, pp 144-145.
WEBSITE:
personal_development_reader_v13_final_apr_28_2016.pdf, pp.76
http://www.takingcharge.csh.umn.edu/activities/basic-rights-relationship
ANSWER KEY
Activity 1, 2 and 3
Answers may vary
Prepared by:
MARITES M. ANTIPORDA
Writer
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Name: ____________________________ Grade Level: __________
Section: ___________________________ Date: ________________
Social Relationships in Middle and Late Adolesence
As an Individual, we have different roles in life where in some of this roles are
regarded important while others are not. As a human person,your age is a great
opportunity to experience important roles that would lead you to become a
responsible member of your community as what is stated from the movie Spider
Man, <With great power comes with great responsibility. Roles and Responsibilities
goes together hence, no matter what you do, there will always be responsibilities that
you must learn to face in order to succeed in life.
Other than this, while talking about roles in life Culture as well plays a vital
role in shaping the characteristics development of Adolescence. Community as well
serves ad an arena in which Adolescents are trained to boost volunteerism among
themselves which leads in helping them build confidence and self-esteem.
Let us see if you are aware of your different roles in the following groups you
belong write your responses on the provided space below.
as a member of my family as a friend I am……. In the church I belong I
I am.. am…
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LEARNING COMPETENCY:
Distinguish the various roles of different individuals in society and how they
can influence people through their leadership or followership. (Quarter 2, Weeks 2).
LEARNING ACTIVITY 1. BRAIN EXERCISE
Arrange the jumbled letters by using the clues provided below.
1.
S CENCEELOD A
- a crucial period in social development of human person
2. M U N I T Y C M O
- A group of people who live in the same area such as city, town or
neighborhood
3. S L I K L S
- The ability to do something that comes from training, experience or

practice.
4. E C U R L T U
- It is a way of thinking, behaving or working that exist in a place or

organization.
VICIC YTILIBSINPOSER
5.
- It is all about doing things in our community because we feel that

we should
6. TYIDENTI
- Qualities, beliefs that makes a particular person or group different

from others
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-
7. LATIOHIPNRES
- It is the way in which people or things deal with and connected
8. O L E R S
- It is the part that someone has in a family, society or other group
9. C I ET YO S
- People in general thought as living together in organized

communities with shared laws, traditions and values
10. DERPHISEALD
- It is the power or ability to lead other people.
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LEARNING ACTIVITY 2. EXPLORE MORE
Find and encircle the good qualities of good leadership.
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LEARNING ACTIVITY 3. EXPLORE MORE

Identify the following leaders and write a brief but substantial words on how
they influenced humanity.
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LEARNING ACTIVITY 4. - ENGAGE
Write your personal experiences and future plans to attain the goal below.
WAYS I CAN BE A LEADER AND A ROLE MODEL
At home ______________________________________________
______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
________________________________________________
_______________________________________________
________________________________________________
_________________________________________________ At Church
_________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
______________________________________________________________________
_______________________________________________________________________
__________________________________________________________________
_____________________________________________________________________
At my community
__________________________________________________
__________________________________________________
N __________________________________________________
__________________________________________________
__________________________________________________
___________________________________________________
___________ _____________________________________________________
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LEARNING ACTIVITY 5 - ESSAY
Write an essay on how are you going to improve your social relationship as a
member and a leader in an organization?
__________________________________________________
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RUBRIC FOR SCORING

4 3 2
VERY GOOD AVERAGE NEEDS
IMPROVEMENT
Ideas This paper is clear This paper is mostly The writer is Topic is not
and focused. It focused, and has beginning to welldefined and/or
holds the reader's some good details define the topic, there are too many
attention. Relevant and quotes. even though topics.
details and quotes development is
enrich the central still basic or
theme. general.
Organization The organization Paper (and The Sentences within

enhances and paragraphs) are organizational paragraphs make
showcases the mostly organized, in structure is strong sense, but the order
central idea or order, and makes enough to move of paragraphs does
theme. The order, sense to the reader. the reader not.
structure of through the text
information is without too much
compelling and confusion.
moves the reader
through the text.
The writing has an The writing mostly The text hums The text seems
easy flow, rhythm, flows, and usually along with a choppy and is not
and cadence. invites oral reading. steady beat, but easy to read orally.
Sentences are well tends to be more
Sentence
built, with strong businesslike than
Fluency and varied structure musical, more
that invites
mechanical than
expressive oral
fluid.
reading.
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REFLECTION
• I learned that ___________________________________________________

______________________________________________________________
______________________________________________________________
• I enjoyed most on _______________________________________________

______________________________________________________________
______________________________________________________________
• I want to learn more _____________________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________
REFERENCES:
Books:
Personal Development Learning Material
Tatel, Carlos Jr. Peña, Personal Development 1st edition, Rex Bookstore Inc., May
2016
Websites:
https://www.google.com/search?q=community+images+cartoon&sxsrf=ALeKk01Qyo
pQtK5zzxFAps9tBZEwDhjWcQ:1599763996414&tbm=isch&source=iu&ictx
=1&fir=pFaXomoAN11vqM%252CFct9yh5XX1coAM%252C_&vet=1&usg=A
I4_-kRb4jHxmKCTrIvJDOT9O0i42f78ig&sa=X&ved=2ahUKEwjb3-
ulod_rAhW2xYsBHc7sAJ4Q9QF6BAgKEDE&biw=1280&bih=609#imgrc=pF
aXomoAN11vqM <An Animated Introduction to Social Science= Soomo
Publishing https://en.wikipedia.org/wiki/Social_science
https://int.search.tb.ask.com/search/GGmain.jhtml?searchfor=great+leaders&
enableSearch=true&rdrct=no&st=sb&tpr=omni&p2=%5EAZ0%5Exdm283%5ETTAB
02%5Eph&ptb=5BA59CA9-54CC-4EB7-862D-
68708DF1177E&n=7839ee68&si=42851694439&port=1
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Answer Key
Activity 1 3 BRAIN EXERCISE
1. ADOLESCENCE
2. COMMUNITY
3. SKILLS
4. CULTURE
5. CIVIC RESPONSIBILITY
6. IDENTITY
7. RELATIONSHIP
8. ROLES
9. SOCIETY
10. LEADERSHIP
Activity 2 3 EXPLORE
(Explanations may vary and in any order)
1. JUST
2. OPEN MINDED
3. FAIR
4. RESPECTFUL
5. TEAM PLAYER
6. RESPONSIBLE
7. GREATFUL
8. DILIGENT
9. CARING
10. HONEST
11. FRIENDLY
12. ATTENTIVE
13. PATIENT
14. RELIABLE
15. COMPASSIONATE
16. WISE
17. FOLLOWER
18. ENERGETIC
19. PRINCIPLED
20. CREATIVE
Activity 3 3 EXPLORE MORE
1. JOSE RIZAL- ANSWERS MAY VARY

2. CORAZON AQUINO- ANSWERS MAY VARY
3. MANNY PACQUIAO- ANSWERS MAY VARY
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Activity 4- ENGAGE
(Answers may vary)
Activity 5- ESSAY
(Answers may vary)
Prepared by:
BAMBI D. DIVINA
Writer
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Name: ___________________________ Grade Level: __________
Section: ___________________________ Date: ________________
SOCIAL RELATIONSHIPS IN MIDDLE AND LATE ADOLESCENCE
Social relationship is a broad definition of how we interact and behave

with other people, and how they interact and behave with other people, and
how they interact and behave with us. In social relationships, we learn to
cooperate with others in achieving a common objective. The more intimate
and vulnerable we are with another, the more personal our relationship is with
this person.
Social relationships is vital to adolescent9s development. The kind of

circle where he/she belongs will create an impact in his/her beliefs, outlook, and
convictions in life. In this lesson, we will expand the relationship of adolescents
from their families to a wider group of people, such as schoolmates, school
authorities, neighbors, community acquaintances, fellow members to social
organizations, strangers they often meet casually in social gatherings, and even
the small groupings of friends in school usually referred to as cliques.
Social influences are things that change people9s behavior, belief and
attitude as a result of an action of another person or group. There are several
varieties of social influence, namely: compliance, identification, internalization,
conformity, conversion, minority influence, obedience and persuasion. There
are various individuals in our community whom we look up to. They do
different roles that help shape our neighborhood. Roles emerge to facilitate
group functioning and affect the dynamics of the group. Efficiency in realizing
common goals are influenced by how each member accepts the roles that he or
she plays.
According to Hogg and Vaughan (2011), the person who influences you
has the power to change you because you tend to imitate some of his/her
personality traits. Such power is called referent power, or the respect for the
source of influence. Acting the role of a leader is a very powerful way of
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influencing others. Leadership is a relationship among leaders and followers,

which is influential in effecting change and realizing common goals. Leadership
involves creting change, which should be substantive to arrive at an outcome
that both leaders and followers worked for. The following are the three
leadership styles:
1. Autocratic Leadership. This leadership style centralizes in authority.
The autocratic leader derives power from the position, controls
rewards, and uses coersion to make his or her group members follow.
He or she is aloof and focuses exclusively on the task at hand.
2. Democratic Leadership. Is one of the most effective leadership
styles because it allows lower-level employees to exercise authority
they9ll need. A democratic leader delegates authority to others, asks
for suggestions and discusses plans with members.
3. Laissez-faire Leadership. A laissez-faire leader leaves
the group to its own capacity to finish its tasks. He or she intervenes
minimally.
According to Judge et al. (2002) in his study, the big five personality
dimensions of a leader are the following: extraversion, agreeableness,
conscientiousness, emotional stability,and intellect. The role of a follower is
equally important in the realization of the groups common goal. According to
Goffee and Jones, there are four elements followers want from a leader:
authenticity, significance, excitement, and community. A society that is
peaceful, orderly, and productive involves members who are willing to follow its
rules and norms. Even leaders must be willing to shift into and out of their role
under certain circumstances to influence changes to their followers and
achieve common goals.
LEARNING COMPETENCIES:
1. Compare one9s perception of himself or herself, and how others see him or her.
2. Conduct a mini-survey on Filipino relationships (family, school, and community).
(Quarter 2, Week 3)
LEARNING ACTIVITY 1 - IDENTIFY ME! Identify the concepts being described.
____________1. It is a relationship among leaders and followers.

____________2. It is your capability to get along with people around you.
____________3. Is one of the most effective leadership styles because it allows
lower-level employees to exercise authority they9ll need.
____________4. He or she shows initiative, self-reliance, and commitment, as well
as provides an enthusiastic support to the leader.
____________5. It is a predictor of effective leadership because it is the ability to
become and deal with emotions during stress and difficult times.
____________6. It refers to being responsible, dependable and goal-oriented.
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____________7. In this type of leadership, the leader derives power from the
position, controls rewards, and uses coersion to make his or her
group members follow. He or she is aloof and focuses exclusively
on the task at hand.
____________8. This type of leader leaves the group to its own capacity to finish its
tasks. He or she intervenes minimally.
____________9. His/her role is equally important in the realization of a group9s
common goal.
____________10. These are things that change people9s behavior, belief and attitude
as a result of an action of another person or group
LEARNING ACTIVITY 2 – <I ELABORATE=

Think of the five closest friends you have in your life and do the following. Use
extra sheet of paper in writing your answers.
1. Describe how each of them influences your decisions. Compare this to how
your parents influence your decisions.
2. Describe each of their types of leadership and their personal qualities that
make them such.
3. Describe your own type of leadership or the type of leadership you would like
to own and practice. What made you decide on this type of leadership?
4. Compare your perception of yourself and how others see you.
You will be graded based from the attached scoring rubric.
LEARNING ACTIVITY 3 3 KNOWING MY CHOICE!

Write a 250-word essay addressing the question in the box. You will
be graded based on the attached scoring rubric.
Do you want to be a leader or a follower? Why?
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LEARNING ACTIVITY 4 3 WHO ARE THE LEADERS IN MY BARANGAY?

In this activity, you will conduct a mini-survey on Filipino Relationships using
the mini-survey instrument. You will come up with a profile of the leaders on the
different council and committee9s in your barangay. Also, this activity aims to
familiarize you on how to effectively conduct a survey.
Instructions:
1. Distribute the attached mini-survey instrument to the leaders in your barangay.
Please observe the proper hygiene protocols when dealing with them or you
may opt to send the mini-survey instrument via messenger.
2. After retrieving the accomplished tool, tally the answers.
3. Make a profile of their answers by getting the frequency or the number of
responses, and then computing the percentage.
4. Make a report and discuss the results in your class.
You will be graded based on the attached rubric.
MINI SURVEY INSTRUMENT
Name:________ ___________________________ Barangay: ______________________________
Committee: ________________________________ Position: _______________________________
Give three reasons for running/joining the position/committee:
__________________________________________________________________________________________
__________________________________________________________________________________________
Are you happy with your role in your barangay?
Yes No Why? ____________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Cite the difficulties you encounter when relating with your members.
__________________________________________________________________________________________
What do you do when there is conflict among your members?
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__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
What is the best way to deal with conflicts?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
RUBRICS FOR SCORING
ACTIVITY 2 & 3: <I ELABORATE=
Traits 4 3 2 1
There is one There is one There is one The topic and
clear, clear, topic. Main main ideas are
Focus on wellfocused wellfocused ideas are not clear.
Details topic. Main topic. Main somewhat
ideas are ideas are clear clear.
clear and are but are not
well well supported
supported by by detailed
detailed and information.
ac
The The The There is no
Organization introduction is introduction introduction clear
inviting, states the states the main introduction,
states the main topic and topic. A structure, or
main topic, provides an conclusion is conclusion.
and provides overview of included.
an overview the paper. A
of the paper. conclusion is
Information is included.
relevant and
presented in
a logical
order. The
conclusion is
strong.
All sentences Most Most Sentences
are well sentences are sentences are sound
37

lOMoARcPSD|31695121
constructed well well awkward, are

and have constructed constructed, distractingly
Sentence varied and have but they have a repetitive, or
Structure, structure and varied similar are difficult to
Grammar, length. The structure and structure understand.
Mechanics, & author makes length. The and/or length. The author
Spelling no errors in author makes The author makes
grammar, a few errors in makes several numerous
mechanics, grammar, errors in errors in
and/or mechanics, grammar, grammar,
spelling. and/or mechanics, mechanics,
spelling, but and/or spelling and/or spelling
they do not that interfere that interfere
interfere with with with
understanding. understanding. understanding
The form and The format The writer's The writer's
presentation only has a few message is message is
of the text mistakes and understandable only
Presentation enhances the is generally in this format. understandable
ability for the easy to read. occasionally,
reader to and paper is
understand messily written.
and connect
with the
message.
ACTIVITY 4: WHO ARE THE LEADERS IN MY BARANGAY?
Category 4 3 2 1
All essential Most of the Some of the One or fewer

questions are essential essential essential
Content questions are
properly questions are questions are
addressed. properly properly addressed
addressed. addressed.
Report is Report is Report is not

Report lacks
logical and generally logical logical or
logical
organized. and organized. organized.
progression or
Sentences are Sentences are Sentences do
organization.
well-phrased well-phrased not form a
Sentences are
and varied in and vary in cohesive whole
awkward and
length and length and and structure of
often unclear.
structure. Word structure. Word sentences is
Word choice
choice is choice is distracting and
38

lOMoARcPSD|31695121
consistently generally good is acceptable confusing to the

precise and and mostly but range of reader. Words
accurate. The precise and words is are used
Final writing is free accurate.There limited or lack inappropriately.
Report or almost free are occassional precision. The There are many
of errors in errors in writing has errors in
grammar, grammar, many errors grammar,
spelling and spelling and which impact spelling and
writing writing the writing
mechanics mechanics. The understanding mechanics. The
(three or less). report is the of the report report if shorter
The report is specified length and cause a than the
the specified of the distraction. spedified length
length of the assignment. The report is of the
assignement shorter than assignment.
the spedified
length of the
assignment.
Your results Your results
were Your results Your results were not
understandable were were difficult understandable;
and presented understandable, to understand; there was very
in organized however there there were little or no
Creating manner, with were minor several organization
Tally Chart your list of problems in problems in and/or tally
possible organization the marks.
responses and and/or tally organization
tally marks for marks. and/or tally
each response. marks.
Your graph Your graph Your data was

Your graph was
clearly represented present,
not
Creating a represented your data, however, your
understandable.
Graph of your data, and however there graph was
Results was well were minor difficult to
organized and problems with understand.
easy to read the organization There several
and interpret. problems in
the
organization.
39

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REFLECTION:
1. I learned that
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.
3. I want to learn more on
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.
REFERENCES:
BOOK:
Santos, Ricardo R. 2016, Personal Development First Edition, Rex Publishing
Diwa Textbook 2016, Personal Development, Diwa Senior High School Series
WEBSITES:
https://www.slideshare.net/RupertGarryTorres/social-relationship-in-middle-and-late-
adolescence
https://prezi.com/p/sd6ogokpv2nn/social-relationships-in-middle-and-late-adolescent/
https://www.slideshare.net/DysGurlWriter/social-relationships-in-middle-and-late-
adolescence
ANSWER KEY
Activity 1: IDENTIFY ME!

1. Leadership
2. Agreeableness
3. Democratic Leadership
4. Leader
5. Emotional Stability
6. Conscientiousness
7. Autocratic leadership
8. Laissez faire leadership
9. Followers
10. Social influences
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Activity 2: I ELABORATE 3 answers may vary

Activity 3: KNOWING MY CHOICE 3 answers may vary
Activity 4: WHO ARE THE LEADERS IN OUR BARANGAY? 3 answers may vary
Prepared by:
RICHARD C. ESGUERRA
Writer
RHODA G. REYNO
Writer
41

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Name: ____________________________ Grade Level: __________
Section: ___________________________ Date: ________________
FAMILY STRUCTURES AND LEGACIES
Call it a clan, call it a network, call it a tribe, call it a family.

Whatever you call it, whoever you are, you need one.
Jane Howard, <Families= 1978
The Filipino culture is generally centered on large families. Both the mother's
and father's lineages are of equal importance. It is not uncommon for the children to
inherit either the father or the mother's name as their middle name.
The Filipino's are proud of a culture where family can be tightly knitted together
and this kinship is often embraced by all family members. The extended family is, in
essence, the basic unit of the Philippine society. Within given households, families
may average six to eight members in size. Unmarried adult daughters and sons
typically remain in their parents' home and contribute to family support. Usually the
Filipinos will have several generations living under one roof. This offers a wide range
of benefits for the family. The first is that the elderly family members are cared for at
home rather than being placed in nursing facilities. Filipinos will almost never send
relatives to a nursing home. Also, the children can benefit from this large family
because they are nurtured by their elders and mature at a faster rate.
Appraise one9s family structure and the type of care he/she gives and receives, which
may help in better understanding himself/herself better (Quarter 2,Week 4)
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ACTIVITY #1. LET THE LOVE BEGIN!
Analyze carefully the picture and answer the questions opposite it.
1. What do you see in the picture and

what does it symbolize?
____________________________
2. What does the picture means?

____________________________
_
____________________________
_
____________________________
_
____________________________
_
A genogram or family tree is a useful tool to gather information about a person9s

family. This visual representation of a family can help us identify patterns or themes
within families that may be influencing or driving a person9s current behavior.
Most young people really enjoy this opportunity to talk about their family
history, and it can work as a good tool to build trust and rapport in a working
relationship. However be aware that some young people may find seeing a
visual picture of the state of their relationships confronting, particularly if the
majority of relationships in their life at present are conflictual or distant. Use
this tool sensitively and in cases where you think it will be useful to help
promote healthy change and the development of more positive relationships in
the young person's life.
Symbols for drawing the genogram or family tree
Female symbol - name, age

Male symbol - name, age
Unknown gender
Married - add the year or ages
De facto relationship - commencement date or
ages
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Separation - date or ages

Divorce - date or ages
List children in birth order and put names and ages either within the symbol or underneath.
Death - a small cross in the corner of the symbol
(record date if known)
Dotted circle - this can be used to enclose the

members living together currently, for example,
who the young person is living with.
Conflictual relationship
Very close
Distant relationship
ACTIVITY #2. LET’S CONNECT!
Inside the box, make a simple genogram of your family using the symbols given. Be
sure to write the names of each family member below each symbol.
44

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The traditional family structure is considered a family support system which involves
two married individuals providing care and stability for their biological offspring.
However, this two parent, nuclear family has become less prevalent, and alternative
family forms have become more common. The family is created at birth and
establishes ties across generations. Those generations, the extended family of aunts,
uncles, grandparents, and cousins can all hold significant emotional and economic
roles for the nuclear families.
ACTIVITY #3. FILL ME UP WITH YOUR LOVE!
Match column A with column B. Column A describes the different kinds of family
structures in column B. Write your answers on the space provided before each
number.
Column A Column B
___1. A family unit consisting of at most a a. Foster family
father, mother and dependent children. I is
b. Step families
considered the <traditional= family
c. Nuclear family
___2. A family consisting of parents and
children, along with their grandparents, d. Migrant family
grandchildren, aunts or uncles, cousins etc.
e. Adoptive family
___3.Two families brought together due to
divorce, separation and remarriage. f. Bi-racial family
___4.This can be either a father or a mother g. Bended family

who is singly responsible for the raising of a h. Extended family
child. The child can be by birth or adoption.
i. Immigrant family
___5.A family where one or more of the
children has been adopted. j. Single parent family
___6. A family where the adopted child is of a k. Gay or lesbian family

different racial identity group than the parents. l. Trans-racial adoptive family
___7.A family where the parents are m. Conditionally separated families
members of different racial identity group than
the parents.
___8. A family that consist of members from
two or more previous families.
___9. A family member is separated from the
rest of the family. This may be due
employment far away; military service;
incarceration; hospitalization.
___10. A family where one or more of the
children is egally a temporary member of the
household. The <temporary= period may be as
45

lOMoARcPSD|31695121
short as a few days or as long as the child9s

entire childhood.
___11. A family where one or both of the
parents9 sexual orientation is gay or lesbian.
___12. A family where the parents have
immigrated to other country as adults. Their
children may or may not be immigrants.
___13. A family that moves regularly to places
where they have employment.
Activity #4. YOU COMPLETE ME!
Complete this statement:

With the activities I have undertaken on this lesson, I learned that
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Prepared by:
NOR MAR L. CABADDU

Writer
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lOMoARcPSD|31695121
Name: ____________________________ Grade Level: __________
Section: ___________________________ Date: ________________
Family Structures and Legacies
Family is defined as a specific group of people that may be made up of partners,

children, parents, aunts, uncles, cousins and grandparents.
The family is considered the first place where growing children learn their basic
social skills. The interaction and quality of relationship between parent and child are
said to determine the child9s future relationships as he or she matures toward
adulthood .It is also the group of people who share common ancestors.
Parents can serve as the models their adolescents can emulate while at the
same time supporting their development toward young adulthood. When you look
around the members of your family , you might have observed certain physical
similarities that exist among yourself, your siblings, and your parents. There are
some characteristics that are influenced by heredity, and even by the environment.
A genogram is a graphical map of a family9s history that traces and illustrates
patterns in its structure and characteristics using special symbols to describe
relationships, major events, diseases, traditions, social and personal beliefs and
rituals, cultural heritage, religious beliefs, value systems, philosophies about life, and
the dynamics of a family over several generations.
There are possible traits you may want to trace in your family. Here are some
suggestions:
⚫ Physical characteristics such as skin tone, shapes of eyes, nose, and ears, hair
type, baldness, disease tendencies, etc.
⚫ Genetic or external factors such as artistic, musical, or literary abilities, sports
abilities, and personality traits like being reserved and introverted, being friendly,
being spendthrift, etc.
⚫ Social and economic background such as occupation or careers, educational
level, club memberships, school affiliations, political affiliations, and others.
⚫ Religious values including religious affiliations, religious practices, and religious
beliefs.
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lOMoARcPSD|31695121
⚫ Family values like family cohesion, exclusivity, educational attainment, respect

for elders, etc.
⚫ Cultural background such as provincial origins, languages or dialects spoken,
social skills like table manners, family traditions, how family members got their
names, favored cuisines and special food served, world views such as the
practice of feng shui, karma, superstitions, etc.
(Tracing Family Traits Using a Genogram by Cynthia Doxey Green, Ph.D.)
Here are some helpful tips in making your genogram:
⚫ Remember that there are some people, even if they are your relatives, who may
be sensitive about a certain physical trait, like height. Approach your research by
asking questions with sensitivity.
⚫ Clarify with your family members that the genogram you are making is to help
you understand certain family traits, characteristics, events, marital situations,
diseases, other sensitive topics, and explain to them that you are not judging
them about the situations.
⚫ Consider talking to a professional when making a genogram on hereditary
problems, for example.
⚫ Be careful with your conclusions after you have done your genogram. These
might offend some relatives.
Keep your genogram hidden and shown to only a few selected group of
relatives if the conclusions are sensitive or even confidential.
LEARNING COMPETENCY
Make a genogram and trace certain physical, personality, or behavioral

attributes through generations (MELC, Quarter 2, Week 4)
LEARNING ACTIVITY 1: My Blood Line!
Trace your personality traits from your kinship through a diagram.
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LEARNING ACTIVITY 2: A Glimpse of my Genealogy!
Make a five lines (5) poem describing your family tree.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
RUBRIC FOR SCORING
Genogram
Objectives Low Below Average Above Exemplary Earne

performan average Average Performac d
ce e points
Organizatio 0 points 10 points 15 points 20 points 25 points
n; flow of did not do Below Met Did well
information exemptio expectatio better organized
is organized ns ns than the and easy
average to
students understan
d
Included 0 points 10 points 15 points 20 points 25 points
Job did not do Below Met Did well
for family ns ns than the and easy
members average to
students understan
d
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Included 0 points 10 points 15 points 20 points 25 points

educational did not do Below Met Did well
ns ns than the and easy
average to
students understan
d
Neatness, 0 points 10 points 15 points 20 points 25 points
creativity did not do Below Met Did well
and effort exemptio expectatio better organized
average to
students understan
d
Has graph 0 points 10 points 15 points 20 points 25 points
and rough did not do Below Met Did well
draft exemptio expectatio better organized
average to
students understan
d
Criteria for Poem Writing
Beginning -5 Developing-10 Accomplished- Exemplary-20

15
Organizatio The sequence The sequence The sequence The sequence
n of the words of the words of the words of the words
and phrases is and phrases is and phrases is and phrases is
in random. The very confusing, somewhat logical, and the
reader can find the reader may logical, and the reader is able
no evidence of need to use his reader is able to follow the
the thoughtful or her own to follow the ordering of
ordering of knowledge to ordering of ideas.
ideas. determine the ideas with
ordering of minimal effort.
ideas.
Word of The poem The poem The poem uses The poem
choice and uses general uses general several uses many
main idea or ordinary or ordinary descriptive precise, vivid,
terms to terms to words to and descriptive
describe the develop a main develop a main words to
object; the idea or idea or develop a main
words do not message. message idea or
develop a main message.
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lOMoARcPSD|31695121
idea or
message.
Spelling Numerous Numerous There are There are no
spelling errors spelling errors spelling errors, or very few
impede the impede the which may not spelling errors .
reader from reader from be they are
understanding understanding developmentall developmentall
the poem the poem y, appropriate. y appropriate.
message. message.
Errors are not Some of the
developmentall errors are
y appropriate. developmentall
y appropriate.
REFLECTION
Family is
1. I learned that ____________________________________________

_______________________________________________________
2. I enjoyed most on________________________________________
_______________________________________________________
3. I want to learn more_______________________________________
_____________________________________________________________
REFERENCES:
BOOKS:
Santos, Ricardo Rubio, “Personal Development “ , Rex Book Store

Pp. 178-188
WEBSITES:
Personal Development_reader_v13_final_apr_28_2016. pdf
Answer Key:
Activity 1 & 2: Answer may vary
Prepared by:
OLGA DAGGAO – PREZA

Writer
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Name: ____________________________ Grade Level: __________
Section: ___________________________ Date: ________________
FAMILY STRUCTURES AND LEGACIES
Background Information for Learners
Spending time together is one of the greatest gifts families can

give to one another. Not only does quality time strengthen and build
family bonds, but it also provides a sense of belonging and security
for everyone in the family. In fact, research has shown that when
families enjoy activities together, children not only learn
important social skills but also have higher self-esteem. Strong family
bonds also encourage better behavior in children, improve academic
performance, strengthen parent-child communication, and teach your
child how to be a good friend (Witmer, 2020)
Parents has an important role in cultivating and protecting their

family bonds. But, building strong family connections doesn't always
happen naturally. In our hectic day-to-day lives, it can take a
concerted effort to carve out time for our family.
This lesson focuses on how to strengthen family bonds that

provide love and warmth to all members of the family.
Explore and engage yourself on the different activities

prepared from this learning activity sheet.
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Prepare a plan on how to make the family members firmer and gentler with
each other. (Quarter 2, Week 5 3 EsP-PD11/12FSL-lle-11.3).
LEARNING ACTIVITY 1 3 MY UNFORGETABLE FAMILY BONDING

PICTURE
Paste an unforgettable family bonding picture in the box. Write a caption that
tells why this picture unforgettable or memorable to you.
Caption:______________________________________________
____________________________________________________
____________________________________________________
__________________
LEARNING ACTIVITY 2 3 MY FAMILY BONDING ACTIVITIES
Fill in the table below the activities that can help bond your family and can
strengthen the family bonds. An example is provided for you.
Fun Family Activity Importance

1. Sit Down to Dinner Sitting down to a dinner is a great way
to connect with each other and share
the details of our day. We can cook
together to increase the bonding time or
make it as simple as ordering a pizza
and enjoying it together.
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2.
3.
4.
5.
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LEARNING ACTIVITY 3 3 NAME THAT FAVORITE FAMILY

BONDING ACTIVITY
How well do you know your family members? Fill out the table below to show
how well you know their favorite family bonding activity.
Family Member Favorite Bonding Activity Reason/s

1. Father
2. Mother
3. Brother
4. Sister
5. Youngest
brother/sister
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LEARNING ACTIVITY 4 3 IMPORTANCE OF MY FAMILY BONDING
Based on your understanding on the importance of family bonding, fill out the
diagram below.
Importance
of Family
Bonding
REFLECTION
1. I learned that ___________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. I enjoyed most on _______________________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________
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___________________________________________________________________
___________________________________________________________________
____________________________________________________
REFERENCES:
WEBSITES:
Witmer, D. (2020).How to Strengthen Family Bonds. Bring Your Family Closer and
Build a Firm Foundation. March 4, 2020. https://www.verywellfamily.com/how-
to-strengthen-your-familys-bond-ten-tips-2609591
https://family.lovetoknow.com/family-activities/family-bonding-activities
ANSWER KEY:
All activities 3 Answer may vary
Prepared by:
FRANCISCO A. RECOBO, JR.

Writer
57

lOMoARcPSD|31695121
Name: ____________________________ Grade Level: __________
Section: ___________________________ Date: ________________
CAREER DEVELOPMENT

Career development theory studies paths toward improving professional
growth, career trajectory and overall job satisfaction. Understanding career
development theory can be an important step in determining your core values,
strengths, weaknesses and desired path. While there are varying claims in different
career development theories, all of these theories acknowledge the importance of
cultivating a positive emotional relationship with work and of developing meaningful
professional ambitions. In this article, we9ll examine career development theory, its
multiple manifestations and how it can provide insight into your personality and your
professional growth.
LEARNING COMPETENCY
Explain that through understanding of the concepts of career and life goals can
help in planning his/her career (EsP-PD11/12PC-IIf12.1) (Quarter 2, Week 6)
LESSON:
What is the concept of career development
Career development is the process of self-knowledge, exploration, and
decision-making that shapes your career. It requires successfully navigating your
occupational options to choose and train for jobs that suit your personality, skills, and
interests.When someone pays careful attention to their career development, they
identify their own strengths and blind spots, then work hard to improve their skills. It
also involved learning about different roles and industries to find a match to their
abilities, seeking out opportunities to advance, and maybe even changing careers
altogether if they find a more suitable one. In other words, it is the process of choosing
a career, improving your skills, and advancing along a career path. It's a lifelong
process of learning and decision-making that brings you closer to your ideal job,
skillset, and lifestyle.
Your career will not end after you choose an occupation. You must then get the
required education and training, apply for and find employment, and ultimately
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advance in your career. For most people, it will also include changing careers and jobs
at least once (and probably more often) during their work lives. Many people find
themselves in need of professional advice as they encounter problems or must make
decisions about their careers4for instance, when they are thinking of looking for a
new job or changing occupations.
How Does Career Development Work?
Career development can start when someone is quite young and just learning
about different ways to make a living. It is a part of human development, and the
process can span a lifetime. For example, when a child notices that some people are
doctors, firefighters, or mail carriers, it signals the start of this process. It continues on
through elementary school as they begin to explore occupations and later into
adulthood as people ultimately decide what career to pursue.
Career development doesn't end after you choose an occupation. You must
then get the required education and training, apply for and find employment, and
ultimately advance in your career. For most people, it will also include changing
careers and jobs at least once (and probably more often) during their work lives. Many
people find themselves in need of professional advice as they encounter problems or
must make decisions about their careers4for instance, when they are thinking of
looking for a new job or changing occupations.
How can your life-goals help you in planning your career?

Setting Career Development Goals
Goal-setting techniques are used by successful people in all fields. By setting
sharp, clearly defined goals, you can measure your progress and continuously
motivate yourself to progress toward the vision you have for your ideal work life. You
will be able to see forward movement in what might otherwise feel like a long, pointless
grind. By setting and taking action toward your goals, you will raise your self-
confidence.
The following are some tips for setting effective goals:
1. Express your goals positively, rather than framing them in terms of what you
don't want.
2. Be precise in setting dates, times, and amounts so that you know when you
have achieved your goals.
3. Set priorities so that you know which of your goals to focus your attention
toward and helps you avoid feeling overwhelmed by having too many goals.
4. Write your goals down so that you can visually be reminded of them and so
that you can craft them to be precise and clear.
5. Break down your goals into small, achievable tasks so that you get frequent
opportunities to accomplish them and feel motivated to take on other goals.
6. Set realistic goals that you can achieve and that are in your own control.
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Let9s check your understanding on the topic through answering series of activities.
LEARNING ACTIVITY 1 – Tula para sa Karera!

Using the abovementioned concepts of career development, make a poem
consisting of 8 lines on how you are going to establish your career plan.
Here is the format for the poem:

Line 1: Write your first name
Line 2: Write the career you want to pursue
Line 3: Write the person/people who motivate you to pursue the career.
Line 4: Write your reasons on pursuing the career.
Line 5: Write your way in achieving the career.
Example:
Arvee
I want to become a lawyer someday
The farmers9 rights motivated me to pursue this career
I want to become a lawyer to defend and protect the rights of the Filipino farmers
I will study hard, follow my parents, avoid vices and develop optimism
LEARNING ACTIVITY 2– Hagdan ng Karera!
Narrate your own proggressive steps/ways in achieving your career

beginning from ladder 1 to ladder 6. writ your answer on each box.
__________
__________ __________
__________ __________
__________
__________ __________
__________ __________
__________ __________
__________ __________
__________ __________ __________
__________ __________
__________ __________ __________
__________ __________ __________
__________ __________ __________
__________ __________ __________
__________ __________ __________
__________ __________ __________
__________ __________ __________
__________ __________ __________
__________ __________ __________
__________ __________ __________
__________ __________ __________
__________ __________ __________
__________ __________ __________
__________ __________ __________
_ __________ __________
__________
__
Ladder 1 Ladder 2 Ladder 3 Ladder 4 Ladder 5 Ladder 6
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RUBRIC FOR SCORING
EXCELLENT GREAT ADEQUATE NOMINAL NEED TO DO

(20) (18) (15) (10) BETTER (9
and below)
If the student If the student If the student If the student If the student
filled out and filled out and filled out and filled out and filled out and
answered all answered all answered all answered all answered all
the activities the activities the activities the activities the activities
correctly but got only but got only but got only but got only
90% of the 80% of the 70% of the 69% and
correct answer correct answer correct answer below
REFLECTION
1. I learned that
_______________________________________________________
______________________________________________________________
______________________________________________________________
________
___________________________________________________
______________________________________________________________
______________________________________________________________
________

_____________________________________________________________
__________________________________________________________________
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REFERENCES:
1. Mckay, D. (2020). What is Career Development?. Retrieved from
https://www.thebalancecareers.com/what-is-career-development-525496
2. Indeed Career Guide. (2019). Career Development. Retrieved

https://www.indeed.com/career-advice/career-development/career-development-
theory
ANSWER KEY:
Activity 1: Tula para sa Karera (Answers may vary)

Activity 2: Hagdan para sa karera (Answers may vary)
Prepared by:
ARVEE M. BUTAC
Writer
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Name: ____________________________ Grade Level: __________
Section: ___________________________ Date: ________________
CAREER DEVELOPMENT
Good day, learners! Do you realize that you will graduate in Senior High School
two years from now? Have you thought of what course or major will you get in college?
Or career should you choose?
The typical student embarks on the college search by first choosing the college
they love, then a major, and finally choosing a corresponding career path. Students
should instead begin on their journey with the end in mind a future career. Instead of
focusing on the four years spent in college, turn your attention to the 40+ years you
will work after graduation.
LEARNING COMPETENCY
Identify career options based on different factors, career development

concepts and personal life goals. (EsP-PD11/12PC-IIf12.1) (Quarter 2, Week 6)
LESSON:
What is a career?
A career is defined as the combination and sequence of roles played by a person
during the course of a lifetime (Super, 1980). Your career basically dictates a lot of
things in your life 3 it can determine the kind of lifestyle that you will be leading, the
quality of relationships that you have with people around you like your family and
friends, the kind of balance you will be able to keep with your life and your
responsibilities.
Making the best career choices involves
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• Knowing yourself- what you like (your interests), what you are good at (your
skills and abilities), what is important to you (values)
• Getting to understand the world of work and what9s out there.
• Learning how to make informed decisions.
• Finding out how to achieve objectives.
There are two other concepts that we often associate with the concept of career. One
is a job. A job is a position an individual holds doing specific duties. For example, if
you would look closely at the job of a lawyer, you can say that a lawyer9s job is working
as an associate in X Law Firm.
Another term is occupation. An occupation is defined as the similar work for which
people have similar responsibilities and for which they develop a common set of skills
and knowledge. For example, people who are in the mental health occupation would
include psychologists, clinical psychologists, counselors, and psychiatrists.
SUPER’S CAREER DEVELOPMENT THEORY
Donald Super influenced the idea that developing a sense of self and realize that you
change over time is important when planning your career. One of Donald Super's
greatest contributions to career development has been his emphasis on the
importance of the development of self-concept. According to Super, self-concept
changes over time, and develops as a result of experience. As such, career
development is lifelong.
Super developed the theories and work of colleague Eli Ginzberg. Ginzberg9s theory
enumerated three stages in a person9s career development: Fantasy (from birth to 11
years old), Tentative (from 11-17 years old), and Realistic (after age 17). Super
thought that Ginzberg9s work had weaknesses, which he wanted to address. Super
extended Ginzberg9s life and career development stages from three to five, and
included different sub stages.
Super argues that occupational preferences and competencies, along with an
individual9s life situations, all change with time and experience. Super developed the
concept of vocational maturity, which may or may not correspond to chronological age:
people cycle through each of these stages when they go through career transitions.
STAGE AGE CHARACTRISTICS

Growth Birth-14 Development of self-
concept, attitudes, needs
and general world of work
Exploration 15-24 "Trying out" through
classes, work hobbies.
Tentative choice and skill
development
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Establishment 25-44 Entry-level skill building

and stabilization through
work experience
Maintenance 45-64 Continual adjustment
process to improve position
Decline 65+ Reduced output, prepare
for retirement
Developmental tasks at these different stages

Life stage Adolescence Early Middle Late
14-25 adulthood 25- adulthood adulthood
45 65+
45-65
Decline Giving less Reducing Focusing on Reducing
time to sports essentials working hours
hobbies participation
Maintenance Verifying Making Holding one's Keeping what
current occupational own against one enjoys
occupational position competition
choice secure
Establishment Getting started Settling down Developing Doing things
in a chosen in a suitable new skills one has
field position wanted to do
Exploration Learning more Finding Identifying Find a good
about desired new tasks to retirement
opportunities opportunity work on place
Growth Developing a Learning to Accepting Developing
realistic self- relate to one9s own and valuing
concept others limitations non-
occupational
roles.
Super states that in making a vocational choice, individuals are expressing their self-
concept, or understanding of self, which evolves over time. People seek career
satisfaction through work roles in which they can express themselves and further
implement and develop their self-concept.
Let9s check your understanding on the topic through answering series of activities.
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LEARNING ACTIVITY 1 – My thoughts!

Using the table of <Developmental tasks at different stages= by Donald Super,
identify the life stage and age in each statement.
1. Dino is a fresh graduate in college and he decided to lessen the time spent in
playing mobile legends because he wants to apply for a job.
2. Mary just retired in her work and decided to settle down and enjoy her season
in Canada.
3. George, in his old age, enjoys being a nurse even though the task is
overwhelming.
4. Jenny is a new employee of an agricultural company and she is learning how
to relate with her co-employees.
5. The pandemic brought by COVID-19 thought Rina the skill of baking even at an
old age.
LEARNING ACTIVITY 2 – My best!
List down five basic skills and you have to prove how these qualities are
manifesting in your daily life.
Skills Situation
1.
2.
3.
4.
5.
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LEARNING ACTIVITY 3 – My goals!

Create your career goals, this could be short or long term goals. Use the table
below.
Goals Date Suggest ways to attain your

goals
1.
2.
3.
LEARNING ACTIVITY 4– My vision!

Create your vision board on how you see yourself in the future. You can cut
out pictures which represent your future career. Explain your vision board.
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Explanation:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______________________________
RUBRIC FOR SCORING
EXCELLENT GREAT ADEQUATE NOMINAL NEED TO

(20) (18) (10) DO BETTER
(15)
(9 and
below)
If the student If the student If the student If the student If the student
filled out and filled out and filled out and filled out and filled out and
answered all answered all answered all answered all answered all
the activities the activities the activities the activities the activities
correctly but got only but got only but got only but got only
90% of the 80% of the 70% of the 69% and
correct correct correct below
answer answer answer
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REFLECTION
1. I learned that
_______________________________________________________
______________________________________________________________
______________________________________________________________
________
___________________________________________________
______________________________________________________________
______________________________________________________________
________

__________________________________________________
__________________________________________________________________
REFERENCES:
BOOKS:
Reyes, Christopher G., MAED, MS, Personal Development for Senior High School,
2018
DepEd Material:
Personal Development Reader page 103-107
ANSWER KEY:
Activity 1: My thoughts!
1. Decline, Adolescence
2. Exploration, Late adulthood
3. Maintenance, Late adulthood
4. Growth, Early adulthood
5. Establishment, Middle adulthood
Activity 2: My best! (Answers may vary)
Activity 3: My goals! (Answers may vary)
Activity 4: TRACE THE CODE (Answers may vary)
Prepared by:
MARIA JAMILLA R. PUA

Writer
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Name: ____________________________ Grade Level: __________
Section: ___________________________ Date: ________________
CAREER PATHWAYS
Career Plan is a real-world strategy that lets you to define your skills and interests, set career
goals, and put actions in place that will help you reach them.
It is a continuous process, and it includes a summary of knowing your values, knowing about
yourself, identifying your skills, searching career options, and linking your major and your
careers.
Why is career planning significant?
Career Planning is a great way to guarantee your career is going in the right path. Not only does
it help you realize your passion, it also facilitates your career goals with tangible actions and
aims.
This lesson focuses on how to prepare a career plan based on the identified career options to
attain personal life’s goals. Enjoy answering the activities as you prepare your career plan for
your future.
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LEARNING COMPETENCY
Prepare a career plan based on the identified career options to attain personal
life9s goal. (MELC Quarter 2, Week 11- EsP-PD11/12PC-IIG-12.3).
LEARNING ACTIVITY 1 3 MY CAREER DEVELOPMENT PLAN

Focus and reflect on your career. Fill out the organizer below with information about
your Career Development Plan.
MY CAREER DEVELOPMENT PLAN

By: _______________________________
Why do I want
MY GOALS to do it?
IN THE
How will I
When will I achieve it?
achieve it?
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LEARNING ACTIVITY 2 – PLAN YOUR FUTURE

Prepare your Career Plan based on your identified career options.
Complete the table below.
MY CAREER PLAN
Who am I? MY GOALS
Short Term (2 years) Medium Term (2-5 Long Term (6-10

years) years)
My Education and The skills I need to achieve my Goals

Trainings
The skills, knowledge, experience I already have
What do I want?
My Action Plan
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LEARNING ACTIVITY 3 - ESSAY

Write an essay entitled <How do I see myself ten years from now=
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LEARNING ACTIVITY 4 MY REFLECTION
Reflect: <A goal without a plan is just a

wish.=
- Antoine de Saint Exupery
RUBRICS FOR SCORING:
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REFLECTION
1. I learned that ___________________________________________________

_____________________________________________________________________
_____________________________________________________________________
________________________________________________
2. I enjoyed most on _______________________________________________

_____________________________________________________________________
_____________________________________________________________________
________________________________________________

_____________________________________________________________________
_____________________________________________________________________
________________________________________________
REFERENCES:
BOOK:
PERSONAL DEVELOPMENT, DEPARTMENT OF EDUCATION

WEBSITES:
https://www.reed.co.uk/career-advice/how-to-make-a-career-plan/
http://images.app.goo.gl/RCZMk8XTyBCT7
ANSWER KEY:
All Activities- Answers may vary
EILLEN PIA L. JUSTO

Writer
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lOMoARcPSD|31695121
Name: ____________________________ Grade Level: __________
Section: ___________________________ Date: ________________
PERSONAL DEVELOPMENT FACTORS: IMPORTANT IN CAREER DECISIONS
Personal development is a lifelong process. It is a way for people to assess

their skills and qualities, consider their aims in life and set goals in order to realize and
maximize their potential.
The three global factors that constitute Personal Development are:
1. Self-esteem: A measure of how much one values oneself, how clear is an
individual about his/her strengths and weaknesses, and how much pleasure
does a person derive from what he/ she does.
2. Optimism: This is a facet and also a result of Emotional Intelligence. Being
optimistic means:
• feeling good about oneself and one9s relationships
• being confident about his/ her future
• believing that one9s best efforts and results are yet to come
3. Resilience: The ability to get back on one9s feet after disappointment or
failure and to learn from it.
A high score on the dimension of Personal Development has a positive impact as:
• Self-esteem, essentially a positive view of oneself, drives one to accomplish

more in life.
• Optimism is an attitude that buffers one from falling into apathy when one has
to face tough situations.
• Resilience makes it possible to not blame oneself for negative results, and
allows one to be able to strive further.
On the other hand, a low score on this dimension can have some negative impact:
• Lower self-esteem may result in easier acceptance of one9s limitations.

• Lower optimism may mean that one can fall into hopelessness or depression in
facing tough situations.
• Lack of resilient spirit, makes it extremely tough to recover from setbacks and
frustrations that are part of life.
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Personal development is a way to improve every aspect of your life and to

realize different possibilities to achieve more than you ever thought is possible. It helps
you set your goals and expectations for yourself. Any individual without a vision in life
not only fails to deliver but also gets easily lost in the crowd. Therefore, in making
career decisions, factors in personal development is very important.
LEARNING COMPETENCY
Explain the factors in personal development that may guide him/her in making
important career decisions as adolescents. (Quarter 2, Week 7)
LEARNING ACTIVITY 1 My Career and Life Goals

Fill in the box by answering the question in every category that pertains
to your career and life goals.
EDUCATION CAREER FAITH AND SPIRITUALITY

What accomplishment/s do What kind of career How do you see yourself
you see for yourself in this do you want to pursue? in this aspect?
area?
COMMUNITY FAMILY
What do you envision as What are the things do you
your contribution to the want to provide for them?
community?
What factors do you consider in choosing your career and personal goals?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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LEARNING ACTIVITY 2 My Star Factor
Listed below are the three global factors that constitute personal development.
How do these factors guide you in making important career decisions? Write your
responses on the box
Self-esteem
Optimism
Resilience
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LEARNING ACTIVITY 3 Along My Journey

List down the factors that you have learned about yourself that will guide
you in making career decisions as well as the things you need to
enhance more to achieve your goals. After which, complete the
statements below.
What do I need to enhance more to
achieve my goals?
How have I changed since the

beginning of the semester?
What are the things I learned about
myself that will help me in making
career decisions?
In choosing my career I will______________________________________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
In achieving my goals, I will be more_______________________________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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LEARNING ACTIVITY 4 Setting Career and Life Goals

In at least five (5) sentences reflect on this question: Why is personal
development an important component of setting career and
life goals?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
RUBRIC FOR SCORING
for Activity 1, 2 & 3

Category 100% 85% 70% 40%
Completion Fully Completed Partially Barely completed Did not complete

the task. completed the the task the task
task
Accuracy and No errors Few errors Many errors Did not complete
Content
Effort and Showed excellent Showed good Showed little Did not complete
Organization effort in effort in effort in and the ideas are
completing the completing the completing the disorganized.
graphic organizer graphic organizer graphic organizer
and ideas are and ideas are and lacks
well organized. organized. organization.
for Activity 4
Above expectations Meet Approaching Below expectations
4 points expectations expectations 1 point
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3 points 2 points
Reflective The reflection explains The reflection The reflection The reflection does
Thinking student9s own thinking explains attempts to not address the
and learning student9s own demonstrate student9s thinking
processes, as well as thinking and thinking about and/ or learning.
implications for future learning learning but is
learnings. processes. vague and/or
unclear about the
personal learning
process.
Analysis The reflection is an in- The reflection The reflection The reflection does
depth analysis of the is an analysis attempts to not move beyond a
learning experience, of the learning analyze the description of the
the value of the experience learning learning experience.
derived learning to self and the value experience but the
or others, and the of the derived value of the
enhancement of the learning to self learning the
student9s appreciation or others. student or others is
for the discipline. vague and/or
unclear.
Making The reflection The reflection The reflection The reflection does
Connections articulates multiple articulates attempts to not articulate any
connections between connections articulate connection to other
this learning between this connections learning or
experience and learning between this experiences.
content from other experience learning
courses, past learning, and content experience and
life experiences and/or from other content from other
future goals. courses, past courses, past
learning, life learning, life
experiences experiences and/or
and/or future future goals, but
goals. the connection is
vague and/or
unclear.
REFLECTION
1. I learned that ___________________________________________________

______________________________________________________________
______________________________________________________________
2. I enjoyed most on _______________________________________________

______________________________________________________________
______________________________________________________________

_____________________________________________
______________________________________________________________
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REFERENCES:
BOOK
Fernandez, B. W., Quiba, C.C., Legaspi, E.Q.,Rafanan, M.R., & Garcia, Z.V. (2016).
Personal Development Learners’ Material and Teachers’ Guide.
Sunshine Interlinks Publishing House, Inc.
WEBSITES:
https://www.managementstudyguide.com/role-of-personal-development-in-career-
growth.htm
https://www.mindofwinner.com/what-is-personal-development/
https://strengthscape.com/personal-development-factors/
https://www.skillsyouneed.com/ps/personal-development.html
https://www.vectorstock.com/royalty-free-vector/young-man-thinking-vector-
24228173
https://www.whiteplainspublicschools.org/Page/20712
earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-
Reflection.PRINT_.pdf
ANSWER KEY: ACTIVITIES 1-4 (Answer may vary)
Prepared by:
PAUL KHYVIN P. PARCASIO

Writer
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Name: ____________________________ Grade Level: __________
Section: ___________________________ Date: ________________

THE IMPORTANCE OF PERSONAL DEVELOPMENT
IN MAKING A CAREER DECISION AS ADOLESCENT
This module focuses on the importance of personal development in making a

career decision as an adolescent. Being aware in the developmental stages in your life
helps you better understand yourself, the people around you and the decisions you will
make. This module includes lectures, personal reflections and sharing that will help you
reveal and articulate relevant concepts and specific themes to address key concerns in
your personal development.
Personal development includes communication and time management skills,
ability to manage stress, professional image, and management of personal finances,
(Yena 2011).These were listed as critical workplace skills by employers in the Partnership
for 21st Century Skills report. These findings suggest that in pursuing your career path and
striving to realize your personal mission statement, these skills will be your greatest
assets.
Career decisions affect the individual9s entire life and future. The choices and
consequences will result to whatever achievements, income levels, standard of living, self-
esteem, and social status he/she may get. Hence it is important to provide effective career
guidance at this stage to make appropriate career choices.
Adolescence is a key developmental period that requires identity achievement. An
adolescent needs to develop adequate decision-making skills which have an important
impact on their future. As the Chinese philosopher Lao-tzu said, <The journey of a
thousand miles starts with one step.= And the first step to your journey towards success is
having the courage and the mindset to continuously develop and enhance yourself.
Improving your skills and refining your craft will give you a better chance to become
successful in life. In realizing your career and life goals, you need to be fully armed and
ready for each challenge.
Personality refers to an individual9s characteristics, style, behavior, mindset,
attitude, his own unique way of perceiving things and seeing the world. Genetic factors,
family backgrounds, varied cultures, environment, current situations play an imperative
role in shaping one9s personality. The way you behave with others reflects your
personality. An individual with a pleasing personality is appreciated and respected by all.
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LEARNING COMPETENCY
Share insights that make him/her realize the importance of personal

development in makinga career decision as adolescent. (MELC,Quarter 2, Week 8,
EsP-PD11/12IOPD-IIih-14.2 )
Construct a creative visualization of his/her personal development through of
the various stages he/she went through, stressors, influences, and decision-making
points, and a personal profile analysis. (MELC,Quarter 2, Week 8,EsP-PD11/12IOPD-
IIj-14.3)
LESSON:
The Eight Stages of Personal Development

Let9s have a short review on the eight stages of personal development by Erick
Erickson to understand further the adolescence development stage. Erikson
maintained that personality develops in a predetermined order through eight stages of
psychosocial development, from infancy to adulthood. During each stage, the person
experiences a psychosocial crisis which could have a positive or negative outcome for
personality development.
For Erikson (1958, 1963), these crises are of a psychosocial nature because
they involve psychological needs of the individual (i.e., psycho) conflicting with the
needs of society (i.e., social).
According to the theory, successful completion of each stage results in a
healthy personality and the acquisition of basic virtues. Basic virtues are characteristic
strengths which the ego can use to resolve subsequent crises.
Failure to successfully complete a stage can result in a reduced ability to
complete further stages and therefore a more unhealthy personality and sense of self.
These stages, however, can be resolved successfully at a later time.
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The Adolescence Development Stage
Adolescence is the period of transition between childhood and adulthood. It includes

some big changes4to the body, and to the way a young person relates to the world.
The many physical, sexual, cognitive, social, and emotional changes that happen
during this time can bring anticipation and anxiety for both children and their families.
Understanding what to expect at different stages can promote healthy development
throughout adolescence and into early adulthood
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LEARNING ACTIVITY 1: WHO’S WHO?

Objective: This activity aims to show you actual situations where
personal development is important in your career pursuits. This will
give you an avenue to critically study these situations to gain insights
on how to wisely handle challenges and make realistic decisions.
Directions: Read the case carefully and try to answer the questions
below.
Fatima wanted to graduate from college with honors so that she can get a high
position in a five-star hotel. She also wanted to enhance her leadership skills and run
for a position in the student government. She was appointed to lead three committees
in the student government: Community Development Committee, Student
Development Committee and Discipline Committee. She volunteered to be the project
head for their college week celebration and attended meetings for class officers.
Fatima started with very good preliminary grades, and she was delighted with her
assignments. She dreamt big for the college and committed herself to do her tasks
very well. More so, she felt that she was on the right career path because she was
gathering experiences that could make her be competitive to get the job she wanted.
Hence, she showed high energy and eagerness to be involved and contribute to the
success of the student government. She believe that the more assignments she had,
the more that she could prove herself and gain more credentials for her dream job.
However, at one point in her college life, she began coming in late for her early
morning classes. She started experiencing difficulties in completing some of her
assigned tasks. She felt tired most of the time, and her grades in quizzes and exams
were beginning to be lower than before.
On the other hand, Mae her classmate and friend, was also engaged in several
activities, but unlike Fatima, she seemingly got her requirements done on time,
maintained her scores in her quizzes and exams, and completed her tasks in the
organization where she was also an officer. It was also observed that Mae stil had time
during weekend to relax. Mae wanted to open her own catering business once she
graduates from college. She then concentrated on learning the details in preparing a
business plan, which was a major class project. She welcomed the opportunity to
come up with the business plan of a catering business because her teacher9s feedback
would be helpful in improving such a plan. An important project that she saw as helpful
was making a financial plan, so she grabbed this as an opportunity to know how to
start her own business and secure her and her family9s future. She saw this project as
an avenue to enrich her knowledge about starting a catering business. Hence, she
chose not to accept extra commitments because she wanted to concentrate on
finishing her project.
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Processing Questions:
a. How did Fatima and Mae differ from each other?
b. If you were in Fatima9s shoes, what would you do to improve the situation?
Why?
c. What were the things that you admired about Mae? Why?
d. What insights have you learned from the case study?
Answers:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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FACTORS AFFECTING PERSONALITY DEVELOPMENT

A Bulgarian proverb says, <God promises a safe landing but not a calm
passage=. Realizing your dreams is not easy. In this time, you get to face a lot of
distractions and you may sometimes take away your eyes off your goals. When you
are not focused, you see a lot of difficulties and get overwhelmed by the challenges.
But when you set your mind on your goals, you become so passionate with your
work and smoothly finish the tasks on hand. Nevertheless, you need to master four
areas of personality development to ensure your personal and career success.
Here are the factors that affect your personality development:
COMMUNICATION SKILLS
Effective Communication skills play a crucial role in honing one9s personality.
Communication helps individuals to express themselves in the most convincing way.
Your thoughts, feelings and knowledge should be passed on in the most desirable
manner and effective communication skills help you in the same. This includes
speaking skills, conversation skills, telephone skills, writing skills, listening skills, and
body language.
A person should speak really

well to make a mark of his/her own.
Remember, no one would take you
seriously if you do not master the art
of expressing yourself clearly and in
the most convincing manner.
Not all people are blessed

with excellent communication skills;
they acquire the same with time and
practice. People with great
communication skills tend to have a
better and impressive personality
than those who have problems in
communicating as interacting with
others is not a challenge for them.
Individuals with effective
communication skills can easily
converse with other people around
be it their fellow workers, peers,
family and so on.
Effective communication
skills strengthen the bond among
individuals. It is also said to improve
the interpersonal relationships with
other people.
Careful selection of words is essential for effective communication skills. You

really need to know what you are speaking. You never know what might hurt the other
person. Never even think of being rude to anyone.
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Speak convincingly so that the other person understands what you intend to
communicate. Your style of speaking has a tremendous impact on your personality.
Speaking slowly always helps as it allows you to find appropriate words and also
reflects thoughtfulness. Emphasize important and relevant words for the other person
to realize the importance.
Speaking confidently is the key to an impressive and great personality. Do not

show signs of nervousness while interacting with others. There is no point of being
nervous unless and until you yourself are not sure of what you are speaking. Develop
proper eye contact with the other person. Do not look around while interacting with the
other person.
Take care of your body language. Correct body language exudes confidence
which further hones an individual9s personality. Do not fiddle with things around while
speaking.
Be very particular about the pronunciation of words. If you are not very sure of
how to pronounce a particular word, avoid the same in your speech. Pronouncing
words wrongly creates a bad impression on others.
You really do not need to speak with a fake accent to prove that you have
excellent communication skills. Avoid copying others. An individual should have
his/her own style to stand apart from the rest. Speaking articulately enhances one9s
personality and makes him/her different from others.
Do not play with words. Never try to fool anyone as you might fall in the trap
later on. One should always say things straight to the point.
It is important to be a good and patient listener for effective communication skills.

Observe whether the other person is listening to you or not. Allow the other person to
speak as well in case of queries or confusions.
TIME AND STRESS MANAGEMENT SKILLS
Time and stress management skills are important aspects in personal

development. When you are capable of managing your time, you are able to reduce
stress; stays focused, and think clearly. You maintain work-life balance and
demonstrate a high sense of responsibility, which results in increased productivity.
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Career success involves determining when to say <no= and focusing on the
things that are really essential in realizing your goals. Learn how to be kind to
yourself and set realistic goals, but keep in mind to have high standards. Be wise to
plan carefully and prepare yourself for possible challenges along the way.
Remember that you are a problem solver!
PERSONAL CARE AND PERSONAL APPEARANCE
Your appearance plays a critical role in applying for a job as well as in giving a
positive impression in the workplace. Good grooming and corporate attire are winning
elements in job interviews. A professional appearance is an image depicting
confidence and reliability. Good grooming also shows your professional credibility.
Some career areas even require standards pertaining to grooming, such as the health
care and food services industries, which require their employees to have high
standards of cleanliness. Most especially today, we need to practice personal hygiene
and health protocols to prevent the spread of the viruses.
Personal hygiene is a part and parcel of career success. In smiling, you give
the impression of a warm and friendly personality. Proper exercise and diet will make
you look and feel fit. Staying healthy plays a critical role in realizing your goals.
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PERSONAL FINANCES
Knowing how to manage your personal finances determines your priorities,
values, and motivation to realize your goals. The effect of saving small amounts may
not be felt immediately, but it pays off in the long term.
Budgeting is important to manage your personal finances.
Many people have debts because they make unplanned
purchases only to later
realize that they could not
a fford what they have just
bought. In doing so, they
often throw their money in
paying the interest of their
debts. Hence, you should
start learning how to manage your finances as early
as now.
LEARNING ACTIVITY 2: MY PERSONAL DEVELOPMENT GRAPH

Objective: This activity aims to give you an opportunity to assess the
present status of your personal development in terms of your
communication skills, time and stress management skills, personal care
and appearance, and personal finances. You will be tasked to come up
with a graph that shows how satisfied you are with these four areas of
personal development. When you assess your own status, you identify
ways on how to improve these skills.
Instructions:
1. Review the lesson on the four areas of personal development and the
indicators of mastery of each skill.
2. Reflecting on your own skills in communicating with others, and in
managing your time and the stressors you encounter. Study your personal
appearance and find out how you can still improve it. Rate how you learn
to manage your personal finances. Using the personal development graph,
indicate the status of your own mastery of these skills. Use a scale from 0
to 100 to reach each area.
3. Answer the following based on your understanding:
a. Cite your reasons for your rating on the areas of personal development.
b. Why is it important to attain personal development? What are its

implicatons in making your career decision as an adolescent?
4. Collate all your answers.
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My Personal Development Graph
Perfectly manifests 100

personal development
Manifests personal 75
development often
enough
How to make some 50

improvements
Personally observes a 25
lot of mistakes
Personally observes a 0
lot of mistakes
skills
Communication
Management
Time and Stress
Personal Appearance
Personal Care and
Finances
Managing Personal
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LEARNING ACTIVITY 3: CREATIVE VISUALIZATION: I WILL EMERGE

VICTORIOUS!
The objective of this activity is to provide you with an opportunity to
construct a creative visualization of actualizing your personal
development. The activity will start with the visualization of the
developmental stages that you went through and the stressors you
encountered. You will be led to recall the persons who exert an influence
on you and your decisions.
Instructions:
1. Sit comfortably and place your feet flat on the ground. Slowly breathe in and
breathe out. Breathe in through your nose and breathe out through your
mouth. Do this slowly for five times. Inhale through your nose and exhale
through your mouth and make a quiet, relaxing whooshing sound. Continue
with this breathing.
2. Relax your body while continuing the breathing activity for two minutes.
3. Slowly close your eyes and focus on what you want to be 10 years from now.
Continue inhaling and exhaling. Envision how you look and how you carry
yourself. Focus on this picture. Inhale and exhale twice.
4. Think of how you speak. Do you speak clearly and with confidence? Focus
on this picture. Inhale and exhale twice.
5. Envision yourself speaking in front of other people and that you are doing
very well. Focus on this picture. Inhale and exhale twice.
6. Imagine yourself initiating conversations even with strangers. Focus on this
picture. Inhale and exhale twice.
7. Picture yourself as someone who can organize his or her thoughts and write
very well. Focus on this picture. Inhale and exhale twice.
8. Envision yourself that you have your time schedule and that you manage
your activities in a well-plotted calendar. You feel great about this because
you have a work-life balance. Focus on this picture. Inhale and exhale twice.
9. Imagine that you look calm, that you face stressors without flinching, and that
you solve your problems without trying to avoid them. Focus on this picture.
Inhale and exhale twice.
10. Let go of past mistakes and learn valuable lessons from them. Let go of
painful experiences and forgive who caused them. Let go of painful
experiences, so that you can move on and start becoming the person you
want to be. Inhale and exhale twice.
11. Think that you are confident in handling your finances and that you are
happy with your ample amount of savings. Focus on this picture. Inhale and
exhale twice.
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12. Envision that you choose the people who influence you. You have chosen
them based on your values and personal principles. You are proud of
yourself for standing on what you believe is right. Focus on this picture.
Inhale and exhale twice.
13. Believe that your decisions are good for you although they can never be
perfect. Have faith on your decisions; trust that they will lead you to you
goals. Focus on this picture. Inhale and exhale twice.
14. Now, imagine what kind of life you will have 10 years from now. Focus on
this picture. Inhale and exhale twice.
15. Keep this picture in your heart. Promise yourself to think of this picture once
in a while. When situations become difficult, mentally access this picture
stay on track of your goals.
16. When you are done, slowly open your eyes and continue the breathing
exercise twice.
LEARNING ACTIVITY 4: LET’S SEE WHAT YOU LEARNED

Write T if the sentence is true and F if it is false. Underline the word or
group of words that makes the sentence false.
_____________1. Adolescence is the period of transition between childhood and

adulthood.
_____________2. Communication helps individuals to express themselves in the most
annoying way.
_____________3. Career decisions affect the individual9s entire life and future.
_____________4. Time management increases stress, gives focus, and clear mind.
_____________5. Spending is important to manage your personal finances.
REFLECTION
1. I learned that ___________________________________________________

______________________________________________________________
______________________________________________________________
2. I enjoyed most one ______________________________________________
______________________________________________________________
______________________________________________________________
3. I want to learn more on ___________________________________________
______________________________________________________________
____________________________________________________________
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RUBRIC FOR SCORING
For Learning Activity 1
Criteria Rating
The content and ideas present a clear and
comprehensive discussion of the topic or issue. 1 2 3 4 5
The content and ideas provide a clear opinion or
reactions to the issues raised. 1 2 3 4 5
The content and ideas employ information and clear
arguments in discussing views regarding the topic or 1 2 3 4 5
issue.
The content and ideas are well-organized and follows
the conventions of standard grammar and good 1 2 3 4 5
writing.
The paper is original and ideas does not contain
plagiarized content 1 2 3 4 5
TOTAL (25 points)
ANSWER KEY:
Learning Activity 1: answers may vary

Learning Activity 4: T or F (True or False)
1. T
2. F 3 annoying (convincing)
3. T
4. F- increases(reduces)
5. F- spending (budgeting)
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lOMoARcPSD|31695121
REFERENCES:
Books:
Santos, Ricardo R. 2016, Personal Development First Edition, Rex Publishing

Diwa Textbook 2016, Personal Development, Diwa Senior High School Series.
WEBSITES:
https://www.managementstudyguide.com/communication-skills-and-personality-
development.html
www.skillsyouneed.com , www.healthychildren.org , www.simplypsychology.org
www.slideshare.net, www.deped.gov.ph
Prepared by:
SUKH VINDER KAUR B. DECULING

Writer
JOVENCIO C. CARIG JR.

Writer
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Personal Development (AMA Computer University)

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LEARNING ACTIVITY SHEET

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Learning Activity Sheet

Content Editors: Richard C. Esguerra, Merilyn Manango, Novalyn Cuaresma

Layout Artist : Jovencio C. Carig Jr.

Focal Persons : Emilia A. Estudillo, EdD, EPS AP, SDO Isabela

Printed by DepEd Regional Office No. 02

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Learning Competency Page

Discuss an understanding of teen-age relationships, including the 1

Express your ways of showing attraction, love and commitment 6

Identify ways to become responsible in a relationship 17

Distinguish the various roles of different individuals in society and 22

Conduct a mini-survey on Filipino relationships (family, school, and community) 33

Make a genogram and trace certain physical, personality, or behavioral attributes 47

Construct a creative visualization of his/her personal development through of the 83

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LEARNING ACTIVITY SHEET

BACKGROUND INFORMATION FOR LEARNERS

Personal relationships refer to close connections between people, formed by

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

Downloaded by jerelyn Malacaste ([email protected])

In teenage relationships there are kinds of attraction:

Discuss an understanding of teen-age relationships, including the acceptable

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

LEARNING ACTIVITY 3: THEORIES ON ATTRACTION

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LEARNING ACTIVITY 4: AN OPEN LETTER TO SOMEONE I ADMIRE

1. I learned that ___________________________________________________

2. I enjoyed most on _______________________________________________

3. I want to learn more _____________________________________________

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⚫ Fader, Sarah. What are Different Types of Attraction. 2020.

ACTIVITY 1 & 4: ANSWERS MAY

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LEARNING ACTIVITY SHEET

BACKGROUND INFORMATION FOR LEARNERS

1. Connecting with your family

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6. Create rituals together

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7. Spend the right amount of time together

Express your ways of showing attraction, love and commitment

LEARNING ACTIVITY 1 – DIFFERENT WAYS TO SHOW CARING

Ways to Show Love and Friends of the Same Family Members

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LEARNING ACTIVITY 2 – THANKS TO YOU

Thank you for being my ____________________________

I appreciate you because…

I think you are special because ___________________________

You make me laugh when ______________________________

I have fun with you when _______________________________

You are important to me because

When I think about you, I feel ___________________________

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