ACTIVITY SHEET
SUBJECT: PERSONAL DEVELOPMENT
COMPETENCY CODE: EsP-PD11/12KO-Ia-1.1 11
ACTIVITY SHEETS
Personal Development – Knowing and Understanding Oneself during Middle and Late
Adolescence
Learning Competencies: Explains that knowing oneself can make a person accept his/her
strengths and limitations and dealing with others better.
Code: EsP-PD11/12KO-Ia-1.1
Objectives:
1. Identify the challenges during middle and late adolescence.
2. Differentiate the challenges during middle and late adolescence.
3. Discover ways on how to manage the demands of teen years.
4. Work on the challenges during adolescence.
ACTIVITY 1 (30 MINUTES) SELF-CONCEPT INVENTORY
Instructions:
Take a look at your own self - concept and answer the following self-concept
inventory in your journal. Give yourself a rating using the scale: 0 = very weak; 1 =
weak; 2 = somewhat weak or somewhat strong; 3 = strong; 4 = very strong
___1. I have strong sex appeal.
___2. I am proud of my physical figure.
___3. I am physically attractive and beautiful/handsome.
___4. I exude with charm and poise.
___5. I am easy to get along with.
___6. I can adjust to different people and different situations.
___7. I am approachable; other people are at ease and comfortable with me.
___8. I am lovable and easy to love.
___9. I am a fast learner, can understand with one instruction.
___10. I am intelligent.
___11. I have special talents and abilities.
___12. I can easily analyze situations and make right judgments.
___13. I can be trusted in any transaction.
___14. I have a clean conscience and carry no guilty feeling.
___15. I have integrity and good reputation.
___16. My friends and classmates can look up to me as a model worth emulating.
___17. I can express my ideas without difficulty.
___18. I talk in a persuasive manner that I can easily get people to accept what I say.
___19. I can express my ideas in writing without difficulty.
___20. I am a good listener.
___21. I am emotionally stable and not easily rattled when faced with trouble.
___22. I am logical and rational in my outlook and decisions.
___23. I feel and act with confidence.
___24. I am a mature person.
Copy this table in your journal. Write your score opposite each number and get the subtotal.
Physical appeal Human Relations Intelligence
1 __________ 5 __________ 9 __________
2 __________ 6 __________ 10 __________
3 __________ 7 __________ 11 __________
4 __________ 8 __________ 12 __________
Subtotal: Subtotal: Subtotal:
Character Communications Maturity
13 __________ 17 __________ 21 __________
14 __________ 18 __________ 22
15 __________ 19 __________ 23
16 __________ 20 __________ 24
Subtotal: Subtotal: Subtotal:
ACTIVITY 2 (20 MINUTES) MY BANNER – THE TREASURE WITHIN ME
Instructions:
In the spaces indicated by numbers, write down the following
1 and 2 two things I do very well
3 and 4 my two greatest achievements in life
5 what in myself am I proudest of
6 my happiest moment
7 positive words that my friends use to describe me
8 a personal goal that I have already achieved
9 three blessings for which I am most thankful to God
10 three of my positive qualities
11 difficulties, challenges and problems that I was able to solve
and overcome
ACTIVITY 3 (30 MINUTES) Journal Reflection from My Banner
Instructions: Write about your banner.
1. What do you consider as your weaknesses, abilities and talents?
2. What are the remedies you will take to improve or compensate for your
weakness?
3. How can you further enrich your assets and strengths?
4. Where and how do you use it to your best advantage?
ACTIVITY SHEET
SUBJECT: PERSONAL DEVELOPMENT
COMPETENCY CODE: EsP-PD11/12KO-Ia-1.2 11
ACTIVITY SHEETS
Personal Development Developing the Whole Person
Learning Competencies: share his/her unique characteristics, habits,and experiences
Code: EsP-PD11/12KO-Ia-1.2
Objectives:
1. Discuss the relationship among physiological, cognitive, psychological, spiritual and
social aspects of development, to understand your thoughts, feelings, and behaviors,
2. Evaluate your own thoughts, feelings and actions, and
3. Show the connection of your thoughts, feelings and actions to actual life situations.
ACTIVITY 1 (30 MINUTES) ASSESS ASPECTS OF YOUR DEVELOPMENT
Instructions:
Draw a large circle on a blank sheet of paper. Divide the circle into 8 segments. In each
segment, write some descriptions of the different aspects of yourself as follows:
1. Physical Self. Describe yourself. Try not to censor any thoughts which come to your
mind. Include descriptions of your height, weight, facial appearance, and quality of skin,
hair and descriptions of body areas such as your neck, chest, waist, legs.
2. Intellectual Self. Include here an assessment of how well you reason and solve
problems, your capacity to learn and create, your general amount of knowledge, your
specific areas of knowledge, wisdom you have acquired, and insights you have.
3. Emotional Self. Write as many words or phrase about typical feelings you have, feelings
you seldom have, feelings you try to avoid, feelings you especially enjoy, feelings from
your past and present, and feelings which are associated with each other.
4. Sensual Self. Write how you feel as a sensual person. What sense do you use most –
sight, hearing, speaking, smelling, touching? How do you feel about the different ways
you take in information - through the eyes, ears, mouth, nose, pores, and skin. In what
ways do you let information in and out of your body?
5. Interactional Self. Include descriptions of your strengths and weaknesses in intimate
relationships and relationships to friends, family, co-students and strangers in social
settings. Describe the strengths and weaknesses which your friends and family have
noticed. Describe what kind of son or daughter, brother or sister you are.
6. Nutritional Self. How do you nourish yourself? What foods do you like and dislike? What
do you like and dislike about these?
7. 7. Contextual Self. Descriptors could be in the areas of maintenance of your living
environment: reaction to light, temperature, space, weather, colors, sound and seasons
and your impact on the environment.
8. Spiritual Self or Life Force. Write words or phrases which tell about how you feel in this
area. This could include your feelings about yourself and organized religion, reactions about
your spiritual connections to others, feelings about your spiritual development and history,
and thought about your metaphysical self. Think about your inner peace and joy. Think
about your spiritual regimen or routine.
ACTIVITY 2 (20 MINUTES) Analyze this … THREE SUCCESS STORIES
1. Can you identify with any of the characters mentioned – Manny, Pia and
Dr. Rose? In what way?
2. What lessons can you learn from the character you have chosen?
3. How would you like your life story to be told?
ACTIVITY 3 (30 MINUTES) Personal Recipe for Success with Reflection
Instructions:
Review the success stories of Manny Pacquiao, Pia Alonzo and Dr.
Rose Zeta-Capeding. What do you think was the recipe for the success of these well-
featured individuals?
Now make your personal recipe for achieving personal goals. Identify your goal
(you may refer to the previous activity of aspects of self-inspired by the success stories)
and break it down into a recipe. Here are two samples of recipes:
RECIPE FOR SUCCESS
INGREDIENTS:
1 TEASPOON OF IDEAS ½ CUP OF GOODWILL
1 PINCH OF POSITIVITY ¾ CUP OF IMAGINATION
1 LB OF LEADERSHIP 2 SPOONFULS OF TEAMWORK
1 CUP OF MARKET VISION 3 TABLESPOONS OF CHALLENGE
AND 1 BAG OF HOPE!
EVALUATION
Personal Assessment of Aspects of Development with Plan of Action
Instructions:
Write about the eight segments of your development. What are the words or
phrases which represent aspects about yourself which you like? What are the items
which you consider to be weaknesses or areas for improvement? What words which are
neutral or factual, such as “5 feet 4 inches tall, 120 pounds”? Do some categories have
more minus than plus areas? The larger proportion of minus to plus areas you have, the
more effort will be needed to achieve positive self-esteem. If the vast majority of your
minus responses are in one or two areas, your self-esteem is likely to be good but has a
few self-estimates which need to be improved. Name some ways in which you can
improve the minus areas and further enhance the positive aspects.
ACTIVITY SHEETS
Personal Development Developmental Stages in Middle and Late Adolescence
Learning Competencies: Evaluate his/her own thoughts, feelings, and behaviors
Code: EsP-PD11/12DWP-Ib-2.2
Objectives:
1. Classify various developmental tasks according to developmental stage,
2. Evaluate your development in comparison with persons of the same age
group, and
3. List ways to become a responsible adolescent prepared for adult life.
ACTIVITY 1 (30 MINUTES) My Personal Timeline with Reflection
Instructions:
Write about your Personal Timeline which you made in class. Answer the following
questions:
1. Is there a ‘center’ or a central theme in your timeline and life? If you will give a title
for your timeline what would it be and why?
2. Identify the turning points in your timeline. What were the thoughts, feelings and
actions that you experienced?
3. Who are/were the most significant people in your life? How did they influence you?
4. What would you change or add, if you could? How would each of these changes or
additions affect your life, or even change its present course?
ACTIVITY 2 (20 MINUTES) WORKSHEET ON DEVELOPMENTAL TASKS OF
BEING IN GRADE 11
Instructions:
Using the Developmental Tasks Summary Table above, assess your own level of
development as a Grade 11 student.
What are the expected What are the expected What are the expected
tasks you have tasks you have partially tasks you have not
successfully accomplished? accomplished?
accomplished?
Processing Questions:
1. Being in Grade 11, what are the developmental tasks expected of you? Rate yourself
from 1-10 (10 as the highest) on whether you have accomplished those expected
tasks.
2. As you are in Grade 11, you are in transition from high school to college, from being an
adolescent to young adult. How do you feel about this transition?
3. Do you think you are ready for this transition which may mean more responsibilities and
greater accountability? If no, what are the expected tasks you need to work on? If yes,
what are the ways to take so you can better plan for the future?
ACTIVITY 3 (30 MINUTES) HOW MINDFUL AM I?
Instructions:
For each of the following situations, decide whether the person followed these
guidelines for mindful speech:
Is what I want to say True?
Is what I want to say Helpful?
Am I the best one to say it?
Is it necessary to say it Now?
Is it Kind to this person and others?
[THINK definition from Mindfulness for Teen Anxiety by Dr. Christopher Willard]
In your journal, for each number, mark √ for yes, X for no, or ? if you’re not sure.
There could be more than one 'correct' answer. The purpose of this activity is to reflect
on the situations and whether you've witnessed or experienced something similar in your
own life.
1. I did really well on an exam. I said to my friends, “I got the top score. What did you
get?”
Did I T.H.I.N.K. before I spoke? ____T H I N K
2. One of my friends was bragging about getting a good score on a test, and I didn't
want to tell him I failed. I said, "Congratulations!" then started talking about something
else.
Did I T.H.I.N.K. before I spoke? ____T H I N K
3. People kept telling me about this strange color Mrs. Jenkins dyed her hair. When I
saw her, I didn't think it looked that bad, so I told her, “Your hair’s not as weird as
everyone says it is.”
Did I T.H.I.N.K. before I spoke? ____T ____H____I____N____K
4. A woman with a big belly was about to enter the building. I told my friend, “We need
to go open the door for that lady. She’s pregnant.”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
5. A boy told his friend to hold the door open for me because I’m pregnant. I said, “Hey,
I’m not pregnant! You sayin’ I’m fat?”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
6. A boy told his friend to hold the door open for me because I’m pregnant. I said,
“Thank you for holding the door, but I’m actually not pregnant.”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
7. I saw a couple of kids cheating on a test. I went up to the teacher after class and told
him what I’d seen.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
8. I saw a girl looking at her phone during a test. I went up to the teacher after class and
told him she was cheating.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
9. I saw Maria’s boyfriend leaving the movie theater with
another girl. I called Maria and said her boyfriend was cheating on her.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
10. I saw Maria’s boyfriend leaving the movie theater with
another girl. I went up to them and said hi, and asked “Where’s Maria tonight?”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
Remember: T.H.I.N.K. Before You Speak. Have Mindful Speech.
EVALUATION: Mindfulness with Reflection
Instructions: Analyze each case on How Mindful Am I? Answer the following questions:
1. Has someone ever asked you a question that you really didn't want to answer? How did
you respond?
2. Have you ever gotten (or given) a “compliment” that really wasn’t a compliment? How
did you feel afterwards?
3. Did you ever do something to be helpful that turned out badly? What happened? What
do you wish had happened?
4. Have you ever caught someone cheating (either on a test or on a boyfriend/girlfriend)?
Did you say anything? Why or why not?
5. Have you ever gotten in trouble because someone caught you cheating (or thought you
were cheating)? What happened? What do you wish had happened?
6. In what other situations have you seen someone T.H.I.N.K. (or not) before speaking?
What happened?
SUBJECT: PERSONAL DEVELOPMENT
COMPETENCY CODE: EsP-PD11/12DWP-Ic-2.3 11
ACTIVITY SHEET
ACTIVITY SHEETS
Personal Development – The Challenges of Middle and Late Adolescence
Learning Competencies: Show the connections between thoughts, feelings, and behaviors in actual
life situations.
Code: EsP-PD11/12DWP-Ic-2.3
Objectives:
1. Discuss how facing the challenges during adolescence, you may able to clarify
and manage the demands of teen years,
2. Express your feelings on the expectations of the significant people around
you, such as your parents, siblings, friends, teachers, community leaders, and
3. Make affirmations that help you become more lovable and capable as
an adolescent.
ACTIVITY 1 (30 MINUTES) Role Play on Challenges of Middle Adolescence
Instructions:
1. Plan a role play on a specific situation in which a developmental challenge of middle
adolescence is seen in your everyday living.
2. Practice your role play with your group mates.
3. Perform your role play in class.
4. Make a report on your group’s brainstorming and performance. Include this report
and the script.
ACTIVITY 3 (30 MINUTES)
Slogan or Personal Declaration on Being Happy
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 your
self-development.
4. Explain your thoughts and feelings about it. Include specific ways in which you
will develop yourself further.
