ST.

PAUL COLLEGE, PASIG

HIGH SCHOOL DEPARTMENT
SY: 2016 2017

WORK PLAN FOR SECOND TERM

Time allotment: 40 hours

Subject: Personal Development Date/s: August 22-26; 29-31;

September 1-2; 5-9; 12-16; 19-23; 26-29
October 3-7; 10-14; 17-18
Topics: Teen and Family; Teen and Peers Duration:
3 hours/week
Content Standards: Performance Standards:
The learners demonstrate an understanding of the core concepts and theories in The learners independently appraise ones present relationships, whether family or peer, and plan for
adolescent relationships familial, social and environmental influence. building responsible future relationships.

WEEK Delivery Strategies

Assessment Strategies
Topic Objectives Knowledge Content Skills Content (Presentation and
processing strategy)
1 1. Examine family dynamics. Analytical and Powerpoint
a. List the functions of the family unit. Critical Presentation
b. Analyze changes in the family unit during the past 30 Thinking Videos
years.
Teen and Family
c. Explore the benefits strong family units have on
individuals, the community, and society. - Teen as Family Member
2. Identify ways teenagers can contribute to and improve family
relationships and the home environment.
3. Analyze ways teenagers can destroy family relationships and
foster negative home environment.
2 1. Discuss teenagers' (personal) struggle for independence. Analytical Powerpoint Reflection paper on the
a. Identify the basic reasons for struggles related to Control Presentation film/video watched
independence. -Teens and Parents Guardians Videos relative to relationships
b. Explain how increased freedom brings increased
 responsibility.
c. Develop appropriate methods for requesting increased
independence.
d. Explain how becoming independent involves cultivating
strong networks of social interdependence.
2. Recognize that parents were once teenagers.
a. Describe basic human needs of parents and teens.
b. Recognize that parents/guardians are human had have
needs that must be met.
c. Compare differences of teenage years between parents,
grandparents and students.
d. Identify multiple roles of parents.
e. Identify causes of parental stress and ways teenagers can
contribute to or relieve stress.
3. Explore effective methods of communicating with parents.
a. Identify styles of communication.
b. Demonstrate the use of effective communication skills.
c. Analyze methods of conflict resolution with parents.
d. Develop ways to resolve parent/teen conflicts with
integrity.
3-4 1. Define the terms sibling, sibling rivalry, and supportive Sense of Powerpoint
sibling behavior. Control and Inspirational Videos
2. Discuss birth order and analyze how it influences sibling Personal
Management
relationships.
Teens and Siblings
3. Explain how sibling relationships affect the family
infrastructure.
a. Identify cause of sibling rivalry.
b. Identify positive ways to deal with sibling rivalry.
c. Recognize ways siblings can be friends.
d. Develop a plan to enhance sibling relationships.
e. Identify results of supportive sibling behaviors.
5 1. Identify significant seniors in one's own life and analyze their Knowledge Powerpoint
 life span phase. Analytical Videos
2. Analyze similarities between senior citizens and teens. Control and
3. Describe common stereotypes of senior citizens and teens. Patience
Teens and Seniors
4. List contributions that seniors make to the family and
community.
5. Identify the special needs of elderly persons and propose ways
which teens and seniors can support each other and be friends.
6 1. Differentiate between peers and friends and recognize Analytical Powerpoint
personal needs for friendships. Personal Videos
2. Identify various types of friendship. Management
3. List positive and negative friendship characteristics.
4. Analyze skills for developing and maintaining friendships. Teens and Peers
5. Explore the importance and benefits of group associations.
6. Examine how a group might positively or negatively influence
a teenager's life.
a. Analyze the power of peer pressure.
b. Examine the problems of gang membership.
7. Explore various types of refusal skills.
8. Differentiate between feeling lonely, being alone, and being
rejected.
9. Identify circumstances or behaviors that might lead to social
rejection, and the opportunities these can provide for
friendships.
10. Examine ways to cope positively with feelings of rejection,
prejudice, and/or loneliness
7-9 Performance Task short film about a specific topic on teens and family
Individual Project (Finals) scrapbook on each relationship they have as a person : with herself, with her family; with her peers ; and with other people
10 PERIODIC EXAM
Reference and Resources:
A. Online Resources
1. http://ong.ohio.gov/frg/FRGresources/emotional_intellegence_13-18
2. http://www.sdcda.org/office/girlsonlytoolkit/toolkit/girls-only-toolkit
3. http://www.uen.org/cte/family/teen_living
4. http://www.helpme2parent.ie/Self-Esteem-in-Teenagers.html

B. Book and other materials references

1. Unay, R., 2016. How to Make Good Choices. Mandaluyong City
2. Girl only Toolkit 2nd Edition, 2016, pdf.
3. Emotional Intelligence Activities for Teens Aged 13-18, pdf.

Prepared by: Noted by:

Ma. Susana Isla-Arcan Marie Christine E. Rigor Ms. Shiela Marie Fetalvero Sister Teresita Agana. SPC
Subject Team Leader for Electives Assistant Principal for Academics Principal
Maria Ana Isabel Claravall
Teachers
Date: Date: Date: Date: