perdev-1st-week (1)

PERSONAL DEVELOPMENT for Grade 11 LESSON PLAN Area: TVL, GAS Teacher: Victor D. Dumaguit

Date: July 4, 2016 Time: 9:50 – 10:50AM 2:00 – 3:00PM

Content Standard: The learners demonstrate an understanding of himself/herself during middle and late adolescence Learning Competencies: Explain that knowing oneself can make a person accept his/her strengths and limitation and dealing with other better. Code: Esp-PD11/12KO-Ia-1.1 I.

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Objectives: At the end of the session the learner should be able to: a. Recognize oneself in accepting his/her strengths and limitation and dealing with other better; b. Appreciate the importance of self-awareness; and, c. Create a personal list of strengths and weaknesses. Subject Matter a. Strength and Weaknesses of Oneself b. Images, MP3, Marker c. CG, http://www.worldpersonality.com, samplechapter_2.pdf, selfimprovement-guide.pdf Procedure: a. Introduction  Prayer  Attendance b. Review/Motivation  Images of SWOT (strengths, weaknesses, opportunities and threats) c. Lesson Proper 1. Activity The student will answer the prepared Johari Window model of common strengths and weaknesses. 2. Analysis Identify something in life you really want to change but cannot. 3. Abstraction The acceptance of one’s emotions, thoughts, behaviors, problems and opportunities. 4. Application Write the beginning of the learner’s journey of self-discovery. Assessment/Evaluation Dividing list of self-awareness relates to one of these “selves,” according to James’s three components of the self. Assignment/Agreement

1. Answer and print the result to this online personality test. http://www.worldpersonality.com

Evaluation: Material Self Examples: I collect antiques. higher spiritual being.

Social Self

Spiritual Self

I am a member of the Chess

I believe in a

___________________________

Club. ________________________

__________________________

___________________________

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___ Is often clumsy and accident prone ___ Has weak coordination ___ Usually on time ___ Doesn’t like to follow routine and rules over or under active ___ Cooks simple food on the stove responsibility well

___ Always happy ___ Often is hyperactive ___ Rarely accepted by peers ___ Average activity, not ___Doesn’t accept

PERSONAL DEVELOPMENT for Grade 11 LESSON PLAN Area: TVL, GAS Teacher: Victor D. Dumaguit

Date: July 5, 2016 Time: 9:50 – 10:50am 2:00 – 3:00pm

Content Standard: The learners demonstrate an understanding of himself/herself during middle and late adolescence Learning Competencies: Share his/her unique characteristics, habits, and experiences. Code: Esp-PD11/12KO-Ia-1.2 I.

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Objectives: At the end of the session the learner should be able to: a. Describe his/her unique characteristics, habits, and experiences; b. Internalize the uniqueness of each individual in relation to characteristics, habits, and experiences; and, c. Create a personal journal base to their characteristics, habits, and experiences. Subject Matter a. Knowing Oneself d. Cartolina and marker e. CG, Ethernet Procedure: a. Introduction  Prayer  Attendance b. Review/Motivation  Asking questions about the topic last session. c. Lesson Proper 1. Activity Conduct interview to peers and sharing experience by slum note. 2. Analysis Differentiating bad or good behavioral habit, characteristics, experience and its effects. 3. Abstraction The contributory factors of positive behaviors in every society. 4. Application Interpret through human tableau the different characteristics, habits and experiences. Assessment/Evaluation The student will identify whether the following belongs to characteristics, habits, and experience.

PERSONAL DEVELOPMENT for Grade 11 LESSON PLAN Area: TVL, GAS Teacher: Victor D. Dumaguit

Date: July 7, 2016 Time: 9:50 – 10:50am 2:00 – 3:00pm

Content Standard: The learners demonstrate an understanding of himself/herself during middle and late adolescence Learning Competencies: Maintain a journal Code: Esp-PD11/12KO-Ia-1.3 I.

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Objectives: At the end of the session the learner should be able to: a. Identify strengths, areas for improvement and preferences in learning; b. Discuss and refine ideas and beliefs; and, c. Compose a journal of their thoughts and ideas throughout their experiences. Subject Matter a. Knowing Oneself b. Chalkboard, MP4, marker c. CG, http://www.peicpt.com/sitefiles/File/Portfolio/LearningJournal.pdf Procedure: a. Introduction  Prayer  Attendance b. Review/Motivation  Asking questions about the topic last session. c. Lesson Proper 1. Activity The student are instructed to design a slogan. 2. Analysis Maintaining emotional boundaries (attach-involve-separate). 3. Abstraction Deepen self-awareness through regular self-reflection. 4. Application The student are instructed to construct their own daily routine. Assessment/Evaluation The student are instructed to write a personal journal.

PERSONAL DEVELOPMENT for Grade 11 LESSON PLAN Area: TVL, GAS Teacher: Victor D. Dumaguit Content Standard: The various aspects of holistic development; psychological, spiritual, and social development.

Date: July 7, 2016 Time: 9:50 – 10:50am 2:00 – 3:00pm physiological,

cognitive,

Learning Competencies: Discuss the relationship among physiological, cognitive, psychological, spiritual, and social development to understand his/her thoughts, feelings, and behaviors. Code: Esp-PD11/12KO-Ib-2.1 I.

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Objectives: At the end of the session the learner should be able to: a. Describe the relationship among physiological, cognitive, psychological, spiritual and social development to understand individual thoughts, feelings, and behavior; b. Illustrate the connections between thoughts, feelings, and behaviors in a person’s holistic development; and, c. Invest the aspects of holistic development in the society. Subject Matter a. Developing the whole person b. Chalkboard, MP4, marker c. CG, http://www.peicpt.com/sitefiles/File/Portfolio/LearningJournal.pdf Procedure: a. Introduction  Prayer  Attendance b. Review/Motivation  Asking questions about the topic last session. c. Lesson Proper 1. Activity The students are instructed to answer the prepared checklist of Sociocommunicative orientation. 2. Analysis 3. Abstraction Developing self-concepts and the theory of emotion. 4. Application The student are instructed to construct their own daily routine. Assessment/Evaluation The student are instructed to write a personal journal. Assignment/Agreement