ACID PLAN

Grade: 11 Quarter: First

Subject Title: Personal Development No. of Hours: 28hours

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.
 HIGHEST ENABLING
HIGHER THINKING SKILL TO ASSESS STRATEGY TO USE IN
ASSESSMENT TECHNIQUE DEVELOPING THE
CONTENT CONTENT PERFORMANCE LEARNING HIGHEST THINGKING
STANDARDS STANDARDS COMPETENCIES KUD SKILL TO ASSESS
RBT Written Quarterly Performan Enabling Teaching
LEVEL Work Assessme ce Check Gen. Strategies
nt Strategy
Knowing The learners The learner s shall The learners …
Oneself demonstrate be able to ...
an  explain that K Understa Think-Pair Paper and Presentation Video
understanding knowing nding Share Pencil Test Presentatio
Understanding of… oneself can (Essay) n
oneself during  himself/hers conduct self- make a
middle and late elf during exploration and person accept
adolescence middle and simple disclosure his/her
late strengths and
adolescence limitations Personal
and dealing Inventory
with others
better
 share his/her U Analyzing “Tag Me” Paper Communicat Gaming
unique Pencil Test ion Simulation
characteristics
, habits, and
experiences
 maintain a U Applying Reflection Reasoning/P Required
journal paper roof Reflection
Paper
Developing the the various illustrate the  discuss the K Understa Open- Presentation Lecture
Whole Person aspects of connections relationship nding Ended Discussion
holistic between among Questions
development: thoughts, physiological,
physiological, feelings, and cognitive,
cognitive, behaviors in a psychological,
psychological, person’s holistic spiritual, and
spiritual, and development social
 social development
development to understand
his/her
thoughts,
feelings, and Paper and Role
behaviors Pencil Test Playing
 evaluate U Applying Think-Pair Communicat Small
his/her own Share ion Group
thoughts, Discussion
feelings, and
behaviors
 show the U Evaluatio Reflection Reasoning/P Video
connections n Paper roof Presentatio
between n
thoughts,
feelings, and
behaviors in
actual life
situations
Developmental the skills and make a list of  classify various U Analyzing Think-Pair Reasoning Vocabulary
Stages in tasks ways to become developmental Share Drills
Middle and appropriate responsible tasks according
Late for middle and adolescents to
Adolescence late prepared for developmental
adolescence, adult life stage
and  evaluate one’s U Evaluatio Reaction Connection Small
preparatory to development n Paper Group
early in comparison Paper and Activities
adulthood with persons Pencil Test
of the same
age group
 list ways to U Applying Create a Proof Oral
become a Project Presentatio
responsible Plan n
adolescent
prepared for
adult life
The Challenges the clarify and  discuss that K Understa Open- Presentation Video
of Middle and developmenta manage the facing the nding Ended Presentatio
l changes in demands of the challenges of Question
Late middle and teen years adolescence n/Discussio
Adolescence late (middle and late may able to n
adolescence, adolescence) clarify and
and manage the
expectations demands of
of and from teen years
adolescents  express his/her U Applying Reflection Reasoning Small
feelings on the paper Group
expectations of Paper and Discussion
the significant Pencil Test
people around
him/her
(parents,
siblings, friends,
teachers,
community
leaders)
 make U Applying Creating Proof Oral
affirmations rules and Reporting
that help one expectation
become more table
lovable and
capable as an
adolescent
Coping with Stress and its Identify personal  discuss that U Analyzing Open Communicat Lecture
Stress in Middle sources; ways of coping understanding Ended ion Discussion
and Late various stress for healthful stress and its Questions
Adolescence responses; living sources during
and coping adolescence
strategies for may help in
healthful living identifying ways
in middle and to cope and
late have a healthful Role
adolescence life Paper and Playing
 identify sources U Analyzing Think-Pair Pencil Test Connection Brain
of one’s stress Share Storming
and illustrate
the effect of
stress on one’s
system
  demonstrate U Applying Reflection Reasoning/P Small
personal ways Paper roof Group
of coping with Discussion
stress for
healthful living
The Powers of the whole identify ways to  discuss that K Understa Open- Presentation Lecture
the Mind brain theory, improve learning understanding nding Ended Discussion
or two using both the the left and Question
hemispheres left and right right brain may
of the brain: brain help in
artistic (right- improving one’s
brain learning
dominant) and  explore two U Analyzing Two Communicat Small
linear (left- types of mind- Minute ion Group
brain mapping Talk Paper and Activity
dominant) techniques, Pencil Test
each suited to
right brain- or
left brain-
dominant
thinking style
 make a plan to D Creating Problem Oral
improve Mind- Solving Reporting/
learning using mapping Sharing
left and right
brain through
mind-mapping
activities
Mental Health the concepts identify his/her  interpret the K Understa Open- Presentation Video
and Well-being about mental own concepts of nding Ended Presentatio
in Middle and health and vulnerabilities mental health Question n
Late wellbeing in and make a plan and
adolescence middle and on how to stay psychological
late mentally healthy well-being in
adolescence everyday
observations
about mental
health
problems
 during Role
adolescence Playing
 identify U Analyzing Workshee Reasoning Lecture
his/her own t Paper and Discussion
vulnerabilities Pencil Test
 make a mind U Applying Reaction Proof Small
map on ways Paper Group
of achieving Activity
psychological
well-being

 create a plan D Creating Problem Demonstra

to stay Solving tion/Role
mentally Playing
healthy during
adolescence
Emotional the different identify ways to  discuss that
Intelligence types of communicate and understanding
emotions and manage emotions the intensity
how they are in a healthy and
expressed manner differentiation
of emotions
may help in
communicatin
g emotional
expressions
 explore one’s
positive and
negative
emotions and
how one
expresses or
hides them
 demonstrate
and create
ways to
manage
various
emotions

 


Prepared by: Checked and Noted by:

LUCELLE C. PALARIS MS. JUANITA A. GATDULA

Subject Teacher Principal