Classroom Instruction Delivery Alignment Plan
Grade:
Core Subject Title:
Content
1. Knowing Oneself Understanding
oneself during middle and late
adolescence
Developing the Whole Person
Developmental Stages in Middle
and Late Adolescence
12
Personality Development
Content Standards
The learner s demonst rate an
understanding of…
The learner s shall be able to ...
conduct self-exploration and simple
himself/herself during middle and late disclosure
adolescenc
the various aspects of holistic
development: physiological, cognitive,
psychological, spiritual, and social
development
the skills and tasks appropriate for
middle and late adolescence, and
preparatory to early adulthood
Performance Standards
Minimum
illustrate the connections between
thoughts, feelings, and behaviors in a
person’s holistic development
make a list of ways to become
responsible adolescents prepared for
adult life
FIRST QUARTER
Learning Com
Beyond Minimum Minimum
Explain that knowing oneself can make a person accept his/her
strengths and limitations and dealing with others better
Share his/her unique characteristics, habits, and experiences
Maintain a journal
Discuss the relationship among physiological, cognitive,
psychological, spiritual, and social development to understand
his/her thoughts, feelings, and behaviors
Evaluate his/her own thoughts, feelings, and behaviors
Show the connections between thoughts, feelings, and
behaviors in actual life situations
Classifiy various developmental tasks according to
developmental stage
Evaluate one’s development in comparison with persons of the
same age group
List ways to become a responsible adolescent prepared for adult
life

The Challenges of Middle and Late the developmental changes in middle clarify and manage the demands of the
and late adolescence, and expectations teen years (middle and late
Adolescence
of and from adolescents
Coping with Stress in Middle and
Late Adolescenc
The Powers of the Mind
Mental Health and Well-being in
Middle and Late adolescence
Discuss that facing the challenges during adolescence may able
to clarify and manage the demands of teen years
Express his/her feelings on the expectations of the significant
people around him/her (parents, siblings, friends, teachers,
adolescence)
community leaders)
Make affirmations that help one become more lovable and
capable as an adolescent
Discuss that understanding stress and its sources during
Stress in Middle and Late Adolescence adolescence may help in identifying ways to cope and have a
stress and its sources; various stress dentify personal ways of coping for healthful life
responses; and coping strategies for Identify sources of one’s stress and illustrate the effect of stress
healthful living
healthful living in middle and late on one’s system
adolescence
Demonstrate personal ways of coping with stress for healthful
living
Discuss that understanding the left and right brain may help in
improving one’s learning
the whole brain theory, or two
hemispheres of the brain: artistic identify ways to improve learning using Explore two types of mind-mapping techniques, each suited to
(right-brain dominant) and linear (left- both the left and right brain right brain- or left brain-dominant thinking styles
brain dominant)
Make a plan to improve learning using left and right brain
through mind-mapping activities
Interpret the concepts of mental health and psychological well-
being in everyday observations about mental health problems
the concepts about mental health and identify his/her own vulnerabilities and during adolescence
well- being in middle and late make a plan on how to stay mentally
Identify his/her own vulnerabilities
adolescence healthy
Make a mind map on ways of achieving psychological well-being
Create a plan to stay mentally healthy during adolescence

Discuss that understanding the intensity and differentiation of

Emotional Intelligence
the different types of emotions and
how they are expressed
identify ways to communicate and
manage emotions in a healthy manner
emotions may help in communicating emotional expressions
Explore one’s positive and negative emotions and how one
expresses or hides them
Demonstrate and create ways to manage various emotions
nt Plan
Semester: 1st Semester
No. of Hours/Semester: 80 hours/semester
Prerequisites (If needed):

Highest Enabling Strategy to Use in

arning Competencies Highest Thinking Skill to Assess Developing the Highest Thinking Skill to
Assess

KUD KUD Enabling General

Assessment Technique Strategy Teaching Strategy
Classific Beyond Minimum Classific RBT Level
ation ation WW QA PC
Value ones strengths and limitations and how to deal
K D
with others better
Develop his/her unique characteristics, habits, and
U D
experience
D
Organize the relationship among physiological, cognitive,
U psychological, spiritual, and social development to D
understand his/her thoughts, feelings, and behaviors
U Value his/her own thoughts, feelings, and behaviors D

Apply various developmental tasks according to

U D
developmental stage
Compare one’s development with persons of the same
U D
age group

D
 Value the importance of facing the challenges during
U adolescence may able to clarify and manage the D
demands of teen years

Recognize ones stress to help in identifying ways to cope

U D
and have a healthful life

Analize the sources of stress and illustrate the effect of

K U
stress on one’s system

Value the importance of the left and right brain in terms

K U
of ones learning
Apply two types of mind-mapping techniques, each
U suited to right brain- or left brain-dominant thinking D
styles

Value the importance of the concepts of mental health

U and psychological well-being in everyday observations D
about mental health problems during adolescence
K Recognize his/her own vulnerabilities U
D
D

Valuing ones intensity and differentiation of emotions to

U help in communicating emotional expressions D

Value one’s positive and negative emotions and how one

U
expresses or hides them
D