Notre Dame of Masiag, Inc.
Masiag, Bagumbayan, Sultan Kudarat
Government Recognition No. 018, s. 1993
TIN: 000-578-187 (Non VAT)
“Service for the l ove of God through Mary”
FLEXIBLE INSTRUCTION DELIVERY PLAN
Grade: 11 Semester: First Semester
Core Subject Title: Personal Development No. of Hours/Semester: 80 hours/semester
Prerequisites (If Needed):
Core Subject Description: This course makes senior high school students aware of the developmental stage that they are in, for them to better understand themselves and the significant people
around them as they make important career decisions as adolescents. The course consists of modules, each of which addresses a key concern in personal development. Using the experiential
learning approach, each module invites students to explore specific themes in their development. Personal reflections, sharing, and lectures help reveal and articulate relevant concepts, theories,
and tools in different areas in psychology.
Culminating Performance Standard: The learner is expected to be able to think critically and make concrete plans and decisions on the different aspects of his/her
Personal development; life and significant relationships and career pathways.
What to Teach? Why Teach? How to Assess? How to Teach?
Highest Enabling Strategy to Use in
Highest Thinking Skill to
Learning competencies developing the Highest Thinking Skill to
Assess
Assess
Most Flexible
Content Performanc
Content Essential Assessment
Standards e Standards KUD
Topics Activities (FAA) Enabling
Flexible Learning Strategies
Complete Classifi
Most Essential KUD RBT Level General
(FLS)
cation Performance Strategy
Classifi
Checks
cation
1st Quarter
1.Self The learners Knowing Conduct explain that knowing U explain that knowing U Analyzing Self-Concept
Developme demonstrate Oneself self- oneself can make a oneself can make a person Inventory
nt an exploration person accept his/her accept his/her strengths
understanding and simple strengths and and limitations and dealing Reflection and Journal
disclosure limitations and with others better Writing
himself/herself dealing with others
during middle better My Unique Self
and late
adolescence
share his/her unique U share his/her unique U Analyzing Small Group Sharing
Communicati
characteristics, characteristics, habits, and
Johari Window on
habits, and experiences
experiences
maintain a journal D maintain a journal
D Creating My Banner
Activity
2.Self The learners Developin illustrate discuss the U discuss the relationship U Analyzing
Developme demonstrate g the the relationship among among physiological,
nt an Whole connections physiological, cognitive, psychological,
understanding Person between cognitive, spiritual, and social Reflection and Journal
thoughts, psychological, development to Writing
the various feelings, spiritual, and social understand his/her Check Yourself Communicati
aspects of and development to thoughts, feelings, and on
holistic behaviors in understand his/her behaviors (Different Aspects
development: a person’s thoughts, feelings, of the Self/
physiological, holistic and behaviors
cognitive, Physical Changes)
developmen
psychological, t evaluate his/her own U evaluate his/her own U Evaluating
spiritual, and thoughts, feelings, thoughts, feelings, and
social and behaviors behaviors
development
show the connections U show the connections U Analyzing
between thoughts, between thoughts,
feelings, and feelings, and behaviors in
behaviors in actual actual life situations
life situations
3. Aspects The learners Coping identify Discuss U Discuss understanding of U Analyzing Stress Signals
of Personal demonstrate with Stress personal understanding of mental health and Activity
Developme an (with ways of Reflection and Journal
mental health and psychological well-being to
nt understanding Mental coping for Writing
psychological well- identify ways to cope with
Health) healthful being to identify ways stress during adolescence
stress and its living
sources; to cope with stress
various stress during adolescence Communicati
responses; and Stress Jar Activity on
coping identify
his/her own Identify the causes K Identify the causes and K Understan
strategies for
vulnerabiliti and effects of stress effects of stress in one’s ding
healthful living
es and make in one’s life life
in middle and
late a plan on
how to stay Demonstrate D Demonstrate personal D Creating
adolescence; personal ways to ways to cope with stress
and the mentally
healthy cope with stress and and maintain mental
concepts about health
maintain mental Stress-O-meter
mental health
health test
and wellbeing Affirmation
in middle and https://
late www.3smartcube
adolescence s.com/pages/
tests/
stressmeter/
stressmeter_ques
tions/
http://
www.oprah.com/
omagazine/the-
stress-detector-
test_1
4. Aspects the whole brain Powers of identify discuss that U Discuss that understanding U Analyzing Brain
of Personal theory, or two the Mind ways to understanding the the different parts of the lateralization test
Developme hemispheres of improve left and right brain brain, processes and
nt the brain: (with learning functions may help in https://
may help in
artistic (right- Emotions) using both improving thoughts, www.proprofs.co
improving one’s
brain the left and behaviour and feelings. m/quiz-school/
learning story.php?
dominant) and right brain
linear (left- title=3dq-are-
brain you-left-or-right-
dominant) brain-dominant-
personality-test Communicati Reflection, Journal Writing,
explore two types of U Explore ways on how to D Creating on and Critical Thinking
mind-mapping improve brain functions
techniques, each for potential development
suited to right brain-
or left brain-dominant Lateral Thinking
thinking styles Puzzle
make a plan to D Develop a personal plan to D Creating
improve learning enhance brain functions
using left and right and to manage various
brain through mind- emotions Mind Mapping
mapping activities
discuss that U discuss that understanding U Analyzing
understanding the the intensity and
intensity and differentiation of emotions
Exploring Problem
differentiation of may help in
Emotions Activity solving
emotions may help in communicating emotional
communicating expressions
emotional
expressions
explore one’s positive U explore one’s positive and U Analyzing
and negative negative emotions and
emotions and how how one expresses or
one expresses or hides them
hides them
demonstrate and D demonstrate and create D Creating
create ways to ways to manage various
manage various emotions
emotions
Performance Task:
You are now a SHS graduate who tries to apply for a job. You are to market yourself for an employment. You need to show that you are qualified for the position you are applying for by creating a
comprehensive portfolio which contains the following: 1. Career Statement 2. Resume 3. Mock-interview result 4. Personality test result.
Performance Task Essential Topic Formative Assessment
Online Distance Blended
Asynchronous Synchronous Hybrid Offline Remote In-person
1. Knowing Oneself Self-Concept Self-Concept Inventory Self-Concept Inventory Self-Concept Inventory Self-Concept Inventory
Inventory Worksheets Worksheets Worksheets
My Unique Self My Unique Self My Unique Self
My Unique Self My Unique Self
Johari Window Johari Window Johari Window
Johari Window Johari Window
My Banner Activity My Banner Activity My Banner Activity
My Banner Activity My Banner Activity
2. Developing the Check Yourself Check Yourself Check Yourself Check Yourself Check Yourself
Activity
Whole Person Activity Activity Activity Activity
(Different Aspects of
the Self/ (Different Aspects of the (Different Aspects of the (Different Aspects of the (Different Aspects of the Self/
Self/ Self/ Self/
Physical Changes) Physical Changes)
1st Physical Changes) Physical Changes) Physical Changes)
Quarter
3. Coping with Stress Stress Signals Activity Stress Signals Activity Stress Signals Activity Stress Signals Activity Stress Signals Activity
(with Mental Health)
Stress Jar Activity Stress Jar Activity Stress Jar Activity Stress Jar Activity Stress Jar Activity
Stress-O-meter test Stress-O-meter test Stress-O-meter test Stress-O-meter test Stress-O-meter test
(Printed)
https:// https:// (Printed) (Printed)
www.3smartcubes.com/ www.3smartcubes.com/
pages/tests/stressmeter/ pages/tests/
stressmeter_questions/ stressmeter/
stressmeter_questions/
http://www.oprah.com/
omagazine/the-stress- http://
detector-test_1 www.oprah.com/
Prepared: Checked: Approved:
KENETH ROSE R. FAGTANAN LANY T. CATAMIN DANILO B. MONTOY, MAEM
Subject Teacher SHS Coordinator Principal
