Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF CAVITE PROVINCE
NAIC INTEGRATED NATIONAL HIGH SCHOOL
______________________________________________________________________________
WEEKLY LEARNING PLAN
Quarter: 1ST Grade Level: 12
Week: Third Week Learning Area: Personal Development
MELCs:
1. evaluate his/her own thoughts, feelings, and behaviors EsP-PD11/12DWP-Ib2.2
2. show the connections between thoughts, feelings, and behaviors in actual life situations EsP-PD11/12DWP-Ic2.3

Da Objectives Topic/s Classroom-Based Activities Home-Based Activities

y
1 Evaluate Developin Activity 1: Let us know more about yourself. Recall
his/her g the your childhood and teenage days. Share your Activity 1
own Whole activities, thoughts, feelings, strength, weakness, Sharing one’s thoughts and feelings
thoughts, Person and other characteristics that describe you. Write is important, but it should be
feelings, three or more descriptions each item. Do this on a expressed with focus and
and sheet of paper. gentleness. Painting is an outlet for
behaviors Developmental Childhood Adolescent Plans to the expression of your thoughts,
Aspect Improve
Yourself feelings, and emotion. It is an
Physical opportunity to see and hear your
Aspect feelings and emotions through a
(Physical)
Cognitive tangible and authentic output.
Aspect
(Mental) Materials:
Psychosocial
Aspect
Poster paint (different colors) Brush
(Emotional and 1/8 Illustration board Instruction: Find
Social) a place where you can work. Prepare
Spiritual the materials. Close your eyes and
Aspect
contemplate for 30 seconds. While your
Processing questions: eyes are closed, try to capture the
1. What aspect did you find difficult to answer? colors, shades, textures or shapes of
Why your feelings. Now, it’s your time to
2. How does each aspect influence each other? paint your feelings. Write a short
3. Can you share a situation or experience that description and title for your output.
prove your answer?

Activity 2. Watch:
https://www.oercommons.org/authoring/21202/-
adolesce/1/view
 Activity 3: Interactive Discussion
Topic: Who would be responsible in developing
one’s personality?

Activity 4.
Recall some important key points in understanding
developmental change experienced by an
adolescent like you.

Vertical
1. growth through social interaction
5. anything that we do
6. uncertainty or lack of understanding
9. strange and difficult experiences by
adolescents that is part of developing self-
identity.

Horizontal
2. a high regard to perceptions of others
3. it gives life to our thought
4. it is a transition between childhood to
adulthood
7. ability to control thought, emotion and
behavior
8. the 5th ego of psychosocial development by
Erik Erikson
10. it is an impression to stimulus

2 show the Thoughts, Read and internalize the poem entitled “I While it takes effort and time for
connection Feelings Wandered Lonely as a Cloud” by a notable you to be able to go through the
s between and romantic poet, William Wordsworth. You may use middle and late adolescent stages, it
thoughts, Behaviors either your physical dictionary or electronic is important to take one step at a
feelings, in Actual dictionary for you to understand the words that time. Having that said so, you may
and Life may be unfamiliar to you. begin listing down a monthly plan
behaviors Situations that will serve as your guide in
in actual I Wandered Lonely as a Cloud improving yourself.
life by William Wordsworth For example, in Day 1, you can write
situations. I wandered lonely as a cloud “I will try to reach out to a friend
That floats on high o'er vales and hills, whom I know I have hurt feelings
When all at once I saw a crowd, back then” or “I will research about
A host, of golden daffodils; ways to become a better
Beside the lake, beneath the trees, individual.”
Fluttering and dancing in the breeze.

Continuous as the stars that shine

And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.

The waves beside them danced; but they Out-did

the sparkling waves in glee:
A poet could not but be gay, In such a jocund
company:
I gazed—and gazed—but little thought
What wealth the show to me had brought:

For oft, when on my couch I lie

In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.

Activity 2:
Discuss and analyze the message of the poem,
Relate it to students’ everyday life as adolescent
and identify connections between their thoughts,
feelings, and behavior.

Activity 3:
Your thoughts, feelings, and behaviors allow you to
arrive at certain decisions. These decisions,
however, might be informed or uninformed. In
order for you to be able to arrive at a fruitful and
helpful conclusion, you should be able to track the
three elements, so it would be easy for you to
show the connections among them. In this activity,
you are given a set of situations where you should
 track your thoughts, feelings, and behavior until
you reach a decision. Your answer must be in full
sentence or paragraph, depending on your intent.
Use a different sheet of paper.

1. You saw one of your friends getting something

from the teacher’s drawer without permission.
What would your decision be?

2. You felt an urge to help an old man crossing the

street, but you are already in the jeepney. How
would you decide on it?

3.One of your neighbors is insulting the religion of

your other neighbor by posting blasphemous
articles on social media. How would you decide on
it?

Activity 4. Reconnect the Connections

Through the tune of “Bahay Kubo,” compose a
song with the theme “Millennial Adolescents:
Responsible, Empowered, and Virtuous”. The song
must contain the essential characteristics
adolescents must possess when it comes to their
thoughts, feelings, and behavior. Provide a
creative title.

Prepared:

HERSON B. MADRIGAL
Subject Teacher

Checked:

LORNA B. MONCADA
Subject Group Head – ABM
Noted & Approved:
VILMA D. PELIÑA
Principal IV