Classro

Grade: 11
Core Subject Title: Personal Development

Core Subject Description: This course makes senior high school students aware of the developmental stage that they are in,
development. Using the experiential learning approach, each module invites students to explore specific themes in their de

Culminating Performance Standard: The learner is expected to be able to relfect critically on the aspects of personal develop

Power Standard: The learner I expected tlo demonstrate the capacity for analytical reflection of personal development as an

1st Quarter

Performance
Standards
Content Content Standards
Minimum Beyond Minimum

The learners demonstrate

The learners shall be
able to...
an understanding of…

make a list of ways

to become demonstrate ways to
3. Developmental the skills and tasks appropriate for
responsible become responsible
Stages in Middle and middle and late adoolescence, and
adolescents adolescents prepared
Late Adolescence preparatory to early adulthood
 make a list of ways
to become demonstrate ways to
3. Developmental the skills and tasks appropriate for
responsible become responsible
Stages in Middle and middle and late adoolescence, and
adolescents adolescents prepared
Late Adolescence preparatory to early adulthood
prepared for adult for adult life
life

Performance Task: Portfolio

Literal Transfer Task: the learner is able to develop a comprehensive understanding of oneself for career decidedness and p
 Classroom Instruction Delivery Alignm
Semester: 1st Semeste
No. of Hours/Semeste
Prerequisites (If neede

lopmental stage that they are in, for them to better understand themselves and the significant people around them as they make impor
xplore specific themes in their development. Personal reflections, sharing, and lectures help reveal and articulate relevant concepts, the

n the aspects of personal development.

on of personal development as an important component of setting career and life goals.

Learning Competencies

Minimum KUD Classification Beyond Minimum KUD Classification

The learners...

3.1 CLASSIFY various 3.1 DEMONSTRATE

developmental tasks various developmental
KNOWING DOING
according to developmental tasks according to
stage developmental stage
 3.1 CLASSIFY various 3.1 DEMONSTRATE
developmental tasks various developmental
KNOWING DOING
according to developmental tasks according to
stage developmental stage

3.2 APPLY one's

3.2 EVALUATE one's
development in
development in comparison
UNDERSTANDING comparison with UNDERSTANDING
with persons of the same age
group persons of the same age
group

3.3 LIST ways to become a 3.3 DEMONSTRATE ways

KNOWING to become a responsible DOING
responsible adolescent
adolescent

self for career decidedness and planning.

ry Alignment Map
emester: 1st Semester
o. of Hours/Semester: 80 hours / semester
rerequisites (If needed):_______________________________

und them as they make important career decisions as adolescents. The course consists of modules, each of which addresses a key conce
ticulate relevant concepts, theories, and tools in different areas in psychology.

Highest Thinking Skill to Assess

ASSESSMENT TECHNIQUE
RBT Level
WW QA PC

CREATING

PERSONAL
INVENTORY SCENARIO ANALYSIS
CHECKLIST (ROLE PLAY W/
(STANDARDIZED RUBRICS)
CREATING

PERSONAL
INVENTORY SCENARIO ANALYSIS
CHECKLIST (ROLE PLAY W/
(STANDARDIZED RUBRICS)
APPLYING TEST)

CREATING
onsists of modules, each of which addresses a key concern in personal

Highest Enabling Strategy to Use in

Developing the Highest Thinking Skill to
Assess
Enabling General Strategy Teaching Strategy

CREATIVITY, COLLABORATION, Video critiquing , Picture

PROBLEM SOLVING, REASONING Analysis, 3 step interview,
AND PROOF, COMMUNICATION JIGSAW
 CREATIVITY, COLLABORATION, Video critiquing , Picture
PROBLEM SOLVING, REASONING Analysis, 3 step interview,
AND PROOF, COMMUNICATION JIGSAW
 Classroom Instruction Delivery Alignment Map
Grade: 11 Semester: 1st Semester
Core Subject Title: English for Academic and Professional Purposes 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 relfect critically on the aspects of personal development.

Power Standard: The learner is expected to demonstrate the capacity for analytical and critical reflection of personal development as an important component of setting career and life goals.

1st Quarter

Performance Highest Enabling Strategy to Use in

Standards Learning Competencies Highest Thinking Skill to Assess Developing the Highest Thinking Skill to
Content Content Standards Assess
ASSESSMENT TECHNIQUE
Minimum Beyond Minimum Minimum KUD Classification Beyond Minimum KUD Classification RBT Level Enabling General Strategy Teaching Strategy
WW QA PC
The learners demonstrate
The learners shall be
able to... The learners...
an understanding of…

3.1 CLASSIFY various 3.1 DEMONSTRATE

developmental tasks various developmental
UNDERSTANDING DOING CREATING
according to developmental tasks according to
stage developmental stage

make a list of ways

PERSONAL
Developmental the skills and tasks appropriate for to become demonstrate ways to INVENTORY SCENARIO ANALYSIS CREATIVITY, COLLABORATION, Video critiquing , Picture
responsible become responsible
Stages in Middle and middle and late adoolescence, and adolescents adolescents prepared 3.2 EVALUATE one's 3.2 APPLY one's CHECKLIST (ROLE PLAY W/ PROBLEM SOLVING, REASONING Analysis, 3 step interview,
Late Adolescence preparatory to early adulthood development in (STANDARDIZED RUBRICS) AND PROOF, COMMUNICATION JIGSAW
prepared for adult for adult life development in comparison TEST)
life UNDERSTANDING comparison with UNDERSTANDING APPLYING
with persons of the same age
group persons of the same age
group

3.3 LIST ways to become a 3.3 DEMONSTRATE ways

KNOWING to become a responsible DOING CREATING
responsible adolescent adolescent

Performance Task: Portfolio. You are now a Senior High School Graduate who is trying to make your parents understand your life choices. In order to evaluate your decision, you are required to create a personal profile (portfolio) that includes a position statement justifying your career choice, comprehensive reflection of the personality tests abd
personal inventories taken.

Literal Transfer Task: The learner is able to develop a comprehensive understanding of oneself for career decidedness and planning.
 Classroom Instruction Delivery Alignment Map
Grade: 11 Semester: 1st Semester
Core Subject Title: English for Academic and Professional Purposes 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 relfect critically on the aspects of personal development.

Power Standard: The learner is expected to demonstrate the capacity for analytical and critical reflection of personal development as an important component of setting career and life goals.

1st Quarter

Performance Highest Enabling Strategy to Use in

Learning Competencies Highest Thinking Skill to Assess Developing the Highest Thinking Skill to
Standards Assess
Content Content Standards
ASSESSMENT TECHNIQUE
Minimum Beyond Minimum Minimum KUD Classification Beyond Minimum KUD Classification RBT Level Enabling General Strategy Teaching Strategy
WW QA PC
The learners demonstrate
The learners shall be
able to... The learners...
an understanding of…

3.1 CLASSIFY various

developmental tasks
UNDERSTANDING APPLYING
according to developmental
stage

make a list of ways

PERSONAL
Developmental the skills and tasks appropriate for to become INVENTORY SCENARIO ANALYSIS CREATIVITY, COLLABORATION, Video critiquing , Picture
Stages in Middle and middle and late adoolescence, and responsible CHECKLIST (ROLE PLAY W/ PROBLEM SOLVING, REASONING Analysis, 3 step interview,
Late Adolescence preparatory to early adulthood adolescents 3.2 EVALUATE one's (STANDARDIZED RUBRICS) AND PROOF, COMMUNICATION JIGSAW
prepared for adult development in comparison TEST)
life with persons of the same age UNDERSTANDING APPLYING
group

3.3 LIST ways to become a KNOWING understanding

responsible adolescent

Performance Task: Portfolio. You are now a Senior High School Graduate who is trying to make your parents understand your life choices. In order to evaluate your decision, you are required to create a personal profile (portfolio) that includes a position statement justifying your career choice, comprehensive reflection of the personality tests abd
personal inventories taken.

Literal Transfer Task: The learner is able to develop a comprehensive understanding of oneself for career decidedness and planning.

Classroom Instruction Delivery Alignment Map

Grade: 11 Semester: 1st Semester
Core Subject Title: English for Academic and Professional Purposes 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 relfect critically on the aspects of personal development.
Power Standard: The learner is expected to demonstrate the capacity for analytical and critical reflection of personal development as an important component of setting career and life goals.
1st Quarter Highest Enabling Strategy to Use in
Performance
Standards Learning Competencies Highest Thinking Skill to Assess Developing the Highest Thinking Skill to
Content Content Standards ASSESSMENT TECHNIQUE Assess Teaching Strategy
Minimum Beyond Minimum Minimum KUD Classification Beyond Minimum KUD Classification RBT Level Enabling General Strategy
WW QA PC
The learners demonstrate The learners shall be The learners...
an understanding of… able to...

3.1 CLASSIFY various

make a list of ways developmental tasks UNDERSTANDING APPLYING
to become according to developmental PERSONAL
Developmental the skills and tasks appropriate for responsible stage INVENTORY SCENARIO ANALYSIS CREATIVITY, COLLABORATION, Video critiquing , Picture
Stages in Middle and middle and late adoolescence, and CHECKLIST (ROLE PLAY W/ PROBLEM SOLVING, REASONING Analysis, 3 step interview,
adolescents
Late Adolescence preparatory to early adulthood prepared for adult 3.2 EVALUATE one's (STANDARDIZED RUBRICS) AND PROOF, COMMUNICATION JIGSAW
development in comparison TEST)
life UNDERSTANDING APPLYING
with persons of the same age
group
3.3 LIST ways to become a KNOWING understanding
responsible adolescent

Performance Task: Portfolio. You are now a Senior High School Graduate who is trying to make your parents understand your life choices. In order to evaluate your decision, you are required to create a personal profile (portfolio) that includes a position statement justifying your career choice, comprehensive reflection of the personality tests abd
personal inventories
Literal Transfer Task: taken.
The learner is able to develop a comprehensive understanding of oneself for career decidedness and planning.
 Classroom Instruction Delivery Alignment Map
Grade: 11 Semester: 1st Semester
Core Subject Title: Media and Information Literacy 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 course introduces the learners to basic understanding of media and information as channels of communication and tools for the development of individuals and societies.
Power Standard: The students is expected to develop and tobe creative and critical thinkers as well as resposible users and competent producers of media and information.
1st Quarter
Performance Use in
Highest Thinking Skill Developing
Conte Content Standards Learning Competencies to Assess
nt Standards Beyond ASSESSMENT TECHNIQUE the Highest
Enabling
Teaching
Minimum Minimum KUD Classification Beyond Minimum KUD Classification RBT Level General
Minimum WW QA PC Strategy
Strategy
The learners
demonstrate
an understanding The learners shall be able to... The learners...
of…

1.describe how
communication is
UNDERSTANDING APPLYING
affected by media and
information.

2.identifies the
similarities and
differences of media
literacy,information UNDERSTANDING APPLYING
literacy,and technology
literacy. PERSONA CREATIVI
Introducti The learner 3.editorial L TY,
on to demonstrates The learner organizes a izes the INVENTO SCENARIO COLLABO
media understanding of creative and interactive value of RY ANALYSIS RATION, , Video
being a critiquing
and media and sympisium for the community CHECKLIS (ROLE REASONI
media
identifies , Picture
Informati information focusing on being a media and Doing APPLYING T PLAY W/ NG AND
and
characteri Analysis,
on literacy(MIL) and information literate individual. (STANDA RUBRICS) PROOF,
Literacy MIL related concpts informati
stics/desc RDIZED COMMU
on
ribe a TEST) NICATION
literate
responsibl
individual
e uses
and Understa
competen knowing
nding
t
producee
s of
media
and
5.shares to class media
informati
habits,lifestyles and Doing APPLYING
on.
preferences.
Performance Task: Portfolio. You are now a Senior High School Graduate who is trying to make your parents understand your life choices. In order to evaluate your decision, you are required to create a personal profile
(portfolio) that includes
Literal Transfer Task: Thea learner
positionisstatement justifying
able to develop your career choice,
a comprehensive comprehensive
understanding reflection
of oneself of the
for career personalityand
decidedness tests abd personal inventories taken.
planning.