Personal Development-Grade 11

Alternative Delivery Mode

Quarter 2- Module 6: Family Structure and Legacy
First Edition 2020

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Undersecretary:
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Development Team of the Module:

Author: Lucille N. Quiriado

Development Team of the Module
Glenda
Authors: Lucille N. Quiriado B. Pitos
Glenda B. Pitos
Reviewers:
Editors: Lorna V. Rigor
Amor
Reviewers: Amor B. Malayang , LornaMalayang
V. Rigor, Lucille N. Quiriado,
Lucille N. Quiriado
Illustrator:
llustrator: Jay Michael
ManagementA. Calipusan
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Chairperson: Dr. Arturo B. Bayocot, CESO III
Management Regional
Team: Director
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Chairperson: Dr. Arturo B. Bayocot, CESO III
Dr. Victor G. De Gracia Jr., CESO V Mala Epra B. Magnaong
Regional Director
Asst. Regional Director CES, CLMD
Co-Chairpersons: Dr. Victor G. De Gracia Jr., CESO V
Members:
Asst. Regional Director
Dr. Bienvenido U. Tagolimot, Jr.
Mala Epra B. Magnaong
EPS-ADM
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REPS
Members: Dr. Bienvenido U. Tagolimot, Jr.
Grace Paculba
Regional ADM Coordinator
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ii
 PERSONAL
DEVELOPMENT
Quarter 1 – Module 2
Developmental Stages and Challenges
in the Middle and Late Adolescence

The learning resource was collaborately developed and

reviewed by educators from public and private schools,
colleges, and/or universities. We encourage teachers and
other education stakeholders to email their feedback,
comments, and recommendations to the Department of
Education @ deped.gov.ph.

We value your feedback and recommendations

Department of Education – Republic of the Philippines

iii
TABLE OF CONTENTS Page

Front Outside Cover Page i

Copyright Page ii
Title Page iii
Lesson 1
What I Need to Know 1
What I Know
Activity 1.1 Understanding Thoughts, Feelings
and Behavior 2
What’s In
Activity 1.2 Developmental Tasks Inside the Pyramid 8
What’s New
Activity 1.3 My Personal Timeline 9
What is It
Activity 1.4 My Personal Timeline with Reflection 10
Activity 1.5 My Photo Collage 11
What I Have Learned
Activity 1.6 Developmental Tasks of G11 Students 12
What Can I Do
Activity 1.7 Developmental Thoughts 13
Additional Activities
Activity 1.8 Yesterday and Today 13

Lesson II
What In
Activity 1.1 Responsibility Matters 14
What’s New
Activity 1.2 Balloons of Encouragement 17
What is It
Activity 1.3 Slogan of Personal Declaration
of Being Happy 19
What I Have Learned
Activity 1.4 Main Idea and Details Chart 19
What Can I Do
Activity 1.5 Interview 14
Additional Activity
Activity 1.6 Watch and Learn 14

iv
 What I Need to Know

For the learner:

In this module you will be able to learn the different developmental

stages of human development, particularly in the middle and late
adolescence. You will be able to know the various characteristics in the
different stages, express your ways on how to become responsible
adolescent and discuss the different challenges you faced in the adolescence
stage. Also, express your feelings on the expectations of significant people
around you, and make affirmations that help you become more loving and
capable as an adolescent.

This module has 2 lessons:

Lesson 1 – Development Stages in the Middle and Late Adolescence.
After going through this lesson, you are expected to:

a. classify various developmental tasks according to developmental

stage, EsP-PD11/12DS-Ic-3.1.
b. evaluate your development in comparison with persons of the same
age group, EsP-PD11/12DS-Id-3.2.
c. list ways to become a responsible adolescent prepared for adult life,
EsP-PD11/12DS-Id-3.3.
Lesson 2 – Challenges in the Middle and Late Adolescence.
After going through this lesson, you are expected to:
a. discuss that facing the challenges during adolescence, may be able
to clarify and manage the demands of teen years; ( EsP-
PD11/12CA-Id-4.1)
b. express your feelings on the expectations of the significant people
around you such as your parents, siblings, friends, teachers,
community leaders; (EsP-PD11/12CA-Ie-4.2)
c. make affirmations that help you become more lovable and capable
as an adolescent; ( EsP-PD11/12CA-Ie-4.3)

For the Facilitator:

This module will help guide you in dealing with the learner’s pace in
accomplishing the task in each activity about the development and challenges
of middle and late adolescence. Instruct the learner to answer each activity
before he or she can proceed to the next module. The content of the module
should be answered independently in a personal journal notebook of the
learner.

1 5
 This lesson will lead you to unfold your knowledge in classifying the
various developmental tasks according to developmental stage, evaluating
your development in comparison with persons of the same age group and
listing ways to become a responsible adolescent prepared for adult life.

What I know

A. Multiple Choice
Directions: Write the letter of your correct answer in your journal notebook.
Read the statement carefully, then answer the following questions.
1. Age when hereditary endowments and sex are fixed and all body features.
A. Infancy stage C. Early childhood stage
B. Pre-natal stage D. Late Childhood stage
2. Language and Elementary reasoning are acquired and initial socialization
is experienced.
A. Infancy stage C. Early childhood stage
B. Pre-natal stage D. Late Childhood stage
3. Foundation age when basic behavior is organized and many ontogenetic
maturation skills are developed.
A. Infancy stage C. Early childhood stage
B. Pre-natal stage D. Late Childhood stage
4. Gang and creativity age when self-help skills, school skills, and play are
developed.
A. Infancy stage C. Early childhood stage
B. Pre-natal stage D. Late Childhood stage
5. Retirement age when increasingly rapid physical and mental decline are
experienced.
A. Middle Age C. Early childhood stage
B. Old Age D. Late Childhood stage
B. True or False.
Directions: Read the statements carefully and identify whether they are True
or False. Write the word True if the statement tells the truth and False if it is
not.
_______ 1. Adolescence may stress over school and test scores.
_______ 2. A teenager is more concerned about physical and sexual
attractiveness.
_______ 3. We easily get discouraged if we make constant comparisons (self
to others, siblings to one another).
_______ 4. We all do not have the power to be encouraging more people.
_______ 5. The first step to becoming an encouraging person is to learn to
distinguish encouragement from discouragement.

2 6
 Developmental Stages

What’s In

Your thoughts strongly influence the way you feel. Some events may serve as
a trigger, but the event aren’t what directly lead to your disappointment. It’s the
meaning that certain events hold for you, and your thoughts reflect that meaning. In
other words, our feelings and emotions are the straight result of the way we think
about or interpret situations.

Activity 1.1 Understanding Thoughts, Feelings and Behavior

Directions. Read the short situation below, then fill in the blanks inside the
circle the possible emotions felt by the teenage girl. Choose your answer from
the choices given after the situation. Copy the diagram in your journal
notebook.

“A teenage girl is walking down the lobby in school when she notices a
group of girls looking at her and start laughing. She is very upset that they are
making fun of her, she starts to feel tears in her eyes and runs away. “

A. Something is not right with me, they bully me.”

B. Humiliated, disappointed and hurt
C. Running away and crying

Thoughts
____________
____________

Self
____________
________

Feelings Behavior
____________ __________
____________ __________

3 7
 What’s New

Activity 1.2 Developmental Tasks Inside the Pyramid

Directions.
1. Think of something you have learned to do in the past year, which you
believed would be helpful when you get old (sew a dress, cook a meal,
drive a motorbike, engaging in selling of products, etc.)
2. Copy the diagram in your journal notebook and write your answers in
the boxes outside the pyramid. Start from the least important things,
down to the most one.
3. Write a short reflection of your answer describing your experiences in
learning all those things.

________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

What is it

MY PERSONAL TIMELINE

A personal timeline shows 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 way.

Activity 1.3 Personal Timeline

Directions. Using a bond paper, write the major events in your life and
the significant people in your life. You may add your age, dates and places.
You may draw the timeline horizontally, vertically, diagonally or even any
position depending on your imagination. Be creative and innovative in your
representations. You may also use symbols, figures and drawings. Think of a
title of your personal timeline.

4 8
 You may use coloring materials depending on the available resources
or just a simple paper and pen.

(Sample Personal Timeline Template)

Activit1.4 My Personal Timeline with Reflection

Directions. In your journal notebook, answer the following questions below by
looking at your own the Personal Timeline you have made previously.
1. If you will give a title of your timeline what would it be and why?
2. Identify the turning points or stages in your timeline. What were the
thoughts, feelings and behavioral actions that you experienced?
3. Who are the most significant people in your life? How did they influence
you?
4. What would you change or add if you could in your experiences?
5. How would each of these changes or additions affect your life, or even
change its present course?
6. Evaluate your own development or improvement from childhood to teenage
years in comparison with your peers. Tell the differences and similarities of
your development.
6. Where do you want to be in a year, 5 years, and 10 years? Explain.

5 9
DEVELOPMENTAL STAGES

The human being is either in a state of growth or decay, but either

condition imparts change. Some aspects of our life change very little
over time, are consistent. Other aspects change dramatically. By
understanding these changes, we can better respond and plan ahead
effectively.

Developmental Stage Characteristics

1. Pre-natal (Conception to Age when hereditary endowments and sex

birth) are fixed and all body features, both
external and internal are developed.
2. Infancy (Birth to 2 years) Foundation age when basic behavior is
organized and many developmental
maturation skills are developed.
3. Early Childhood (2 to 6 Pre-gang age, exploratory, and
years) questioning. Language and Elementary
reasoning are acquired and initial
socialization is experienced.
4. Late Childhood (6 to 12 Gang and creativity age when self-help
years) skills, social skills, school skills, and play
are developed.
5. Adolescence (puberty to 18 Transition age from childhood to adulthood
years) when sex maturation and rapid physical
development occur, resulting in changes in
ways of feeling, thinking and acting.

6. Early Adulthood (18 to 40 Age of adjustment to new patterns of life

years) and roles such as spouse, parent and
bread winner.
7. Middle Age (40 years to Transition age when adjustments to initial
retirement) physical and mental decline are
experienced.
8. Old Age (Retirement to Retirement age when increasingly rapid
death) physical and mental decline are
experienced.

1.Department of Education, Republic of the Philippines, Personal

Development Reader 1st edition, Developmental Stages (Quezon City: Sunshine
Interlinks Publishing House Inc., 2016), 17-28.

6 10
Activity 1.5 My Photo Collage
Directions. Prepare materials for the collage making (pair of scissors, art
paper, glue, 1 piece of long bond paper and set of photos).
1. Collect your personal photos from infancy to teen age years (if none,
you can use photos from the magazines, newspapers, etc.).
2. In a whole sheet of a long bond paper, make a photo collage from the
collected pictures. You are free to express your own creativity, style
and fashion in designing your output.
3. Label your pictures according to the order of developmental stages on
the above table.
4. At the back of your collage, list ways to become a responsible
adolescent prepared for adult life. Include your specific ways or plans
in which you will develop yourself further or until adulthood.

What’s More

HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE SPAN

Robert J. Havighurst elaborated on the Developmental Tasks Theory

in the most systematic and extensive manner. His main assertion is that
development is continuous throughout the entire lifespan, occurring in stages,
where the individual moves from one stage to the next by means of
successful resolution of problems or performance of developmental tasks.
These tasks are those that are typically encountered by most people in the
culture where the individual belongs.

THE DEVELOPMENTAL TASKS SUMMARY TABLE

Infancy and Early Middle Childhood (6- Adolescence (13-18)

Childhood (0-5) 12)
• Learning to walk • Learning physical skills
• Learning to take solid in ordinary games
foods • Building a wholesome
• Learning to talk attitude toward oneself
• Learning to control the • Learning to get along
elimination of body with age-mates
wastes • Learning an appropriate
• Learning sex differences sex role
and sexual modesty • Developing fundamental
• Acquiring concepts and skills in reading,
language to describe writing, and calculating
social and physical • Developing concepts
reality necessary for
everyday living
• Achieving mature
relations with both
sexes
• Achieving a masculine or
feminine social role
• Accepting one’s physique
• Achieving emotional
independence of adults
• Preparing for marriage
and family life
• Preparing for an
economic career
• Acquiring values and an
ethical system to guide
behavior

7 11
 Early Adulthood (19- Middle Adulthood (30-
30) 60)
• Selecting a mate • Helping teenage children
• Learning to live with a to become happy and
partner responsible adults
• Starting a family • Achieving adult social
• Rearing children and civic responsibility
• Managing a home • Satisfactory career
• Starting an occupation achievement
• Assuming civic • Developing adult leisure
responsibility time activities
• Relating to one’s spouse
as a person
• Accepting the
physiological changes
of middle age
• Adjusting to aging parent
Later Maturity (61-)
• Adjusting to decreasing
strength and health
• Adjusting to retirement
and reduced income
• Adjusting to death of
spouse
• Establishing relations
with one’s own age
group
• Meeting social and civic
obligations
• Establishing satisfactory
living quarters

1. Department of Education-Bureau of Learning Resources (DepEd-BLR) Department of

Education. “Personal Development (Learner’s Guide)”, Sunshine Interlinks
Publishing House, Inc., 2016, 17-28, 22-23.

What I Have Learned

Activity 1.6 Developmental Tasks of G11 Students

Directions. Using the Developmental Tasks Summary Table below, assess

your own level of development as a Grade 11 student. (Write your answers in
your journal notebook).

What are the expected What are the expected What are the expected
tasks you have tasks you have tasks you have not
successfully partially accomplished?
accomplished? accomplished?

8 12
 What I Can Do

Activity 1.7 DEVELOPMENTAL THOUGHTS

Answer the following questions in your journal notebook.
1. Being in Grade 11, what do you think are the developmental tasks
expected of you towards your family, school and community?
2. In your grade level now, you are in transition from high school to
college, from being a teenager to young adult. What are your feelings
about this? How do you cope with the changes?
3. Do you think you are ready to become an early adult with more
responsibilities and greater accountability? If no, what are the things
you need to develop? If yes, what are the things you should do or
enhance so you can better plan for the future?

Additional Activities

Activity 1.8 Yesterday and Today.

Directions. Ask your parents about their opinions or comparisons on the
things that they do before while growing up until adulthood with the things that
you do now as a teenager. Write in your journal (an essay or discussion with
two to three paragraph) the findings of your inquiry and give your insights on
the difference of the behavior, thoughts and feelings of the people twenty
years older than you.

Additional Activity

Activity1.9. Watch and Learn

Directions. Watch any movie from the youtube, facebook or any
video material resource about adolescent challenges (ex. Early
parenting or bad habits) that has moral lesson. Write the title
and give your reflection in two to three paragraph.

9 13
 Challenges in the Middle and
Late

This lesson aims to classify various developmental tasks according to

developmental stages of an individual, evaluate your development in
comparison with persons of the same age group and list ways to become a
responsible adolescent, prepared for adult life. As Grade 11 students,
discover the challenges in the middle and late adolescence and make ways to
become responsible and brave in facing realities in life.

Take time to reflect and ask yourself, what was the biggest wrong
decision you have made in your entire life and how were you able to handle
its consequences (for instance, having a fight with your best friend)?

What’s In

As humans, we develop over time. We become more innovative in

certain foundations of our lives. For example, one may build their physical
fitness by working out and becoming stronger and faster or they may gain
experience in other professional work and be skillful in certain fields. Start
your day by asking yourself, how you, as an adolescent, can balance the
expectations of significant people in your life and your personal aspirations?

What’s New

Challenge teaches us to bravely face reality. Human growth and

development is categorized by several different and unique stages beginning
with conception and ending at death. Like all stages of human development,
adolescence is an important phase. It deals with emotions, mental and social
factors. Along with it are responsibilities of life and capability to encounter
problems.

10 14
Activity 1.1 Responsibility Matters
Directions.
1. In your journal notebook, spell the word RESPONSIBILITY in a vertical
position and give a corresponding meaning to each letter that relates to
your responsibility as an adolescent. The first letter is done for you.
2. Reflect and answer the questions below the table.
3.

R - Respectful
E -
S -
P -
O -
N -
S -
I -
B -
I -
L -
I -
T -
Y -

Write a one or two paragraph essay about the challenges you have
met during your adolescence and explain how you managed the demands of
the teen years. Express your feelings about meeting the expectations of your
teachers, parents and peers that make you capable and responsible as an
individual.

What is it

ENCOURAGEMENT 101: The Courage to Be Imperfect

by Timothy D. Evans, Ph.D.

Encouragement is the key ingredient for improving your relationships

with others. It is the single most important skill necessary for getting along
with others – so important that the lack of it could be considered the primary
cause of conflict and misbehavior. Encouragement develops a person’s
psychological hardiness and social interest. Encouragement is the lifeblood of
a relationship. And yet, this simple concept is often very hard to put into
practice.

11 15
 Most of us are skilled discouragers. We have learned how to bribe,
reward and, when that fails, to punish, criticize, nag, threaten and emotionally
withdraw. We do this as an attempt to control those we love,
bolstered by the mistaken belief that we are responsible for the
behavior of everyone around us, especially our spouses and children.
These attempts to control behavior create atmospheres of tension and conflict
in many houses.
Most commonly, we discourage in five general ways:
• We set standards that are too high for others to meet because we are
overly ambitious.
• We focus on mistakes as a way to motivate change or improved
behavior.
• We make constant comparisons (self to others, siblings to one another).
• We automatically give a negative spin to the actions of others.
• We dominate others by being overly helpful, implying that they are
unable to do it as well.

2. Department of Education, Republic of the Philippines, Personal Development Reader

1st edition, Developmental Stages by John Holland (Quezon City: Sunshine Interlinks
Publishing House Inc., 2016), 25-26.

Activity 1. 2 Balloons of Encouragement!

Directions: Identify the things that lead you to be encouraged or discouraged
within your family, school and friends. Using your journal, copy the
balloons and write words or phrases in them as many as you can. Then,
discuss your answers below your drawings.

What’s More

BEING HAPPY

12 16
 You may have defects, be anxious and sometimes live irritated, but do
not forget that your life is the greatest enterprise in the world. Only you can
prevent it from going into decadence. There are many that need you, admire
you and love you.
I would like to remind you that being happy is not having a sky
without storms, or roads without accidents, or work without fatigue, or
relationships without disappointments.
Being happy is finding strength in forgiveness, hope in one’s battles,
security at the stage of fear, love in disagreements.
Being happy is not only to treasure the smile, but that you also reflect on
the sadness. It is not just commemorating the event, but also learning lessons
in failures. It is not just having joy with the applause, but also having joy in
anonymity.
Being happy is to recognize that it is worthwhile to live, despite all
the challenges, misunderstandings and times of crises.
Being happy is not inevitable fate, but a victory for those who can
travel towards it with your own being.
Being happy is to stop being a victim of problems but become an
actor in history itself. It is not only to cross the deserts outside of ourselves,
but still more, to be able to find an oasis in the recesses of our soul. It is to
thank God every morning for the miracle of life.
Being happy is not being afraid of one's feelings. It is to know how to talk
about ourselves. It is to bear with courage when hearing a "no". It is to have
the security to receive criticism, even if is unfair. It is to kiss the children,
pamper the parents, and have poetic moments with friends, even if they have
hurt us.
Being happy means allowing the free, happy and simple child inside
each of us to live; having the maturity to say, "I was wrong"; having the
audacity to say, "forgive me". It is to have sensitivity in expressing, "I need
you"; to have the ability of saying, "I love you." So that your life becomes a
garden full of opportunities for being happy…
In your springtime, may you become a lover of joy? In your winter, may
you become a friend of wisdom? And when you go wrong along the way, you
start all over again. Thus, you will be more passionate about life. And you will
find that happiness is not about having a perfect life, but about using tears to
water tolerance, losses refine patience, failures carve serenity, pain to
lapidate pleasure, obstacles to open the windows of intelligence.

Never give up... Never give up on the people you love. Never give up
from being happy because life is an incredible show. And you are a special
human being!

13 17
 3..Department of Education, Republic of the Philippines, Personal Development
Reader 1st edition, Developmental Stages by John Holland (Quezon City: Sunshine
Interlinks Publishing House Inc., 2016), 27-28.

Activity 1.3 Slogan or Personal Declaration on Being Happy

Directions. Answer the following questions in your journal notebook.
1. Read the essay on “Being Happy”.
2. Choose a phrase, sentence, or paragraph that strikes you.
3. Make a slogan or personal declaration on how you can be committed
to
yourself development. (Write your slogan in a whole sheet of long
bond
paper, you may add colors / art to your work).
4. Explain your thoughts and feelings about it. Include specific ways in
which
you will develop yourself further.

What I Have Learned

Activity 1. 4 Main Idea and Details Chart

Directions. In your journal notebook, fill in the chart below with words or
phrases that makes you happy and lovable by your friends, teachers and
family. The main idea is given on the right side.
`

A
M

H
A
P
P
Y…

14 18
 What I Can Do

Activity1.5 Interview
Directions. Interview one of the parents of your friends regarding the
challenges they have met having an adolescent son or daughter in this
generation with the following guide questions.
Guide questions for the Parents:
1. How do find having sons or daughters who are in their teenage years in
this generation? Is there a problem in discipline style? If yes, please
elaborate.
2. What do you prefer, strict or non-strict parenting style? Why?
3. What can you say about the new generation of teenagers today?
Please say some comparison in terms of the challenges met by your
parents before, between the challenges of today in raising new
generation of individuals?
Guide activity for the student:
4. Put your interview into writing in your journal, and give your insights
about the responses of the interviewed parents.

15 19
 Assessment

Directions: Write the letter of your correct answer in your journal notebook.
Read the statement carefully, then answer the following questions.

1. Age when hereditary endowments and sex are fixed and all body
features.
A. Early childhood stage C. Late Childhood stage
B. Infancy stage D. Pre-natal stage
2. Language and Elementary reasoning are acquired and initial
socialization is experienced.
A. Early childhood stage C. Late Childhood stage
B. Infancy stage D. Pre-natal stage
3. Foundation age when basic behavior is organized and many
developmental maturation skills are developed.
A. Early childhood stage C. Late Childhood stage
B. Infancy stage D. Pre-natal stage
4. Gang and creativity age when self-help skills, school skills, and play
are developed.
A. Early childhood stage C. Late Childhood stage
B. Infancy stage D. Pre-natal stage
5. Retirement age when increasingly rapid physical and mental decline
are experienced.
A. Early childhood stage C Late Childhood stage.
B. Middle Age D. Old Age

B. True or False.
Directions: Read the statements carefully and identify whether they are True
or False. Write the word True if the statement is correct and False if it is not.
_______ 1. Adolescence may stress over school and test scores.
_______ 2. A teenager is more concerned about physical and sexual
attractiveness.
_______ 3. We easily get discouraged if we make constant comparisons
(self to others, siblings to one another).
_______ 4. We all do not have the power to be encouraging more people.
_______ 5. The first step to becoming an encouraging person is to learn to
distinguish encouragement from discouragement.

16 20
References

Department of Education, Republic of the Philippines, Personal Development

Reader 1st edition. Developmental Stages by Gazzingan, Leslie B.,
Francisco, Joseph C., Aglubat, Linofe R., Parentela, Ferdinand O.,
Tuason, Vevian T., Quezon City: Sunshine Interlinks Publishing House
Inc., 2016.

Department of Education, Republic of the Philippines, Personal Development

Reader 1st edition. Encouragement 101: The Courage to Be Imperfect”,
Carter & Evans Marriage & Family Therapy, 2002. Quezon
City: Sunshine Interlinks Publishing House Inc., 2016.

Department of Education, Republic of the Philippines, Personal Development

Reader 1st edition. :Be Happy. Quezon City: Sunshine Interlinks
Publishing House Inc., 2016

17 21
Answer Key
Lesson 1 & 2 Pre-test and Post Test
A. 1. D 2. A 3. B 4. C 5. D
B. 1. True 2. True 3. True 4. False 5. True

Lesson 1
Activity 1.1 – 1.7 Answer may vary
(Refer to the Rubrics attached in this page)
Lesson 2
Activity 2.1 - Answer may vary
(Refer to the Rubrics attached in this page)

Rubrics for Individual Work

Exceptional Admirable Acceptable Attempted
20 points 18 points 15 points 12 points
Understanding Factual Factual Factual Factual
information is information is information is information is
the topic accurate; and accurate; and accurate; and accurate; and
indicates a clear indicates a indicates a indicates a
understanding of clear clear clear
topic understanding understanding understanding
of topic of topic of topic
Accuracy and Point-of-view, Point-of-view, Point-of-view, Point-of-view,
arguments, and arguments, and arguments, and arguments, and
believability of solutions solutions solutions solutions
the role proposed were proposed were proposed were proposed were
always realistic always realistic always realistic always realistic
and constantly in and constantly and constantly and constantly
character in character in character in character
Cooperation Accepts ideas of Accepts ideas Accepts ideas Accepts ideas
others; able to of others; able of others; able of others; able
compromise; all to compromise; to compromise; to compromise;
members all members all members all members
contribute contribute contribute contribute
Presentation Shows Shows Shows Shows
confidence; confidence; confidence; confidence;
informative; informative; informative; informative;
entertaining; entertaining; entertaining; entertaining;
engages engages engages engages
audience; audience; audience; audience;
speaks loudly speaks loudly speaks loudly speaks loudly
and clearly; and clearly; and clearly; and clearly;
appropriate use appropriate use appropriate use appropriate use
of body of body of body of body
language language language language
Adapted and modifies from PerDev Readers of the department of Education 1st
edition Sunshine Interlinks Publishing House Inc., 2016

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