Republic of the Philippines

Department of Education
Region I
Schools Division Office
San Carlos City, Pangasinan
Personal Development Quarter: 1/3

Grade Level: 11/12 Week No.: 1

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. WEEKLY OBJECTIVES

• The learners demonstrate an understanding of himself/herself during middle and late adolescence.
A. Content Standard

• The learners shall be able to conduct self- exploration and simple disclosure.
B. Performance Standard

• Explain that knowing oneself can make a person accept his/her strengths and limitations and dealing with others better.
C. Learning
Competencies/
(EsP-PD11/12KO-Ia-1.1)
Objectives *Write the LC
code for each • Share your unique characteristics, habits, and experiences. (EsP-PD11/12KO-Ia-1.2)

II. CONTENT Knowing and Understanding Oneself during Middle and Late Adolescence

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide DepEd Personal Development Teacher’s Guide 1st Edition 2016
Pages Page 2-9
 2. Learners DepEd Personal Development Reader’s Guide 1st Edition 2016
Material’s Pages Page 1-7

3. Textbook Pages Personal Development by Venus Ma. Hilaria G. Pablo. Scolaire Publishing 2016 (Page 2-52)

4. Additional
Materials from
Learning
Resource Portal

B. Other Learning Resources Alternative Delivery Mode – Senior High School Personal Development Self- Learning Modules

IV. PROCEDURES

A. Reviewing previous Simple recall of important Recap/review the Recap/review the Recap/review the
lesson or matter/things discussed previous lesson. previous lesson. previous lesson.
presenting during the subject
orientation.
the new lesson

B. Establishing a Present the most essential Present the most essential Present the most essential Present the most essential
purpose for the learning competencies: learning competencies: learning competencies: learning competencies:
lesson
• Explain that knowing • Explain that knowing • Explain that knowing • Explain that knowing
oneself can make a oneself can make a oneself can make a oneself can make a
person accept his/her person accept his/her person accept his/her person accept his/her
strengths and strengths and strengths and strengths and
limitations and dealing limitations and dealing limitations and dealing limitations and dealing
with others better. with others better. with others better. with others better.

• Share your unique • Share your unique • Share your unique • Share your unique
characteristics, habits, characteristics, habits, characteristics, habits, characteristics, habits,
and experiences. and experiences. and experiences. and experiences.
C. Presenting Activity: Johari Window Activity: Drawing Self Portraits Video Analysis: The Jessica Activity: Identifying my
examples/instances Cox Story Needs Think- Pair- Share
Instruct the students to Instruct the students to draw
of the new lesson download the template and fill a picture of themselves. It https://www.youtube.com/watch?
Start the lesson by
In the Johari window panes. doesn’t have to look exactly v=3g 1ccsdMM0g
instructing the students to
Once everyone has finished, like them, but it should be a Processing Questions: list at least 5 of their most
allow each student to review good representation of them. important needs.
their Johari Window 1. Can you identify with
assessment. Encourage them To take this activity a bit
the character of Ask them to discuss their
to compare notes between further, have them divide the
Jessica Cox? response/thoughts with a
self and classmates. drawing in half—on the left
In what ways? person sitting near them.
side, each student should
2. What lesson did you
Discuss the results with the draw herself as she sees
learn from the video
group to elicit deeper insights. herself, and on the right side,
clip?
she should draw herself as
https:// 3. How would you like
she thinks others see her.
www.fearlessculture.design/blo g- your story to be told?
posts/the-johari-window
Ask: Were you successful in
creating a unique work of art

that is reflective of your

personality in some way?
Explain.
D. Discussing new Give lecture on the definition Give lecture on the definition Give lecture on Personal Give lecture on self
concepts and of self (including the role of of self-concept. Effectiveness. actualization.
transference and
practicing new skills • Definition • Definition
individuation) and its two Discuss the study conducted
#1
types: actual self and ideal by Michael Lewis and Jean • Why is personal • Abraham Maslow
self. Discuss the difference Brooks gun regarding self-
effectiveness
between the two types of the concept and self- awareness. • 5 levels Hierarchy of
important?
self. Needs
Discuss the development of • What are personal - Physiological needs
Ask: Imagine yourself looking self concept in adolescence. effectiveness skills? - Safety needs
into a mirror. What do you
see? Do you see your ideal Elaborate on this idea: Self • Strengths and - Belongingness needs
- Esteem needs
self or your actual self? concept tends to be malleable weaknesses
- Self-actualization needs
when people are younger and
DepEd Personal Development still going through the process DepEd Personal Development
Teacher’s Guide 1st Edition 2016 https://positivepsychology.com/
Teacher’s Guide 1st Edition of self- discovery. (Page 5-6) self actualization-tests-tools-
2016 (Page 2-9)
maslow/
https://www.verywellmind.com/
what is-self-awareness https://www.verywellmind.com/
2795023#:~:text=Self%2Dawareness charac teristics-of-self-actualized-
%2 0is%20your%20ability,becomes people 2795963
%20the %20focus%20of
%20attention

https://positivepsychology.com/self
concept/#:~:text=is%20Self
%2DConcep t%3F-
,A%20Definition,knowledge%20we
%20 have%20about%20ourselves

E. Discussing new Discuss the 3 major Discuss the following Give a lecture on Self- esteem. Discuss the characteristics
concepts and components of the self, concepts/idea: of self-actualized people.
practicing new skills according to psychologist Carl • Self- awareness • Key elements of self
#2 Jung. esteem: • Continuous sense of
• Two types of self
- Self-confidence appreciation
• Self- image awareness (public and
- Feelings of security
private self- awareness)
• Ideal Self
• Self- worth

• Self-Actualization
To deepen the topic, discuss - Identity
the difference between self- - Sense of belonging
concept and self- awareness. involves acceptance.
-Feeling of competence
• Self-Actualized people
Elaborate on this idea: Self
• Factors that affect self are realistic.
awareness influences self
concept. To have a fully esteem
- Reaction of others • They are independent.
developed self-concept a
person must have at least - Comparison with others
- Social Roles • They value privacy.
some levels of self-
awareness.
• They have a
philosophical sense of
humor.

• They have a sense of

purpose.

• Self-actualized people
focus on the journey.
F. Developing Mastery Conduct a short question and Ask the students to answer Instruct the students to Group Brainstorming Activity
answer activity to provide the self- concept inventory. accomplish the SW Analysis
students insight of who they Tell them to answer the worksheet and answer the Students should be broken up
are and gauge their inventory based on how they following questions.
into five groups. Each group
knowledge about self- see themselves and not of
Sample Questions: should be assigned to one of
awareness. Call some what others perceive them to
volunteers to share their be. 1. How can you further the needs from Maslow's
answers to the class. enrich your strengths hierarchy. Have each group
or assets?
Look at the result of the self brainstorm a list of needs that
Sample Questions: concept inventory and 2. Where and how do you
use it to your best corresponds to that level of
answer the following
• Five words that describe advantage? the hierarchy and in what way
questions:
me… 3. What do you consider those needs can be met. Have
• In what areas do you as your weaknesses? the group share their findings
• In my spare time, I like
consider yourself 4. What are the remedies by writing their needs on a
to… strong, weak, and you will take to board or large sheet of paper
• If I could have one very weak? improve that can then be shared with
or compensate for your
superpower, it would • Are there qualities you the other groups.
weakness?
be… consider as your
• If I could make one wish, weakness, but other https://liblab.labs.si.umich.edu/wp
people consider as your content/uploads/2020/06/IMLS-
it would be… LibLab Activity-Identifying-Your-
strength?
• In the future, I’d like to… Strengths Weaknesses-
Opportunities-and Threats.pdf
DepEd Personal Development
Teacher’s Guide 1st Edition 2016
(Page 3)

G. Finding practical Ask: How can understanding Activity: Cite some ways on Small Group Discussion Group activity: List some ways
applications of oneself pave the way to self how to improve your self- on how to achieve self
concepts and skills acceptance and better awareness. Give a brief Read and reflect on the poem actualization. Instruct the
relationships with others? explanation. entitled “I’m special” and students to present their
in daily living
answer the following output in the class.
Elaborate on this idea: Sample Answers: questions.
Knowing the self is the most 1. What are the key Sample Answers:
• Meditation
important aspect of being messages of the
• Practice mindfulness
human. Self understanding poem?
 2. How can you say that
• Journaling • Work on being
leads to understanding you are special? Look
empathetic.
others. • Talk Therapy at
your classmates, how • Be accepting
are you different from
them?
3. Do you believe that
each person is unique
and special? Why or
why not?
4. What did you discover
about yourself in this
activity?
Personal Development by Venus
Ma. Hilaria G. Pablo. Scolaire
Publishing 2016 (Page 6)

H. Making Ask the students to identify Ask the students to identify Ask the students to identify Ask the students to identify
generalizations and the key concepts, ideas, and the key concepts, ideas, and the key concepts, ideas, and the key concepts, ideas, and
abstractions about facts that they have learned facts that they have learned facts that they have learned facts that they have learned
from the lesson. from the lesson. from the lesson. from the lesson.
the lesson

I. Evaluate learning Oral Questioning: Using a Venn diagram, Ask the students to answer Activity: Classifying Needs
illustrate the commonalities the following questions.
1. What is the self? and differences between self Classify the following needs
2. How is transference concept and self- awareness. 1. Enumerate at least 3
according to Maslow’s
important to the self? ways on how to
enhance Hierarchy of Needs. First, fill
your strengths. in the chart placing the levels
2. Enumerate at least 3 in their correct place in the
ways on how to hierarchy. Then, look
 3. What is the overcome your at the needs listed below, and
psychological weaknesses. classify them according to
perspective of the self? level.

https://www.apa.org/ed/
precollege/to
pss/lessons/activities/needs
hierarchy.pdf

J. Additional activities Performance Task: I am video project: A creative get-to-know-you activity (Digital Storytelling)
for application or
remediation Instruct the students to create a video project/content using photos, videos, and audio to tell their own story and would tell the world
who they are. Tell them to be creative and they are allowed to incorporate anything else that they feel needed/important.

Guide Questions:
Suggested rubrics for scoring:
1. Who are you?
Content and Organization – 30 points
2. What do you care about?
Quality and accuracy of information – 30 points
3. What do you love/like?
4. What is in your bucket list?
Creativity – 25 points
5. What makes you unique?
Storyboard – 15 points
6. What are you most thankful for?
7. What do you aspire to be?
V. REMARKS o The lesson objectives o The lesson objectives o The lesson objectives o The lesson objectives
were achieved. were achieved. were achieved. were achieved.
Continue Continue Continue Continue
to the next lesson. to the next lesson. to the next lesson. to the next lesson.
o The lesson objectives o The lesson objectives o The lesson objectives o The lesson objectives
were not achieved. were not achieved. were not achieved. were not achieved.
Continue the lesson the Continue the lesson the Continue the lesson the Continue the lesson the
next day. next day. next day. next day.
Indicate reason/s. Indicate reason/s. Indicate reason/s. Indicate reason/s.
o Lack of time o Lack of time o Lack of time o Lack of time
o Class suspension o Class suspension o Class suspension o Class suspension
Others ________________ Others ________________ Others ________________ Others ________________

VI. REFLECTION

A. No. of learners who earned 80% on the

formative assessment

B. No. of learners who require additional

activities for remediation.

C. Did the remedial lessons work? No. of

learners who have caught up with the
lesson.

D.No. of learners who continue to require

remediation

E. Which of my teaching strategies worked

well? Why did these work?

F. What difficulties did I encounter which

my principal or supervisor can help me
solve?

G.What innovation or localized materials did I

use/discover which I wish to share with
other teachers?