Classroom Instruction Delivery Alignment Plan

Grade: 12
Core Subject Title: Personality Development

FIRST QUARTER

Performance Standards Learning Com

Content Content Standards

Minimum Beyond Minimum Minimum

The learner s demonst rate an Explain that knowing oneself can make a person accept his/her
understanding of… strengths and limitations and dealing with others better
1. Knowing Oneself Understanding The learner s shall be able to ...
oneself during middle and late conduct self-exploration and simple Share his/her unique characteristics, habits, and experiences
adolescence disclosure
himself/herself during middle and late
adolescenc
Maintain a journal
Discuss the relationship among physiological, cognitive,
psychological, spiritual, and social development to understand
his/her thoughts, feelings, and behaviors
the various aspects of holistic illustrate the connections between
development: physiological, cognitive,
Developing the Whole Person thoughts, feelings, and behaviors in a Evaluate his/her own thoughts, feelings, and behaviors
psychological, spiritual, and social person’s holistic development
development
Show the connections between thoughts, feelings, and
behaviors in actual life situations

Classifiy various developmental tasks according to

developmental stage
the skills and tasks appropriate for make a list of ways to become
Developmental Stages in Middle Evaluate one’s development in comparison with persons of the
middle and late adolescence, and responsible adolescents prepared for
and Late Adolescence same age group
preparatory to early adulthood adult life
List ways to become a responsible adolescent prepared for adult
life
 Discuss that facing the challenges during adolescence may able
to clarify and manage the demands of teen years
The Challenges of Middle and Late the developmental changes in middle clarify and manage the demands of the
and late adolescence, and expectations teen years (middle and late Express his/her feelings on the expectations of the significant
Adolescence of and from adolescents adolescence) people around him/her (parents, siblings, friends, teachers,
community leaders)
Make affirmations that help one become more lovable and
capable as an adolescent

Discuss that understanding stress and its sources during

Stress in Middle and Late Adolescence adolescence may help in identifying ways to cope and have a
stress and its sources; various stress dentify personal ways of coping for healthful life
Coping with Stress in Middle and responses; and coping strategies for Identify sources of one’s stress and illustrate the effect of stress
Late Adolescenc healthful living
healthful living in middle and late on one’s system
adolescence
Demonstrate personal ways of coping with stress for healthful
living
Discuss that understanding the left and right brain may help in
improving one’s learning
the whole brain theory, or two
hemispheres of the brain: artistic identify ways to improve learning using
The Powers of the Mind Explore two types of mind-mapping techniques, each suited to
(right-brain dominant) and linear (left- both the left and right brain
brain dominant) right brain- or left brain-dominant thinking styles

Make a plan to improve learning using left and right brain

through mind-mapping activities

Interpret the concepts of mental health and psychological well-

being in everyday observations about mental health problems
the concepts about mental health and identify his/her own vulnerabilities and during adolescence
Mental Health and Well-being in well- being in middle and late make a plan on how to stay mentally
Middle and Late adolescence Identify his/her own vulnerabilities
adolescence healthy

Make a mind map on ways of achieving psychological well-being

Create a plan to stay mentally healthy during adolescence

Discuss that understanding the intensity and differentiation of

emotions may help in communicating emotional expressions
the different types of emotions and identify ways to communicate and
Emotional Intelligence how they are expressed manage emotions in a healthy manner
 the different types of emotions and identify ways to communicate and
Emotional Intelligence how they are expressed manage emotions in a healthy manner Explore one’s positive and negative emotions and how one
expresses or hides them

Demonstrate and create ways to manage various emotions

nt Plan
Semester: 1st Semester
No. of Hours/Semester: 80 hours/semester
Prerequisites (If needed):

Highest Enabling Strategy to Use in

arning Competencies Highest Thinking Skill to Assess Developing the Highest Thinking Skill to
Assess

KUD KUD Enabling General

Assessment Technique Strategy Teaching Strategy
Classific Beyond Minimum Classific RBT Level
ation ation WW QA PC

Value ones strengths and limitations and how to deal

K D
with others better

Develop his/her unique characteristics, habits, and

U D
experience
D

Organize the relationship among physiological, cognitive,

U psychological, spiritual, and social development to D
understand his/her thoughts, feelings, and behaviors

U Value his/her own thoughts, feelings, and behaviors D

Apply various developmental tasks according to

U D
developmental stage
Compare one’s development with persons of the same
U D
age group

D
 Value the importance of facing the challenges during
U adolescence may able to clarify and manage the D
demands of teen years

Recognize ones stress to help in identifying ways to cope

U D
and have a healthful life

Analize the sources of stress and illustrate the effect of

K U
stress on one’s system

Value the importance of the left and right brain in terms

K U
of ones learning
Apply two types of mind-mapping techniques, each
U suited to right brain- or left brain-dominant thinking D
styles

Value the importance of the concepts of mental health

U and psychological well-being in everyday observations D
about mental health problems during adolescence

K Recognize his/her own vulnerabilities U

Valuing ones intensity and differentiation of emotions to

U D
help in communicating emotional expressions
 Value one’s positive and negative emotions and how one
U expresses or hides them