CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP – CIDAM

GRADE/SECTION: 11 ABM/TVL QUARTER: 1st SEM

SUBJECT: Personal Development NO. OF HOURS: 80 HOURS

COURSE 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 THINKING SKILL TO ASSESS

PERFORMANCE LEARNING COMPETENCIES RBT ASSESSMENT TECHNIQUE HIGHEST ENABLING
CONTENT STANDARD STANDARD LEVEL STRATEGY TO USE IN
CONTENT DEVELOPING THE HIGHEST
THINKING SKILL TO ASSESS
MINIMUM/ MINIMUM/ K WW QA PC ENABLING TEACHING
BEYOND BEYOND MINIMUM U GENERAL STRATEGY
MINIMUM D STRATEGY
The learners The learners shall 1.1 explain that knowing Understanding T&F items PROBLE Think-pair-
1. Knowing Oneself demonstrate an be able to: oneself can make a K M share
Understanding understanding of: person accept his/her SOLVING
oneself during he/she during Conduct self- strengths and Brainstormin
middle and late middle and late exploration and limitations and dealing g
adolescence adolescence. simple disclosure. with others better

1.2 share his/her unique COMMUN

characteristics, habits, U Remembering ICATION
and experiences

1.3 maintain a journal

 D Evaluating
The learners The learners shall 2.1 discuss the K Understanding MC items PROBLE Watch-
2. Developing demonstrate an be able to: relationship among MT items M Understand-
the Whole understanding of: physiological, cognitive, SOLVING Relate
Person psychological, spiritual,
The various Illustrate the and social development Graphic
aspects of holistic connections to understand his/her Organizers
development; between thoughts, thoughts, feelings, and
physiological, feelings and behaviors COMMUN
cognitive, behaviors in a ICATION
psychological, person’s holistic 2.2 evaluate his/her
spiritual and social development. own thoughts, feelings,
development. and behaviors U Remembering

2.3 show the

connections between
thoughts, feelings, and
behaviors in actual life D Evaluating
situations
3.1 classifiy various K Understanding Skits of PROBLE Think-pair-
3. Developmental The learners The learners shall developmental tasks scenes of M share
Stages in Middle demonstrate an be able to: according to the essay SOLVING
and Late understanding of: developmental stage Brainstormin
Adolescence g
The skills and tasks Make a list of 3.2 evaluate one’s U Remembering E items
appropriate for ways to become development in
middle and late responsible comparison with COMMUN
adolescence and adolescents persons of the same ICATION
preparatory to early prepared for adult age group
adulthood. life.
3.3 list ways to become D Evaluating
a responsible
adolescent prepared for
 adult life

4. The Challenges of the developmental clarify and 4.1 discuss that facing K Understanding PPT PROBLE Watch-
Middle and Late changes in middle manage the the challenges during Presentati M Understand-
Adolescence and late demands of the adolescence on SOLVING Relate
adolescence, and teen years (middle may able to clarify and
expectations of and and late manage the demands Graphic
from adolescents adolescence) of teen Organizers
years

4.2 express his/her COMMUN

feelings on the ICATION
expectations of the
significant people U Remembering T&F
around him/her
(parents, siblings,
friends, teachers,
community leaders)
D Evaluating
4.3 make affirmations
that help one become
more
lovable and capable as
an adolescent
5. Coping with Stress in 5.1 discuss that K Understanding Report PROBLE Think-pair-
Middle and Late understanding stress and M share
Adolescence and its sources Classroom SOLVING
during adolescence Discussio Brainstormin
may help in identifying n g
ways to cope
and have a healthful life

5.2 identify sources of U Remembering Analogy COMMUN

one’s stress and ICATION
 illustrate the
effect of stress on one’s
system

5.3 demonstrate D Evaluating

personal ways of coping
with stress for
healthful living
6. The Powers of the the whole brain identify ways to 6.1 discuss that K Understanding Poster PROBLE Watch-
Mind theory, or two improve learning understanding the left Exhibit M Understand-
hemispheres of the using both the left and right brain SOLVING Relate
brain: artistic (right- and right brain may help in improving
brain dominant) one’s learning Graphic
and linear (left- Organizers
brain dominant) 6.2 explore two types of U Remembering Analogy
mind-mapping
techniques, each COMMUN
suited to right brain- or ICATION
left brain-dominant
thinking
styles

6.3 make a plan to D Evaluating

improve learning using
left and right
brain through mind-
mapping activities
7. Mental Health and the concepts about identify his/her 7.1 interpret the K Understanding C.Essay PROBLE Think-pair-
Well-being in Middle mental health and own vulnerabilities concepts of mental M share
and Late adolescence well-being in and make a plan health and SOLVING
middle and late on how to stay psychological well- Brainstormin
adolescence mentally healthy being in everyday g
observations about
mental health problems
during adolescence
 7.2 identify his/her own U Remembering COMMUN
vulnerabilities ICATION

7.3 make a mind map U Creating

on ways of achieving
psychological
well-being

7.4 create a plan to stay D Evaluating

mentally healthy during
adolescence
8. Emotional the different types identify ways to 8.1 discuss that K Understanding Reflection PROBLE Watch-
Intelligence of emotions and communicate and understanding the Essay M Understand-
how they are manage emotions intensity and SOLVING Relate
expressed in a healthy differentiation of
manner emotions may help in Graphic
communicating Organizers
emotional expressions U Remembering

8.2 explore one’s COMMUN

positive and negative ICATION
emotions and
how one expresses or
hides them

8.3 demonstrate and D Evaluating

create ways to manage
various
emotions
9. Personal the dynamics of appraise one’s 9.1 discuss an K Understanding Video PROBLE Think-pair-
Relationships attraction, love, and present understanding of teen- Presentati M share
commitment relationships and age relationships, on SOLVING
make plans for including the acceptable Brainstormin
building and unacceptable g
responsible future expressions of
 relationships attractions

9.2 express his/her U Remembering COMMUN

ways of showing ICATION
attraction, love, and
commitment

9.3 identify ways to D Evaluating

become responsible in
a relationship
10. Social Relationships the concepts about identify the 10.1 distinguish the K Understanding T&F items PROBLE Watch-
in Middle and Late social influence, different roles of various roles of different M Understand-
Adolescence group leadership leaders and individuals SOLVING Relate
and followership followers in in society and how they
society can influence people Graphic
through Organizers
their leadership or
followership
COMMUN
10.2 compare one’s U Remembering ICATION
perception of
himself/herself and
how others see him/her

10.3 conduct a mini- D Evaluating

survey on Filipino
relationships
(family, school, and
community)
11. Family Structures the impact of one’s identify the firm 11.1 appraise one’s K Understanding MC items PROBLE Think-pair-
and Legacies family on his/her and gentle sides family structure and the MT items M share
personal of family care that type of care SOLVING
development affect a person’s he/she gives and Brainstormin
during middle and development receives, which may g
late adolescence during middle and help in
 late adolescence understanding
himself/herself better
COMMUN
11.2 make a genogram U Remembering ICATION
and trace certain
physical,
personality, or
behavioral attributes
through generations

11.3 prepare a plan on D Evaluating

how to make the family
members
firmer and gentler with
each other
12. Persons and the concepts of set a personal 12.1 explain that K Understanding Skits of PROBLE Watch-
Careers career career goal based through understanding scenes of M Understand-
development, life on the results of of the concepts the essay SOLVING Relate
goals, and personal self-assessment of career and life goals
factors influencing of various can help in planning Graphic
career choices personal factors his/her E items Organizers
career

12.2 identify the U Remembering COMMUN

personal factors ICATION
influencing career
choices

12.3 take a self- D Evaluating

assessment tool to
know his/her
personality traits and
other personal factors in
relation to
his/her life goals
13. Career Pathways the external factors make a career 13.1 discuss the K Understanding T&F items PROBLE Think-pair-
influencing career plan based on external factors M share
choices his/her personal influencing career SOLVING
goal, and external choices that may help in Brainstormin
factors influencing career decision making g
career choices
13.2 identify pros and U Remembering
cons of various career
options with COMMUN
the guidance of parent, ICATION
teacher, or counselor

13.3 prepare a career D Evaluating

plan based on his/her
personal
goal and external
factors influencing
career choices
14. Insights into One’s his/her personal analyze and 14.1 explain the factors K Understanding MC items PROBLE Watch-
Personal Development development as an synthesize his/her in personal MT items M Understand-
important personal development that SOLVING Relate
component of development as may guide him/her in
setting career and an important making important Graphic
life goals component of career decisions Organizers
setting career and as adolescents
life goals
14.2 share insights that U Remembering COMMUN
make him/her realize ICATION
the
importance of personal
development in making
a career
decision as adolescent

14.3 construct a D Evaluating Skits of

creative visualization of scenes of
his/her personal the essay
development through of
the various stages
he/she went
through, stressors,
influences, and
decision-making
points, and a personal
profile analysis