MY LEARNING PLAN

12 2nd Quarter
Week 1 to 7 Subject: PERSONAL Teacher:
__________________ DEVELOPMENT
Week Monday Tuesday Wednesday
Topic: Knowing Oneself Topic: Knowing Oneself Topic: Knowing Oneself

Learning Objective: Learning Objective: Learning Objective:

explain that knowing explain that knowing explain that knowing
oneself can make a oneself can make a oneself can make a person
person accept his/her person accept his/her accept his/her strengths
strengths strengths and limitations and dealing
and limitations and dealing and limitations and with others better
with others better dealing with others better

share his/her
share unique characteristics,
his/her unique share his/her unique habits, and experiences
characteristics, habits, and characteristics, habits,
experiences and experiences
1
Learning Task: Activity 1: Learning Task: Learning Task: Activity 1.2:
Pre-Test: Instruction: Write Activity 1.1: Johari’s Window
the word TRUE if the My Self Through the Instruction:
statement is correct; Years Below is the table devised
otherwise, Instruction: Paste a by Joseph and Harrington
write FALSE. picture of you when you in assessing
were in elementary, in the self. Write your name
high school, and now that(optional) on the first box
you are in senior high indicated.
school. Below the picture,
2. On the first box (no.1)
list down your salient write everything that you
characteristics that you know about
remember. yourself; and everything
that people around
you/others often
think or feel everything
Topic: Developing the Topic: Developing the about
Topic: you.
Developing the
Whole Person Whole Person 3. On the
Whole second box (no.
Person
2) Write everything about
yourself that is
Learning Objective: 1. Learning Objective: 1. Learning
only known Objective:
to you and 1. to
discuss the relationship discuss the relationship discuss
you alone.the relationship
among physiological, among physiological, among
4. On the physiological,
third box (no. 3)
cognitive, psychological, cognitive, psychological, cognitive,
You may need psychological,
the help of
spiritual, and social spiritual, and social spiritual,
others to and social
fill out
development to development to development
this space for to understand
you. At the
2 understand one’s understand one’s one’s thoughts,
beginning of thisfeelings,
activity,
thoughts, feelings, thoughts, feelings, and
yourbehaviors;
name is
and behaviors; and behaviors; 2. evaluate
optional if youone’s
want thoughts,
to write
2. evaluate one’s 2. evaluate one’s feelings, and behaviors;
it or not. This box explains
thoughts, feelings, and thoughts, feelings, and and
people/others know
behaviors; and behaviors; and 3. show theabout
something connections
you, but
3. show the connections 3. show the connections between
you yourselfthoughts,
need to feelings,
between thoughts, between thoughts, and
check behaviors in real-life
or to re-affirm.
feelings, and behaviors in feelings, and behaviors in situations
5. On the last box (no. 4),
real-life real-life you may leave it blank.
situations situations
2

Learning Task: ACTIVITY Learning task: Read and Learning Task: Activity 1.3:
1.1: Self-assessment Understand: Five Areas of Personal Development
(Critical thinking, Personal Development, Advocacy (Critical thinking,
Character) PHYSIOLOGICAL Creativity,
Instruction: Assess DEVELOPMENT, Communication, Character)
yourself based on the EMOTIONAL Instruction: Create a video
following statement. The DEVELOPMENT, clip or a printed pamphlet
highest SOCIAL for advocacy about the
rate is 5 and the lowest is DEVELOPMENT, importance of developing
Topic:
1. Why Am I Like Topic:
COGNITIVEWhy Am I Like Topic:
the whole WhyofAm I Like This?
oneself
This? This?
DEVELOPMENT, focused on the five areas
SPIRITUAL of personal
DEVELOPMENT,. development. (A pamphlet
Learning Objective: Learning Objective:
Activity 1.2: Learning
is a smallObjective:
booklet
Discuss developmental Discuss developmental
Instruction: Create a Discuss
containing developmental
information or
tasks and challenges tasks
diagram and“About
challenges
Myself “ tasksargumentsand challenges being
being experienced during being experienced
using the Five Areas during
of experienced
about a single during
subject. You
adolescence adolescence
Personality adolescence
may refer to it using other
3 Evaluate one’s Evaluate
Development.one’sThis will be Evaluate
words, like one’s
leaflet,
development through the development your “Personal through the development
brochure, through the
help of significant
Learning Task: ACTIVITYpeople help of
Learning significant
Task:
Reflection”. You can people
Activity help of
Learning significant
flyer, handout or Activity
Task: people )
booklet.
around 4
1.1. : Me, Myself, and I around
1.2. 4
Enumeration
create your own style around
(Critical- 1.3.
PostComic 4
something Storyon your
him/her ( peers,
(Character, parents,
Critical - him/her
Thinking, ( peers,
of diagram. Writeparents,
Character) your him/her
(Creativity,
social media ( peers, parents,
Character)
account or
siblings, friends,
Thinking, Creativity)teachers, Instruction:
siblings, friends,
Enlist teachers,
6 siblings,
Instruction:
name at the center of the give the pamphlets friends,
Using teachers,
theto some
community leaders)
Instruction: Draw your community
awkward leaders)that
changes
diagram. Example : community
incomplete
of your leaders)
figures in each
Identify
lifestyle when you’re ways still a have occurred Identify ways
in your box, draw Identify
something
friends and love one waysto that
that
that help one become
child and your lifestyle that help one
adolescent life. become help
comes one
inform them become
into your of the capable
mind.
capable and responsible Explain
when capable howand youresponsible
managed Once and responsible
you completed
significance of thisadolescent
adolescent
you’re already an adolescent
each one of them prepared
drawing
developmental for
the 6adult
figures
goal lifeof
Topic:
preparedMental Health
forBelow
adult life& Topic:
prepared Mental Health
for adult life& Topic: Mental Health &
adolescent.
Stress your Stress you’ve created,
forming people with holistic
Stress make a
drawing, write your Read and Understand: comic story about
personalities and try it which
to get
characteristics
Learning Objective: in Physical
Learning changes
Objective: during tackles
as many likes
Learning and
Objective:
terms of physical Adolescence - At a
Discuss understanding of Discuss understanding of Discuss understanding the lesson
appreciation that as was
possible! of
appearance,
mental health andemotional glance.
mental health and discussed.
mental health Make andit as
Assessment
state, and behavior.
psychological well-being Whatto psychological
Major Health well-being creative
psychological as possible.
(Critical Thinking) well-being to
has changed over
identify ways to cope with to Concerns of Adolescents Activity
Instruction:
identify 1.4.
ways Story
Fill
toincopemaking
the with
the years? Body (Creativity,
blanks
stress during adolescence identify ways to cope with stress during adolescence with Critical-
the most
4
Identify Image Concerns
stress during adolescence Thinking,
appropriate Character)
word/term
Identify causes
causes and
Learning effects
Task: of
ACTIVITY Nutrition, Health,
Learning task:Identify and Let
and
ACTIVITY Learning us reflect
beingeffects
referred. ofon
Task: whatinyou
stress
ACTIVITY
stress
1.1: in My
Me, one’s
Selflife& I Hygiene
causes
1.3: andPerformance
Stress effects of have
one’sABC
1.4: learned!
life Method of Self-
(Critical Thinking, stress in Adolescence
Test one’s life is a Instruction:
Management Using the
Demonstrate
Demonstrate
Character personal
Building) time to build on
(Critical - Thinking, these keywords
personal- ways
(Critical below,
Thinking, to create
cope with a
ways to cope with
Instruction: Classify or stress basics
Demonstrate
Character Building) Why
personalgood story
stress about
and an
maintain
Character Building) adolescentmental
and maintain
state mental of personal
some description ways to cope
Instruction:hygienewiththe
Read stress character
health
Instruction: Describe the
health on the different
yourself matters?
and maintain
following mental
statements. that experiences
situation in whichayou certain
aspect. YouBrain:
may use Helping
health think back over the suffered from lack ofthe
the Then, adolescent child challenge and how sleep,
Topic: The Parts, Topic:
with theThe Brain:
basics of Parts, Topic:
character Theovercome
Brain: Parts, that
image as
Function & your guide. How last few
Function & not
Function &
does thisRelationship
affect your personal
months. hygiene: challenge
Societal Societal Have you
Relationship eating
Societal
Essay
healthy,
Relationship or stressed
thought, experienced stress as out. Apply the ABC method
feelings, and actions in described in the Instruction:
to work through Writethe an essay
Learning Objective: Learning Objective: Learning
about the Objective:
question “What
dealing with life situations? statements? If so, put a scenario and achieve a
Discuss that Discuss that Discuss
solutions that
will understanding
you suggest
checkmark in the column positive outcome.
understanding the understanding the the
for different parts of the
ACTIVITY 1.2: The that best indicates how
different parts of the brain, different parts of the brain, brain, processes
adolescents and
to overcome
Journey of the shoes of you coped with the
5 processes and processes and functions
these may help in
challenges?”.
others experience.
functions may help in functions may help in improving thoughts,
(Critical Thinking,
improving thoughts, improving thoughts, behaviour and feelings.
Collaboration,
behaviour and Character
feelings. behaviour and feelings.
Building)
Instruction: Put yourself to
the situation of others by
reading their
stories below and answer
the guide questions that
follows.
5

Learning Task: Activity Learning Task: Activity Learning Task: Activity 1.3:
1.1: “Let us combine!!!” 1.2: Reading “Let’s put to practical use”
(Critical Thinking, Comprehension (Critical (Critical Thinking)
Collaboration) Thinking) Instruction: The following
Instruction: Below is piece Instruction: Read the two exercises is a good
of article. Read the article paragraphs below. After opportunity for you the
together
Topic: The a member
Brain: of reading,
Topic: The make a simple
Brain: practice
Topic: The Brain:
your family, A
Developing have a reflection about
Developing A what you Developing
what you have A learned
discussionPlan
Personal of whether the Personal
have readPlan from the previous
Personal Plan lesson.
Learning
decision of Objective:
the individual Learning Objective: Learning
Our constant Objective:
use of Identify
the
Identify
in the causes and effects Identify causes and causes
brain and effects of
of stress
article is ainrational
one’s life
or effects of stress in one’s stress
is alreadyin one’s life that
a practice
logical one or not. Narrate life we should maintain and be
Learning
Demonstrate Task:personal Learning Task: Activity 1.2 Learning
Demonstrate Demonstrate Task: Activity 1.3:
personal
6 your findings and part of our healthy habit
Activity
ways 1.1: Reading “A Story to Conclude”
to cope with stress personal ways to cope “Making
ways a difference!”
discussion as wetoventure
cope with
to thestress
“new
Comprehension
and maintain (Critical (Critical Thinking)
and maintain (Critical Thinking,
on the space mental
provided. with stress and maintain
normal”. mental
In part health
1 write
Thinking)
health Instruction: Conclude the Creativity)
You may collaborate with mental health “True” if the statement is
Instruction: Below is a story. Write the answer on Instruction: From the
the member of your family correct and if it is
sample article. Read the the box provided. lesson you learned, make
to narrate your otherwise, change the
article and answer the your own activity that can
discussions. You may also word, to make the
following range
try to look some follow-up statement correct.
questions provided. from the tasks that you do
questions below to help In part 2, provide what is
Food
Topic: for Thought:
Emotional Diet Topic: Emotional daily
Topic: and personally. Make
your discussion. asking.Emotional
Write the answer
and Neurotransmitters
Intelligence Intelligence itIntelligence
as brief as possible,
on the spaces provided.
“Vitamin
Learning cures impotence!” Learning Objective:
Objective: concrete,
Learning Objective:
“Mineral
Explore your positive and Explore your positive and and
boosts brain Exploreachievable.
your positive and
7
power!”
negative emotions and 1.1 Learning
negative emotions and negative emotions and 1.3
how
Learning Task: Activity Task: Learning Task: Activity
how you should
Reflection Quote how you
Read andshould
U nderstand: you shouldEmotions
Exploring
express or hide them.
(Critical Thinking, express
Emotional or Intelligence
hide them. express
(Character or hide them.
building, Critical
2. Demonstrate
Character Building) and create 2. Demonstrate
Improving Managing and 2. Demonstrate
thinking) and create
ways to manage
Instruction: Read and various create ways
Emotions and Itsto manage ways to manage various
Instruction: Let us try to dig
emotions
reflect various emotions
on the quotations Importance on emotions
deeper and know more
below. Write your answer Communication about your emotions!
on a separate sheet. The Emotions of Answer the questions
Adolescence below based on your
Positive Actions to Help answers on the chart
you Manage Emotions above. Use a
Activity 1.2 Exploring separate sheet of paper!
Emotions Activity 1.4 Get a grip on
(Character building, anger!
Critical thinking, (Character building, Critical
Communication) thinking)
Instruction: Emotional Instruction: Sometimes
self-awareness is the people use anger to get
ability to recognize one’s their way. Being assertive
own does not mean getting your
feelings. In a separate way. It means that you
piece of paper, state what cannot express your
was happening to you wishes and beliefs in a
when non-destructive way. Now
you felt the following list more ways that you
emotions listed below? could think of for a healthy
Cite a situation. way in dealing with anger?
Prepared by: Noted by:

JOHN SILVER B. PACIFICAR AIMEE AMOR C. PORTO

SHS Teacher I School Principal I
JOHN SILVER B. PACIFICAR
Thursday
Topic: Knowing Oneself
Learning Objective:
explain that knowing oneself
can make a person accept
his/her strengths
and limitations and dealing
with others better
share his/her
unique characteristics,
habits, and experiences
Learning Task: Activity 1.3:
A “ME” Tree
Instruction:
1. On the picture provided,
write/ draw symbols/ or
paste pictures of all of your
strengths and
talents/abilities- one strength
or talent per root.
2. On the branches/ write/
draw symbols or paste
pictures of all your
accomplishments and
successes- one per branch.
3. Some roots and branches
should be left empty
Topic: Developing thesoWhole
that
new
Personelements can be
added as they happen in the
future.
Learning
4. Lastly, Objective: 1.
write your name on
discuss
the trunkthe
of relationship
the “Me Tree”
among physiological,
cognitive, psychological,
spiritual, and social
development to understand
one’s thoughts, feelings,
and behaviors;
2. evaluate one’s thoughts,
feelings, and behaviors; and
3. show the connections
between thoughts, feelings,
and behaviors in real-life
situations
Friday
Topic: Knowing Oneself
Learning Objective:
explain that knowing oneself
can make a person accept
his/her strengths
and limitations and dealing
with others better
share his/her unique
characteristics, habits, and
experiences
Learning Task: Activity 1.4:
Enrichment: Answer the
following in a separate sheet
of paper.
Activity 1.5: My Reflection
through my Experiences
Topic: Developing the Whole
Person
Learning Objective: 1.
discuss the relationship
among physiological,
cognitive, psychological,
spiritual, and social
development to understand
one’s thoughts, feelings,
and behaviors;
2. evaluate one’s thoughts,
feelings, and behaviors; and
3. show the connections
between thoughts, feelings,
and behaviors in real-life
situations
Learning Task: Activity 1.4 Learning Task: Activity 2.3:
What makes me a “Whole Enrichment (Critical
Individual”? thinking/Collaboration,
Instruction: Make a Collage Character)
Art Work about you as a Instruction: Answer the
“whole individual”. Create following in a separate sheet
your own design which of paper.
includes photos of you Activity 2.4: Tracking “Myself”
illustrating why you consider (Character)
Topic:
yourselfWhy as aAm I Like This? Topic:
“whole Why As
Instruction: AmyouI Like This?
continue
individual” using different to track your thoughts,
objects, groups, events or feelings, and behaviors, you
symbols can begin to get more
Learning Objective:toDiscuss
that are significant you. Learning
information Objective:
about what Discuss
developmental tasks
You can create it digitally and developmental
thoughts and behaviors tasks andare
challenges
using applications being on your challenges
associated being with each experienced
of your
experienced during
personal computer/mobile during
feelings. Write down how you
adolescence
phones or in any kind of adolescence
track your thoughts,
Evaluate one’s
paper materials. development Evaluate
feelings and one’s development
behaviors. Make
through the help of through
ACTIVITY 2.1: Changing Life a 5-day record tracking the help of significant
on
significant
Learning
Patterns Task: people around 4 people
Assessment yourselfaround
Learning Task:the
using 4Readtableand
him/her
Let’s ( peers,
see what you have
Instruction: parents, him/her
Understand:
below. ( peers, parents,
PEERS,
siblings,
remembered!
1. After you friends,
read teachers,
the story siblings,
FAMILY,.
Action Step: friends,Stopteachers,
three times
community
Instruction: leaders)
FILL
above, think about an IN THE community
Activity
during your day leaders)
2.2.today
SYMBOL and +
BLANKS. Identify
Write ways
your
event/situation in your life that
answer ACROSTICIdentify
write down your ways
POEM that help
(Critical-
help
on one
the spacebecome provided.
that really changed you. capable one become
Thinking, capable
Creativity)
thought, feeling, and and
and
2. Inresponsible
the table below, adolescent
PRE-write at responsible
Instruction:
behavior. Try adolescent
Draw
to do a symbol
this once
prepared
ACTIVITY: for adult
Draw life
that
least three events /situations in the morning, prepared
that depicts for adult
the lifein the
lesson
once
Scenario!
and theMental
Topic: ways (Creativity,
on
Health & discussed.
afternoon,
Topic: Mental Explain
and onceit in
Health by
& the
Stress
Character)
how you improved yourself. evening.
Stress creating
Instruction: Draw a scenario an acrostic
Example : poem for the word
wherein
Activity it
2.2: answers
Changing the
Learning Objective: Discuss Learning Objective: “ADOLESCENCE”.
Time: Saturday nightDiscuss
question
Behavior “How do
Effectively
understanding of mental the people SYMBOL:
Thought: I’m alone.
understanding of mental I’m out of
around
Instruction:
health youpsychological
and affect your
Below are somelife?” health
Activity
step with
andmy 2.3. Substitute the
friends.
psychological well-
Make it as to
situations,
well-being creative as
commonly lyrics (Critical-Thinking,
Feeling:
being to Sadness
possible.
experience
identify ways cope withlike Creativity)
bytoteenagers Behavior:
identify ways Isolating.
to copeNot with
Activity
you, give 2.1.yourSubstitute
stress during adolescencereactions theon Substitute
calling theadolescence
friends.
stress during lyrics of any up
Not picking
lyrics
how you (Creativity,
can change
Identify Critical-
your
causes song (chorus
the phone. part).causes
Identify Make itand
Thinking)
behavior.
and effects
Learning Ask
Task: yourself
of stress
ACTIVITY related
Assessment
in one’s Learning
effects about
of Task:
stressthe lesson
(Critical
in one’s life
Assessment
Instruction:
whether
life
1.5: youSubstitute
Thinking need
Outside to the the discussed.
Thinking)Thinking)
(Critical
lyrics
increaseof any
Box;Demonstrate song.personal
or decrease Make thethe Instruction:
Demonstrate
Matching Write
Type. the word
personal
Match ways
lyrics a
likelihood
waysFamily
Our story
to cope of about
doing an
such
with stress and column
Destress TRUE
to cope Aif the
with statement
stress and
to column B. is
Write
adolescent
behaviors.
maintain
Reinforcement beinghealth
mental affected by Assessment:
correct.
only the Otherwise,
maintain mental
letter. Let’s see
writewhat
health
the society.that
Behaviors
(Creativity, It should tackle you
have positive
Communication, have remembered!
FALSE.
Additional Activities
the impact of
consequencesCharacter
Collaboration, peers
tend to and Instruction:
Portfolio Output Answer 4: My theMental
family
increase,
Building) on the
while development
behaviors of following
Health questions.
Awareness Write
Topic:
an
that The Brain: Parts,
adolescent. Topic:
your The
answer Brain:
on theParts,
space
Instruction:
Function & How do you and (Critical Function- & Thinking, Creativity,
have
your negative
family deal in this trying provided.
Character Building)
Societal
consequences Relationshiptend to Societal
ADDITIONALRelationship ACTIVITY:
time we are facing Instruction: For online users
decrease.
right now, the COVID-19 Portfolio (Creativity,
make an INFOGRAPHICS Critical-on
Learning
Write Objective: Discuss Learning
INCREASE Thinking) Objective:
Instruction: Discuss
Create
pandemic? Let us think mental health and
that understanding the that
a understanding the
/DECREASE in
outside the box. With the the third psychological well-beingthe
portfolio regarding all
different
column. partsaof
Use the brain, different
separate topics parts of the
discussed. Thebrain,
help of awareness.
processes
sheetfamily
of paper.and processes
portfolio that and
your members make
functions may help in functions
you will bemay help in
creating should
your family destress
improving thoughts, improving
consist of 5thoughts,
pages which
reinforcement.
behaviour and feelings. behaviour
include: and feelings.
Learning Task: Activity 1.4: Laearning Task: Assessment
“The Human Brain Quiz” Multiple Choice. Choose the
(Critical Thinking) letter of the best answer.
Instruction: Here’s Write the chosen letter on a
something to really get your separate sheet of paper.
neurons firing. Find out how
much
Topic:youTheknow
Brain:about your Topic: The Brain: Developing
Developing
brain by taking the quiz.
A A
Shade thePlan
Personal letter of the Personal Plan
Learning Objective: Identify Learning Objective: Identify
correct answer.
causes and effects of stress causes and effects of stress
in one’s life in one’s life
Demonstrate Demonstrate
Learning Task: to
personal ways Activity
cope with1.4: Learning Task: to
personal ways Assessment
cope with
Essay (Critical Thinking, Multiple
stress and maintain mental stress and maintain Choice. Choose the
mental
Character-Building)
health letter
health of the best answer.
Instruction: Make an essay Write the chosen letter on a
of the pandemic times by separate sheet of paper.
employing what you
have just learned from the
lesson. Relate some events
to the situation that
currently happensIntelligence
Topic: Emotional in the Topic: Emotional Intelligence
country. You may cite some
examples like mentalExplore Learning Objective: Explore
Learning Objective:
health
your positive and the
problems, growing your positive and negative
negative
anxiety of some
emotions Task:
and how sectors
you 1.5of emotions Task:
and how you should
Learning
the society, and Activity
many Learning Assessment
shouldwould I do?
What express or hide them.
others.
express Write
or hideyour title as the 2. Demonstrate and Choice.
them.
Instruction: Multiple
create
(Character
“Combatting building)
theand
Pandemic Choose the letter of the best
2. Demonstrate
Instruction: Analyze create
yourself ways
answer.to manage
Write the various
Times.”
ways to Be sure to
manage
and
write describe
your yourvarious
signature emotions
at the
emotions
chosen letter on a separate
emotions
about the following sheet of paper.
end of your essay.
situations you may • Portfolio Output 7: “Read
experience. Remember to this letter when you feel…”
focus on how the situation (Creativity, Communication,
makes you feel and tell us Character-Building)
what would you do! Instruction: On different
sheets of paper, label them
the 5 emotions that
you feel most of the time. (It
could be a positive or
negative emotion.) You
are going to make a letter for
yourself based on what you
want to remind
yourself every time you feel
that emotion. It’s just simply a
letter to yourself
that you might want to read
every time you feel these
emotions. Make sure
to keep these letters with you
all the time!
AIMEE AMOR C. PORTO
School Principal I