TUKURAN TECHNICAL VOCATIONAL HIGH SCHOOL

TUKURAN, ZAMBOANGA DEL SUR

Modular activity SHEET

Personality development

Quarter 1- Week 1

Name: ____________________________________________ Year & Section:_________________ Date: _______________

Address: __________________________________________Contact #:___________________ Score:______________
Content Standard/s: The learners demonstrate an understanding of… himself/herself during middle and late adolescence
MELC: 1. Explain that knowing oneself can make a person accept his/her strengths and limitations and dealing with others better (
EsP-PD11/12KO-Ia-1.1)

2. Share his/her unique characteristics, habits, and experiences (EsP-PD11/12KO-Ia-1.2)

LEARNING ACTIVITIES

Activity A. SELF-CONCEPT INVENTORY

Take a look at your own self-concept and answer the following self-concept inventory in your journal. Give yourself a
rating using the scale: 0 = very weak; 1 = weak; 2 = somewhat weak or somewhat strong; 3 = strong; 4 = very strong

Scoring: Copy this table in your journal. Write your score opposite each number and get the subtotal.

Activity 2: SELF-CONCEPT (READING)

Imagine yourself looking into a mirror. What do you see? Do you see your ideal self or your actual self? Your ideal self is the self that
you aspire to be. It is the one that you hope will possess characteristics similar to that of a mentor or some other worldly figure. Your
actual self, however, is the one that you actually see. It is the self that has characteristics that you were nurtured or, in some cases,
born to have.
The actual self and the ideal self are two broad categories of self-concept. Self-concept refers to your awareness of yourself. It is the
construct that negotiates these two selves. In other words, it connotes first the identification of the ideal self as separate from others,
and second, it encompasses all the behaviors evaluated in the actual self that you engage in to reach the ideal self.
The actual self is built on self-knowledge. Self-knowledge is derived from social interactions that provide insight into how others react to
you. The actual self is who we actually are. It is how we think, how we feel, look, and act. The actual self can be seen by others, but
because we have no way of truly knowing how others view us, the actual self is our self-image.
The ideal self, on the other hand, is how we want to be. It is an idealized image that we have developed over time, based on what we
have learned and experienced. The ideal self could include components of what our parents have taught us, what we admire in others,
what our society promotes, and what we think is in our best interest.
There is negotiation that exists between the two selves which is complex because there are numerous exchanges between the ideal
and actual self. These exchanges are exemplified in social roles that are adjusted and re-adjusted, and are derived from outcomes of
social interactions from infant to adult development. Alignment is important. If the way that I am (the actual self) is aligned with the way
that I want to be (the ideal self), then I will feel a sense of mental well-being or peace of mind. If the way that I am is not aligned with
how I want to be, the incongruence, or lack of alignment, will result in mental distress or anxiety. The greater the level of incongruence
between the ideal self and real self, the greater the level of resulting distress. Personal development modules ultimate aim is greater
self-knowledge that will lead to higher alignment between these two personality domains.

Source: http://study.com/academy/lesson/what-is-self-concept-in-psychology-definition-lesson-quiz.html
http://study.com/academy/lesson/ideal-self-vs-real-self-definition-lesson-quiz.htm

Activity 3: Reflective Journal

Complete your Self Diagram by answering the guide questions below:

1. What do you consider as your weaknesses, abilities and talents?

2. What are the remedies you will take to improve or compensate for your weakness?
3. How can you further enrich your assets and strengths?
4. Where and how do you use it for your best advantage?

MY
SELF

Activity 4: ASPECTS OF SELF IMPROVEMENT

Below is a blank circle which represents your need to self-improvement. Divide it into the following aspects :
PHYSICAL SELF, INTELLECTUAL SELF, EMOTIONAL SELF, SOCIAL SELF, SPIRITUAL SELF.Write your plans on how
to improve certain areas in your life. The bigger the portion, the bigger is your need fo improvement.
Note: if you have IMPORTANT queries and clarifications please contact 09381709585 or Class Group Chat. 😊 SIR RAP
 TUKURAN TECHNICAL VOCATIONAL HIGH SCHOOL
TUKURAN, ZAMBOANGA DEL SUR

Modular activity SHEET

Personality development

Quarter 1- Week 2

Name: ____________________________________________ Year & Section:_________________ Date: _______________

Address: __________________________________________Contact #:___________________ Score:______________

Content Standard/s: the various aspects of holistic development: physiological, cognitive, psychological, spiritual, and social
development
MELC: 1. Evaluate his/her own thoughts, feelings, and behaviors EsP-PD11/12DWP-Ib-2.2
2. Show the connections between thoughts, feelings, and behaviors in actual life situations EsP-PD11/12DWP-Ic-2.3

LEARNING ACTIVITIES

ACTIVITY 1: Personal Effectiveness through Holistic Development

Assess your own beliefs about holistic development. Do you think that you can develop all aspects of yourself
or you believe that “one cannot have everything”?
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ACTIVITY 2: The Power Triad: Thoughts, Feelings and Actions

There is no single key to success, it is achievable and it is not magical. Success is about right mindset,
emotional resilience and proper behavior.

Research on the life story of Manny Pacquiao. Focus on how his thoughts feelings and actions lead him to his
success today. What lessons have you learned from his story?

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Note: if you have IMPORTANT queries and clarifications please contact 09381709585 or Class Group Chat. 😊 SIR RAP
ACTIVITY 3: MY LIFE JOURNEY

How do you want your life story to be told? How do you see yourself 5, 10, and 20 years from now?
Express your creativity by writing or drawing on the footsteps below.

5 years

10 years

20 years
 TUKURAN TECHNICAL VOCATIONAL HIGH SCHOOL
TUKURAN, ZAMBOANGA DEL SUR

Modular activity SHEET

Personality development

Quarter 1- Week 3

Name: ____________________________________________ Year & Section:_________________ Date: _______________

Address: __________________________________________Contact #:___________________ Score:______________

Content Standard/s: the various aspects of holistic development: physiological, cognitive, psychological, spiritual, and social
development
MELC: 1. Discuss developmental tasks and challenges being experienced during adolescence EsP-PD11/12DS-Ic-3.1
2. Evaluate one’s development through the help of significant people around him/her ( peers, parents, siblings, friends,
teachers, community leaders) EsP-PD11/12DS-Id-3.2

LEARNING ACTIVITIES

ACTIVITY 1: THE TWO WOLVES WITHIN ME

As we continue our journey in life, we realize and get to know our self better. We cannot deny that
there is a great battle between good and evil within us. Who do you think will win the battle? Inside you,
which do you feed most? The good wolf or the bad wolf?
Now, it’s time to assess yourself. The good and evil within you.

List down your bad and good sides on each oval.

BAD WOLF vs GOOD WOLF

ACTIVITY 2: OVERCOMING THE EVIL WITHIN ME

How do I win my battle against fear, anger, envy, greed, anxiety, loneliness, self-pity, arrogance, regret, guilt and other
negativities? Write your ACTION PLAN below. Write your answer in a separate sheet.

NEGATIVITIES PLAN OF ACTION PERSONS WHO CAN HELP

“In this battle called life, you are the key to your destiny. But you need to battle alone. There is always someone who could
help to win the fight.”
 ACTIVITY 3: MY PERSONAL TIMELINE
A personal timeline portrays the influential events and happenings of a person’s life so that he can understand
where he has gone wrong and right in the past. It helps to plan the future in a better constructive way.

Using a bond paper, write the major events in your life and the significant people in your life. You may add
your age, specific dates and places. Be creative in your representations. You may also use symbols, figures and
drawings. Write your title for your personal timeline.
Note: if you have IMPORTANT queries and clarifications please contact 09381709585 or Class Group Chat. 😊
SIR RAP

Note: if you have IMPORTANT queries and clarifications please contact 09381709585 or Class Group Chat. 😊
SIR RAP
 TUKURAN TECHNICAL VOCATIONAL HIGH SCHOOL
TUKURAN, ZAMBOANGA DEL SUR

Modular activity SHEET

Personality development

Quarter 1- Week 4

Name: ____________________________________________ Year & Section:_________________ Date: _______________

Address: __________________________________________Contact #:___________________ Score:______________

Content Standard/s: the various aspects of holistic development: physiological, cognitive, psychological, spiritual, and social
development
MELC: 1. Identify ways that help one become capable and responsible adolescent prepared for adult life. EsP-PD11/12DS-Id-3.3
2. Discuss understanding of mental health and psychological well-being to identify ways to cope with stress during adolescence
EsP-PD11/12CA-Id-4.1

LEARNING ACTIVITIES

ACTIVITY 1: CHALLENGE ACCEPTED!

As you through your adolescence, you experience challenges and expect more challenges that comes along
the way. Complete the chart below. Identify the challenges you’ve met and the challenges that you expect to
come to your life.

CHALLENGES I MET CHALLENGES I EXPECT

ACTIVITY 2: #stress
People, of all age and sizes can never get away with stress. No one is exempted of it. Write a reflection of your
life right now. Focus on the guide questions. Write your answer on a separate sheet.

1. How do you feel right now? Are you happy? Why or why not?

2. Are you suffering from stress? What are the things that make you stressful?

3. How stressed are you?Rate it from 1 to 10. (10 is the highest) Explain and discuss.

4. How happy are you? Rate it from 1 to 10. (10 is the highest) Explain and discuss.
Note: if you have IMPORTANT queries and clarifications please contact 09381709585 or Class Group Chat. 😊
SIR RAP

ACTIVITY 3: STRESS AWAY, I’M ON MY WAY.

Fill in the chart below and assess how you manage stress in daily life.

What are the signs that I am

stressed?
What causes my stress? What I do to overcome stress?
(Stress signals or effects of stress
in me)

ACTIVITY 4: DECLARATION TO BE HAPPY

Make a slogan or personal declaration on how you can be committed to your self-development and achieve
HAPPINESS in life.

DECLARATION TO BE HAPPY

Note: if you have IMPORTANT queries and clarifications please contact 09381709585 or Class Group Chat. 😊
SIR RAP
 TUKURAN TECHNICAL VOCATIONAL HIGH SCHOOL
TUKURAN, ZAMBOANGA DEL SUR

Modular activity SHEET

Personality development

Quarter 1- Week 5

Name: ____________________________________________ Year & Section:_________________ Date: _______________

Address: __________________________________________Contact #:___________________ Score:______________
CONTENT STANDARD: Identify his/her own vulnerabilities and plan on how to stay mentally healthy while coping with stress
MELC: Identify causes and effects of stress in one’s life EsP-PD11/12CS-If-5.2
Demonstrate personal ways to cope with stress and maintain mental health EsP-PD11/12CS-If-5.3

LEARNING ACTIVITIES

ACTIVITY 1:
What do you know about stress? Answer in 1-2 paragraphs.
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ACTIVITY 2: WHAT MAKES YOU LOOSE YOUR COOL?

Recollect your past experiences. List 5 situations that make you loose your self control and how
do you respond to stressors. Complete the table in your answer sheet.

STRESSORS HOW DO YOU RESPOND/REACT?

1.
2.
3.
4.
5.

ACTIVITY 3: STRESS MANAGEMENT

Prolonged stress can be devastating; burnout, breakdown, and depression are some of the potential results of long-
term, unmanaged stress. By wearing a mask, you may expect to hide stress caused by problems in your personal life and not
let them influence your performance on the job. This will probably not work. The more you try to hold your emotions in, the
greater the pressure build-up will be.

Just as there is great variety in the range of emotions you might experience, there are many possible manifestations
of stress – in your private life and in your working life. Here are some words that describe the emotions associated (as cause
and effect) with stress.

How do you manage the following emotions due to stress?

Write a your self-assessment on managing stress.
 Anxiety –

 Pressure –

 Misery -

 Strain -

 Desperation -

 Tension -

 Anger -

 Panic -

 Dejection-
 TUKURAN TECHNICAL VOCATIONAL HIGH SCHOOL
TUKURAN, ZAMBOANGA DEL SUR

Modular activity SHEET

Personality development

Quarter 1- Week 6

Name: ____________________________________________ Year & Section:_________________ Date: _______________

Address: __________________________________________Contact #:___________________ Score:______________
CONTENT STANDARD: Identify ways to improve brain functions which will be manifested in thoughts, behavior and feelings
MELC: *Discuss that understanding the different parts of the brain, processes and functions may help in improving thoughts, behavior
and feelings. EsP-PD11/12PM-Ig-6.1
*Explore ways on how to improve brain functions for personal development EsP-PD11/12PM-Ig-6.1

ACTIVITY 1: STRESS SIGNALS

Take a look at the warning signs of stress listed below. Check EACH of the warning signs that apply to you.
When you are finished checking your warning signs, discuss how much stress do you think you are currently
under? Discuss ways that you can eliminate some of the stress that could start to cause you physical or
emotional or behavioral difficulties.

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ACTIVITY 2: QUIET TIME

Provide 15 minutes of quiet time. You may also use pencil to draw something while internalizing. Relax
yourself. After 15 minutes of quiet time, answer how you felt before, during and after the activity. Complete the
table below.
BEFORE DURING AFTER

ACTIVITY 3:
 TUKURAN TECHNICAL VOCATIONAL HIGH SCHOOL
TUKURAN, ZAMBOANGA DEL SUR

Modular activity SHEET

Personality development

Quarter 1- Week 7

Name: ____________________________________________ Year & Section:_________________ Date: _______________

Address: __________________________________________Contact #:___________________ Score:______________
CONTENT STANDARD: Identify ways to improve brain functions which will be manifested in thoughts, behavior and feelings
MELC: Explore ways on how to improve brain functions for personal development EsP-PD11/12PM-Ig-6.3
Discuss that understanding the intensity and differentiation of emotions may help in communicating emotional expressions
EsP-PD11/12EI-Ii-j-8.1
LEARNING ACTIVITIES
ACTIVITY 1: FAST RELAX

Here are some tips to relax when under pressure and stress. Check the items that you do every time you
encounter stressors.

 Stop for a moment (especially when you feel your muscles tightening up) and take a few deep breaths.
 Do a relaxing exercise. Swing your hands at your sides and stretch.
 Take a “power nap.” Lie down and totally relax for a few minutes.
 Find time to do the things you enjoy.
 Leave your study area for a while to take a brisk walk.
 Find a quiet place to read a magazine or novel during break or at lunch.
 If possible, look at some peaceful images such as forests, beaches, etc. These images can initiate a
relaxation response.
 Look up.
 Keep something humorous on hand, such as a book of jokes.

Source: The Nemours Foundation, available from kidshealth.org

ACTIVITY 2: STRESS SURVIVAL KIT

Sometimes, we also need to prepare survival kits for stressful situations, before they happen. In this activity, the you will
be making your own survival kits that will help cope with stress within their everyday lives. you may show them your
survival kit and what you have inside it. Write about why you put certain things into your kit and how it helps you cope
with stress.

1. Choose 3 objects or symbols that make you feel relaxed to include in your kit.
You can make use of symbols, pictures or words.

2. How do these objects or symbols help you during stressful situations? Tell about it.
ACTIVITY 3: BRAIN DOMINANCE

1. Which side of your brain is dominant?

2. How does these brain function help you become a better person?
3. Do you believe in “bright” and “dumb”? Explain. In what category do you belong?
4. How can you succeed in life knowing your capacity?

Reading: SELF ESTEEM AND BODY ESTEEM

Does any of this sound familiar? "I'm too tall." "I'm too short." "I'm too skinny." "If only I were shorter or taller; had
curly hair or straight hair; had a smaller nose; or had longer legs, I'd be happy."
Are you putting yourself down? If so, you're not alone. As a teen, you're going through lots of changes in your body.
And, as your body changes, so does your image of yourself. It's not always easy to like every part of your looks, but
when you get stuck on the negatives it can really bring down your self-esteem.

Why Are Self-Esteem and Body Image Important?

Self-esteem is all about how much you feel you are worth — and how much you feel other people value you.
Self-esteem is important because feeling good about yourself can affect your mental health and how you behave.
People with high self-esteem know themselves well. They're realistic and find friends that like and appreciate them
for who they are. People with high self-esteem usually feel more in control of their lives and know their own
strengths and weaknesses.

Body image is how you view your physical self — including whether you feel you are attractive and whether
others like your looks. For many people, especially people in their early teens, body image can be closely linked to
self-esteem.
What Influences a Person's Self-Esteem?

Puberty and Development

Some people struggle with their self-esteem and body image when they begin puberty because it's a time when the
body goes through many changes. These changes, combined with wanting to feel accepted by our friends, means it
can be tempting to compare ourselves with others. The trouble with that is, not everyone grows or develops at the
same time or in the same way.

Media Images and Other Outside Influences

Our tweens and early teens are a time when we become more aware of celebrities and media images — as well as
how other kids look and how we fit in. We might start to compare ourselves with other people or media images
("ideals" that are frequently airbrushed). All of this can affect how we feel about ourselves and our bodies even as
we grow into our teens.

Families and School

Family life can sometimes influence our body image. Some parents or coaches might be too focused on looking a
certain way or "making weight" for a sports team. Family members might struggle with their own body image or
criticize their kids' looks ("why do you wear your hair so long?" or "how come you can't wear pants that fit you?").
This can all influence a person's self-esteem, especially if they're sensitive to others peoples' comments.
People also may experience negative comments and hurtful teasing about the way they look from classmates and
peers. Although these often come from ignorance, sometimes they can affect body image and self-esteem.
 TUKURAN TECHNICAL VOCATIONAL HIGH SCHOOL
TUKURAN, ZAMBOANGA DEL SUR

Modular activity SHEET

Personality development

Quarter 1- Week 8

Name: ____________________________________________ Year & Section:_________________ Date: _______________

Address: __________________________________________Contact #:___________________ Score:______________
CONTENT STANDARD: Identify ways to communicate and manage emotions in a healthy manner.
MELC: Explore one’s positive and negative emotions and how one expresses or hides them EsP-PD11/12EI-Ij-8.2
Demonstrate and create ways to manage various emotions EsP-PD11/12EI-Ij-8.3
LEARNING ACTIVITIES

ACTIVITY 1 : FACT OR FICTION?

Answer whether the following sentences state a fact or opinion.

________1. One person in every 100 persons develops schizophrenia.
_______2. A person who has one or both parents with mental illness is more likely to develop mental illness.
________3. Mental illness is contagious.
_______4. Mental illness tends to begin during adolescence.
_______5. Poor parenting causes schizophrenia.
_______6. Illegal drug use causes mental illness.
_______7. Mental illness can be cured with willpower.
_______8. People with mental illness never get better.
_______9. People with mental illness tend to be violent.
_______10. Poor people are more likely to have mental illness than those who are not.

ACTIVITY 2 : Mental Challenges

Research on the following mental challenges:

ADHD (Attention Deficit Hyperactivity Disorder) Anxiety (Panic Disorder)

Autism Bi-polar disorder Depression Eating Disorders

Post-Traumatic Stress Disorder (PSTD) Schizophrenia

1. What did you learn today about mental health challenges that you did not know before this class began?

2. Look at the positive characteristics that are circled. Are there any similarities across the different
challenges?

3. People facing mental health challenges are just like everybody who wants to be a friend and have friends
with; helping people with mental health challenges can get better and live normal lives.
ACTIVITY 3: DEAR ABBY

Think of it as a message coming from your best friend stating how tired she is from modular activities. Pretend that
you are Abbey. Write a message of response to your best friend.

Dear Abby,

I felt asleep while answering my modules today-once again! I can’t finish all the activities. It just
feels so bad about it. When I go to bed at night, I just can’t seem to fall asleep. I lie in bed for hours but it
doesn’t seem to make a difference. When I wake up in the morning, I feel like I don’t want to get up and
face the modules. I’m so stressed out. I feel tired. I feel I can’t take it anymore! Please help me out! Give
me some ideas. I’m so afraid to fail.

DEEPENING: SUPPORT FOR MENTAL HEALTH ISSUES

Having access to reliable information on positive mental health and mental illness is crucial for adolescents for a
number of reasons. Mental and emotional problems need to be addressed, just like student’s physical health
problems. Even if students have not experienced mental illness, it is very likely that they will know someone who
has. Consider the following statistics:
• Mental health problems affect one in five young people at any given time.
• Mental illness is second only to heart disease as the leading cause of disability worldwide.
• The first symptoms of mental illness generally appear between the ages of 15– 24.
• An estimated 50% of young people with mental illness are not getting help.
• Fear of stigma and the resulting discrimination discourages individuals and families from getting the help they
need.

An interesting fact is that 30% of people diagnosed with mental illness will also have a substance use disorder.
When people have both, we call it a concurrent disorder. It is often difficult to predict why someone with a mental
health problem is “using”. Sometimes drug use is a form of self-medication for mental health problems, other times
the substance use might have caused the mental health problem. Regardless what the reason, using drugs is not a
good thing to do!
The cause of mental illness is often very complex. The stress-vulnerability theory explains why someone develops a
mental illness:
Vulnerability: There is a genetic characteristic to mental illness, but just because a family member has a mental
health problem, it doesn’t mean that you will too. Sometimes mental illness happens right “out of the blue”.
Stress: Stress can trigger the development of a mental illness, but stress alone doesn’t cause the mental illness
unless you have a vulnerability gene. Causes of stress can be varied, sometimes a change in environment, e.g.,
where you live or the school you attend, or even psychological trauma, e.g., exposure to teasing/bullying, other violence or
abuse.

Support Strategies/Community Resources:

 Encourage the person to seek help and support from an adult.
 Spend time with the person, listen to his/her concerns.
 Be hopeful; help them feel like their life will get better.
 Stand by them. Invite your friend to things that you are doing; keeping busy and staying in touch with friends will
help your friend feel better, when they are ready.
 If you are a close friend or family member of someone with a mental health problem, make sure that you get help
as well. Talk to someone about what is happening. This will help you be a better support person.
 Put the person’s life before your friendship. If the person mentions thoughts of suicide, don’t keep it secret, even if
the person has asked you to.

It’s All in the Attitude

There are many reasons why people do not get help for mental health problems. Fear, shame, and embarrassment
often prevent individuals and their families from doing anything. Sometimes being able to get the help, support, and
professional treatment you need is a matter of changing your mind about mental health and changing the way you
react to mental health problems. Here are some important reminders:

Mental health is as important as physical health. In fact, the two are closely linked.
 Mental health problems are real, and they deserve to be treated.
 It’s not a person’s fault if he or she has a mental health problem. No one is to blame.
 Mental health problems are not a sign of weakness.
 Whether you’re male or female, it’s ok to ask for help and get it.
 There’s hope. People improve and recover with the help of treatment, and they are able to enjoy happier and
healthier lives.