Personal Development Grade 11 module and Learning Activity Sheet PDF

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Senior High SchoolPersonalityDevelopmentQuarter 2 – Module 3:Social Relationships in Middle andLate AdolescenceWriter: Editor:Reviewers:Layout Artists:Management Team:Development Team of the Module Annie P. Francisco Robinson B. Valenzona Fernebert L. Ganiban Angelica M. Burayag PhD Ann Christian An...

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Senior High School

Personality Developme nt Quarter 2 – Module 3: Social Relationships in Middle and Late Adolescence

Personality Development – Grade 11 Alternative Delivery Mode Quarter 2 – Module 3: Social Relationships in Middle and Late Adolescence First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Nicolas T. Capulong PhD, CESO V Ronilo AJ K. Firmo PhD, CESO V Librada M. Rubio PhD Development Team of the Module Annie P. Francisco Robinson B. Valenzona Fernebert L. Ganiban Angelica Writer: Editor:M. Burayag PhD Ann Christian Ann Lisa Lepasana Agnes P. Baluyot Cristoni A. Macaraeg Jay Ahr Sison Kristian Marquez Nicolas T. Capulong PhD, CESO V Librada M. Rubio PhD Reviewers: Angelica M. Burayag PhD Ma. Editha R. Caparas PhD Nestor P. Nuesca EdD Ramil G. Ilustre PhD Larry B. Espiritu PhD Rodolfo A. Dizon PhD Nelie D. Sacman PhD

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Management Team:

Printed in the Philippines by Department of Education – Region III Office Address: Matalino St. D. M. Government Center, Maimpis, City of San Fernando (P) Telphone Number: (045) 598-8580 to 89 E-mail Address:[email protected]

Senior High School

Personality Developme nt Quarter 2 – Module 3: Social Relationships in Middle and Late Adolescence

Introductory Message For the learners: This module will let you understand the different parts of the brain, its purposes, and functions. It will help you to identify ways to improve brain functions which will be manifested in thoughts, behavior, and feelings. This module is designed to provide you fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. For the facilitator: Welcome to the Personality Development / Grade 11 Alternative Delivery Mode (ADM) Module Social Relationships in Middle and Late Adolescence! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module:

Not est ot heTeacher This contains helpful tips or strategies that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. This module has the following parts and corresponding icons: WhatINeedt o Know

This will give you an idea of the skills or competencies you are expected to learn in the module.

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WhatIKnow

What ’ sI n

This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. This is a brief drill or review to help you link the current lesson with the previous one.

What ’ sNew

In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation.

Whati sI t

This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills.

What ’ sMor e

This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module.

WhatIHave Learned

This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson.

WhatICanDo

This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns.

Assessment

This is a task which aims to evaluate your level of mastery in achieving the learning competency.

Addi t i onal Act i vi t i es

In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts.

AnswerKey

This contains answers to all activities in the module.

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At the end of this module you will also find: Ref er ences

This is a list of all sources used in developing this module.

The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it!

WhatINeedt oKnow This module was designed and written with you in mind. It is here to helping you to develop as well-rounded individuals. The scope of this module permits may be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. After going through this module, you are expected to: 1. compare one’s perception of himself/herself and how others see him/her; 2. conduct a mini-survey on Filipino relationships (family, school, community); and, 3. identify the different roles of leaders and followers in society.

WhatIKnow Not est ot heTeacher The learners may complete the activity at their home, discuss the answers during videoconferencing and/or during chat sessions.

Directions: Test your knowledge below by choosing the best answer in each question. Write the letter of your choice in a sheet of paper. 1. What is a kind of relationship being applied wherein the people interact within each other to established a better society? a. Intimate relationships b. Personal relationships c. Social relationships d. Virtual relationships 2. The following are the basic social institutions in the society, EXCEPT: a. Community b. Family c. School d. Social media 3. What is the most basic unit of a society? a. Community b. Family c. People d. Social media 4. This is our ability to see, hear, or become aware of something through the senses. a. Beliefs b. Biases c. Opinions d. Perception 5. This is a place that people are living in and most of the social activities are happening. a. Community b. Family c. People d. Social media

6. This is usually the people who guides people in the community or society for the betterment of social regulations or relationships. a. Followers b. Leaders c. Teachers d. Priests 7. What do you call to a group of people adhering certain causes or activities? a. Followers b. Leaders c. Teachers d. Priests 8. Aljade and Helen arguing has different ideas about their classroom activities. Kyrel, the class president, listen and consider carefully the ideas of the two students. What is the type of leader Kyrel can be categorized as she listens deeply to others and empathizes with people around her? a. Emphatic leader b. Good leader c. Kind leader d. Servant leader 9. Rolando Waing is the ambassador for goodness will of their school. He always identifies the needs of his fellow students and come up with possible solutions of it to build a better school community. What is the type of leader who works for other people’s interests and not for his own self-interests? a. Ethical leader b. Good leader c. Kind leader d. Servant leader 10. This is a part of civic responsibility by doing good things within our community. a. Community Activity b. Community Mass work c. School Activity d. School mass work

Lesso n

Social Relationships in Middle and Late Adolescence

1 As you have known from now, the relationships adolescents have with their peers, family, and members of their social sphere play a vital role in their development. Adolescence is a crucial period in social development as adolescent can be easily swayed by their close relationships. With this, this lesson will guide you how to decide for yourself and how to relate yourself from the others and of course within your community, and the society as well.

What ’ sI n This is Me Directions: Complete the table below by identifying what you see about yourself, what you hear about other’s opinion about you, and what you tell yourself you are.

WHAT I SEE

WHAT I HEAR

WHAT I TELL

This is Where I live, What I do, What We do Directions: Complete the table below by writing the details of where do you live, what you usually are doing as a member of your community, and what your neighbors or members of your community doing for the betterment of your community.

Where I Live

What I Do

What We Do

What ’ sNew In every social relationship, there is always someone who leads and there are followers. Also, within the family oftentimes your parents have the authority in the house that you need to follow. Imagine having no definite rules and regulations what will happen inside your home, community, and in our society as well. Direction: Identify what are the characteristics of a good leader and followers by providing short descriptions on what they should always think, feel, act, and behave. Therefore, a good leader is…

Therefore, a good follower is…

The relationships adolescents have with their peers, family, and members of their social sphere play a vital role in their development. Adolescence is a crucial

period in social development, as adolescents can be easily swayed by their close relationships. There are four main types of relationships that influence an adolescent: parents, peers, community, and society. Thus, as they growing up they become more involved in community activities that test their leadership capabilities and also if they truly adhere following the laws. This what this lesson will focus and discuss. Parental Relationships When children go through puberty , there is often a significant increase in parent-child conflict and a decrease in cohesive familial bonding. Arguments often concern new issues of control, such as curfew, acceptable clothing, and the right to privacy. Parent-adolescent disagreement also increases as friends demonstrate a greater impact on the child; this is especially true when parents do not approve of new friends' values or behavior. While adolescents strive for freedom, the unknowns can be frightening for parents. Although conflicts between children and parents increase during adolescence, they are often related to relatively minor issues; regarding more important life issues, many adolescents will still share the same attitudes and values as their parents. Adolescents who have a good relationship with their parents are less likely to engage in various risky behaviors, such as smoking, drinking, fighting, and/or unprotected sex. Peer Relationships As adolescents work to form their identities, they pull away from their parents, and the peer group becomes very important. The level of influence that peers can have over an adolescent makes these relationships particularly important in personal development. As children begin to create bonds with various people, they start to form friendships; high quality friendships may enhance your development regardless of the particular characteristics of those friends. Peer groups offer members of the group the opportunity to develop social skills such as empathy, sharing, and leadership. Peer groups can have positive influences on an individual, such as academic motivation and performance; however, they can also have negative influences, such as peer pressure to engage in drug use, drinking, vandalism, stealing, or other risky behavior. Susceptibility to peer pressure increases during early adolescence, and while peers may facilitate positive social development for one another, they may also hinder it.

Community, Society, and Culture There are certain characteristics of adolescent development that are more rooted in culture than in human biology or cognitive structures. Culture is learned and socially shared, and it affects all aspects of an individual's life. Social responsibilities, sexual expression, and belief-system development, for instance, are all likely to vary based on culture. Furthermore, many distinguishing characteristics of an individual (such as dress, employment, recreation, and language) are all products of culture. The lifestyle of an adolescent in a given culture is also profoundly shaped by the roles and responsibilities he or she is expected to assume. Adolescents begin to develop unique belief systems through their interaction with social, familial, and cultural environments. These belief systems encompass everything from religion and spirituality to gender, sexuality, work ethics, and politics. Community activities and civic responsibility Community activity is part of ‘civic responsibility’. It’s about doing things in our community because we want to give back to our communities, or help others, rather than because we have to by law. a. Role models By getting involved with community activities, you can come into contact with like-minded peers and positive adult role models other than their parents. Interacting and cooperating with other enable you to see the world in different ways. b. Identity and connection Young people are busy working out who they are and where they fit in the world. Being involved in community activities can give you a positive way of understanding who you are. As a result, you might come to see yourself as helpful, generous, political or just a ‘good’ person in general. c. Skills Community activities give you the chance to apply the skills you already have. Volunteer work and community activities are also great opportunities to show initiative and develop skills to get a job. d. Self-confidence, mental health and wellbeing Community activities can boost your self-confidence and self-esteem. You can learn to deal with challenges, communicate with different people and build up her life skills in a supportive environment. Personal Leadership and applying it in your social relationship with others While the idea of servant leadership goes back at least two thousand years, the modern servant leadership movement was launched by Robert K. Greenleaf in 1970 with the publication of his classic essay, The Servant as Leader. It was in that essay that he coined the words "servant-leader" and "servant leadership." Greenleaf defined the servant-leader as follows:

"The servant-leader is servant first... It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead. That person is sharply different from one who is leader first, perhaps because of the need to assuage an unusual power drive or to acquire material possessions...The leader-first and the servant-first are two extreme types. Between them there are shadings and blends that are part of the infinite variety of human nature." "The difference manifests itself in the care taken by the servant-first to make sure that other people's highest priority needs are being served. The best test, and difficult to administer, is: Do those served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? And, what is the effect on the least privileged in society? Will they benefit or at least not be further deprived?" Robert Greenleaf described a philosophy, not a theory. However, based on the views of a number of scholars, the elements that are most unique to servant leadership compared with other theories are: (1) the moral component, not only in terms of the personal morality and integrity of the servant-leader, but also in terms of the way in which a servantleader encourages enhanced moral reasoning among his or her followers, who can therefore test the moral basis of the servant-leader's visions and organizational goals; (2) the focus on serving followers for their own good, not just the good of the organization, and forming long-term relationships with followers, encouraging their growth and development so that over time they may reach their fullest potential; (3) concern with the success of all stakeholders, broadly defined— employees, customers, business partners, communities, and society as a whole— including those who are the least privileged; and, (4) self-reflection, as a counter to the leader's hubris.

What ’ sMor e True or False A. Directions: Write True if the statement is correct, if otherwise, write False. Write your answer on a separate bond paper. 1. Leaders can follow their whims and fancies. 2. As a president of their classroom, Aljade Agustin didn’t listen to all of his classmates’ suggestions about beautification of their room. He thinks he is the only one knows how to do it and as a leader only his opinion is valid. Therefore, Aljade possesses a good characteristic of a leader. 3. Renz Balangatan is a new elected president of School System Governance. He is handsome and that is a sole reason why many of the students voted

him for the position despite of his lack of plans about school improvements. Having a handsome face is one of the considerations to choose a good leader. 4. The barangay captain in your community has transparency board and always following proper protocol in all transactions. He is a good leader because he follows ethical principles and standards. 5. Leaders should always be accountable in all of their actions. If there are mistakes in all of their undertakings, they have accepted it as their mistakes and provide an appropriate action to make it right immediately. 6. Leaders are ready to serve others. They are not selective and provided harmonious relationship with everyone. 7. Peers is the most influential group of people for your social development. 8. School and community have no rules and regulations to follow. 9. Parental relationship is too toxic among the youth nowadays. 10. One’s self-perception affects human social relationships.

My Social Group B. Directions: Write about one of your social ...