PERDEV_Q1_Mod3_Why-Am-I-Like-This.pdf

Senior High School Personal Development Quarter 1 – Module 3: Why Am I Like This? Personal Development – Grade 11 Alternative Delivery Mode Quarter 1 – Module 3: Why Am I Like This? 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 Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writer/s: Renee G. Yap Editors: Amalia C. Solis, EPS Reviewers: Hernani D. Patches Jr. / Dr. Richmond Fructuoso B. Salao (Content) Marieta A. Dar (Language) Illustrator: Layout Artist: Management Team: Malcolm S. Garma, Regional Director Genia V. Santos, CLMD Chief Dennis M. Mendoza, Regional EPS In Charge of LRMS Regional ADM Coordinator Maria Magdalena M. Lim, CESO V, Schools Division Superintendent Aida H. Rondilla, CID Chief Lucky S. Carpio, EPS In Charge of LRMS Printed in the Philippines by ________________________ Department of Education – National Capital Region Office Address: ____________________________________________ ____________________________________________ Telefax: ____________________________________________ E-mail Address: ____________________________________________ 11 Personal Development Quarter 1 – Module 3: Why Am I Like This? Introductory Message For the facilitator: Welcome to Personal Development (Quarter 1 – Module 3) Alternative Delivery Mode (ADM) Module on Why Am I Like This? (Development of Adolescents). 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 in 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: Notes to the Teacher This contains helpful tips or strategies that will help you guide 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. 4 For the learner: Welcome to the Personal Development Alternative Delivery Mode (ADM) Module on Why Am I Like This? (Development of Adolescents)! The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with 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. This module has the following parts and corresponding icons: What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module. What I Know 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. What’s In This is a brief drill or review to help you link the current lesson with the previous one. What’s New 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. What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. What’s More 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. What I Have Learned This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson. What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. 5 Assessment This is a task which aims to evaluate your level of mastery in achieving the learning competency. Additional Activities 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. Answer Key This contains answers to all activities in the module. At the end of this module you will also find: References 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 instructions 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! 6 What I Need to Know This module was designed and written with you in mind. It is here to help you master the development that occurs in adolescents. Human life completes its journey through various stages and one of the most vital stages is adolescence. Adolescence is the period of transition from childhood to adulthood and plays a decisive role in the formation of pro-social/anti-social adult. All of us undergo this stage, which poses many challenges and is full of excitement. At the same time, it demands adjustment on many fronts. When we come to this world, we are entirely dependent upon others and gradually learning to be independent. This module will help you understand the nature of adolescence, challenges, and significant tasks faced by adolescents, and some of the adolescents' essential problems. The module is divided into three lessons, namely: Lesson 1 – Development Tasks and Challenges experienced during Adolescence Lesson 2 – Evaluation of an Adolescent’s Development through the Significant People in their lives Lesson 3 – Ways on how to become Capable and Responsible Adolescent prepared for Adult Life Most Essential Learning Competencies: Discuss developmental tasks and challenges experienced during adolescence Evaluate one’s development through the help of significant people around him/her (peers, parents, siblings, friends, teachers, community leaders) Identify ways that help one become capable and responsible adolescent prepared for adult life After going through this module, you are expected to: develop understanding about physical, physiological, and psychological issues related to the processes of growing up; explain the nature of adolescence as a developmental stage; and explain the physical development during adolescence. 7 What I Know Before we go on with the lesson, let us start with a simple activity. This will test what you already know about our topic. PRE-ACTIVITY: Adolescent’s Challenges (Critical-Thinking) Instruction: Identify whether these changes/problems during adolescence is a physical change/problem, emotional change/problem, or behavioral change/problem. Put the number of the problem in their respective tables. 1. Acne is one of the major problems of teenagers. 2. Teenagers tend to feel overly emotional. 3. Teenagers tend to have overwhelming emotions that can lead to impulsive decisions. 4. Body odor becomes evident. 5. Bodily changes result in self-consciousness. 6. Teenagers tend to change their sense of fashion, hairstyle, etc. 8 Lesson Development Tasks and 1 Challenges experienced during Adolescence Adolescence is a period of transition when the individual changes—physically and psychologically—from a child to an adult. It is a period when rapid physiological and psychological changes demand new social roles to take place. Prior to these changes, the adolescents often face a number of crises and dilemmas. It is the period when the child moves from dependency to autonomy. It demands significant adjustment to the physical and social changes. It is a fact that all living beings pass through specific stages or phases of development. Erikson believed that each stage of life is marked by a specific crisis or conflict between competing tendencies. If individuals know how to negotiate each of these hurdles successfully, they can develop in a normal and healthy way of life. During this phase, adolescents must integrate various roles into a consistent self- identity. If they fail to do so, they may experience confusion over who they are. 9 What’s In ACTIVITY 1.1. : Me, Myself, and I (Character, Critical - Thinking, Creativity) Instruction: Draw your lifestyle when you’re still a child and your lifestyle when you’re already an adolescent. Below your drawing, write your characteristics in terms of physical appearance, emotional state, and behavior. What has changed over the years? CHILD SELF ADOLESCENT SELF PHYSICAL EMOTIONAL BEHAVIOR PHYSICAL EMOTIONAL BEHAVIOR Notes to the Teacher Students can visit the website www.habitsforwellbeing.com for understanding the importance of “Knowing yourself”, through habits that can improve sense around and the self. It is a great site for looking answers in the philosophical and psychological understanding the self, especially in this trying times. Note: For learners who are using online platform The learning module emphasizes on the 5-C skills being developed by the learners through the activities – (Communication, Collaboration, Creativity, Critical thinking and Character Building). 10 What’s New Many things change as one undergoes puberty and becomes an adolescent. Activity 1.2. Enumeration (Critical-Thinking, Character) Instruction: Enlist 6 awkward changes that have occurred in your adolescent life. Explain how you managed each one of them Physical changes during Adolescence - At a glance 11 For girls, you might start to see early physical changes from about 10 or 11 years, What is It but they might start as early as 8 years or as old as 13 years. These physical changes during puberty include: development of breast changes in body shape and height growth of pubic and body hair onset of menstruation or monthly period For boys, physical changes usually start at around 11 or 12 years, but they might start as young as 9 years or as old as 14 years. These physical changes include: o growth of the penis and testes (testicles) o changes in body shape and height o erections with ejaculation o growth of body and facial hair o changes in voice. Body Image Concerns It is within the context described above that children and adolescents begin to form their perception of their own bodies – their body image. Body image can be defined as the subjective evaluation of one’s body and appearance (Smolak & Thompson 2009). Related to one’s body and appearance, this comprises thoughts (e.g. “I think I look bad in photographs”), feelings (“I hate the way I look”), as well as perceptions (“I am too fat”). In body image research, a person’s body image is often described in terms of the level of body-esteem (referring to self-esteem in relation to body and appearance) or body dissatisfaction (referring to negative feelings and thoughts about one’s body and appearance) which a person may be experiencing. Nutrition, Health, and Hygiene Nutrition and dietary habits during adolescence Adolescence is a period of rapid physical growth, with a corresponding increase in nutritional requirements to support the increase in body mass and to build up stores of nutrients. The daily intake of nutritional requirements increases according to the following factors: Age: at the beginning of puberty, with the increase of height and at the last stage of adolescence; Gender: adolescent girls require 10% more nutrients, iron and iodine in particular than boys; 12 Pregnancy: during the second half in particular, as well as during the first six months of breastfeeding, it is advised that the first pregnancy after marriage be postponed at least until the girl is over 18 years old because it might not be possible to meet added nutritional requirements, especially among middle income and poor families; and Activities and sports: heavy physical sports in particular such as swimming, running, and ball games Improving the nutrition of adolescents Adolescent nutrition can be improved through several measures including: recognition of the increased nutritional requirements of adolescents; nutritional education for the promotion of healthy dietary habits stated below; adequate diet at specific times; control of excessive indulgence in food, especially those foods high in sugar and fat; minimizing the intake of sweets and snacks between main meals, especially junk food snacks; regular physical exercise to burn excess calories and to strengthen muscles; regular intake of breakfast; use of sugar replacement if prone to obesity; and ensuring that poultry and poultry products, including meat are well-cooked, and clean. Major Health Concerns of Adolescents Obesity: Obesity is a grave nutritional problem for adolescents. It simply means that the energy intake exceeds the amount of energy consumed, and the residual difference accumulates in the body to cause fat. Over consumption of food is the main reason for obesity, specifically foods rich in sugar, starch and fat, like nuts, sweets, chocolate and soft drinks. Snacks and junk foods eaten with or in between meals, and popcorn, pizza and nuts consumed while watching television, also causes obesity. The energy consumed in sports, walking, manual work or physical exercise is usually less than the calorie intake. Anemia: Anemia is the most prevalent nutritional deficiency in the world, affecting no less than two billion people. Primarily caused by iron deficiency, its acute symptoms manifest particularly among adolescent girls. During menarche, teenage girls need 10% more iron than boys of the same age because of blood loss in menstruation. Poor families often fail to provide the extra iron intake needed for these adolescent girls who also have a heavy workload at home. In addition, there is the possibility of sex discrimination in interfamilial food distribution in some families with girls having a smaller share than boys. Iodine deficiency: Iodine is a basic life element for humans. Iodine deficiency leads to goiter, abortion and mental retardation. Deficiency means a severe lack of nutrition needed that might have a pathological effect. The need for iodine increases during adolescence. 13 Depression: The term “depression” is often used in daily conversation to refer to bouts of sadness, moodiness or disappointment that last for a few days. However, this is not depression, which is a specific clinically recognized condition diagnosed by psychologists or psychiatrists. Sexually Transmitted Diseases (STDs): The lifestyles adopted by adolescents and youth will largely decide their risks of having sexually transmitted disease and HIV infection. It must be understood that these age groups are vulnerable to such infections. For example, ages from 20 to 24 usually have the highest incidence of HIV infection followed by those from 15 to 19 years of age. Examples for STDs: Syphilis (spirochete), Hepatitis B (virus), Herpes (virus), HIV (virus), AIDS (disease), Trichomoniasis vaginitis (flagellar), Genital warts (virus) and Chlamydia infection (intracellular organisms). Adolescence is a time to build on these basics Good hygiene habits in childhood are a great foundation for good hygiene in the teenage years. And if you’ve got open, honest communication with your child, it’ll make it easier to talk about the personal hygiene issues that come up in adolescence. Why good personal hygiene matters? Keeping your body clean is an important part of staying healthy. The simple act of washing hands before eating and after using the toilet is a proven and effective tool in fighting germs to avoid sickness. Being clean and well-presented is also an important part of gaining confidence for teenagers. Helping adolescent child with the basics of personal hygiene: Body odor: When children reach puberty, a sweat gland in their armpit and genital area develops. Regular changing of underwear and other clothes worn next to the skin is especially important. These clothes collect all sorts of stuff that bacteria love to eat, including dead skin cells, sweat and body fluids. That’s why they get smelly. The onset of puberty is also a good time for your child to start using anti-perspirant deodorant. You can encourage your child to do this by letting her choose her own. Smelly feet: Smelly feet and shoes can also be a problem, whether you are sporty or not. One can avoid this by giving your feet extra attention while taking a shower, and making sure they are completely dry before putting your socks and shoes on. It is a good idea to alternate your shoes and to wear cotton socks instead of those made of synthetic fibers. Dental hygiene: Brushing teeth twice a day, flossing and going to the dentist regularly are vital to avoid bad breath, gum problems and tooth decay. Girls: Although all teenagers have the same basic hygiene issues, girls will be needing help to manage their monthly periods. Adolescent girls should be told to change their pads more often as well as to dispose these used pads hygienically. Teenagers do need extra time in the bathroom. While teenagers are learning to shave or to handle their periods, these hygiene activities might take a bit longer. Boys: Boys will need advice about shaving (how to do it and when to start), looking after their genitals, and about bodily fluids. Special Needs: Young people with special needs are likely be needing extra support with their personal hygiene. When you are thinking about how to discuss 14 hygiene to a child with special needs, his/her learning ability and style might be a factor. You may consider breaking the hygiene tasks (such as showering, shaving, using deodorant and cleaning teeth) into small steps. This way, they might be easier for adolescent to learn. Start early - before puberty: If you keep reinforcing messages about personal hygiene, most adolescent will get there in the end. What’s More Activity 1.3. Comic Story (Creativity, Character) Instruction: Using the incomplete figures in each box, draw something that comes into your mind. Once you completed drawing the 6 figures you’ve created, make a comic story about it which tackles the lesson that was discussed. Make it as creative as possible. What I Have Learned 15 Activity 1.4. Story making (Creativity, Critical-Thinking, Character) Let us reflect on what you have learned! Instruction: Using the keywords below, create a story about an adolescent character that experiences a certain challenge and how the character overcome that challenge. 16 What I Can Do Essay Instruction: Write an essay about the question “What solutions will you suggest for adolescents to overcome these challenges?”. 17 Assessment Let’s see what you have remembered! Instruction: FILL IN THE BLANKS. Write your answer on the space provided. 1. The daily intake of nutritional requirements increases according to the following factors: AGE, PREGNANCY, GENDER, and ______________. 2. ________ is caused primarily by iron deficiency and manifested by acute symptoms. 3. ______________ can be defined as the subjective evaluation of one’s body and appearance that comprise thoughts, feelings, and perceptions related to the body’s appearance. 4. Growth of pubic and body hair occurs during _____________. 5. Adolescence is a period of rapid physical __________ , with corresponding increase needs in nutritional requirements to support the increase in body mass and to build up stores of nutrients. Evaluation of an Lesson Adolescent’s Development 2 through the Significant People in their Lives Society plays a huge role in molding teens’ behavior, character, and attitude. It determines how they see other people, their general outlook, and their ethics. Parents, and other family members, can also influence all these things, but the things that will remain with the kids for the long term are learned from society. Now society comprises of a lot of different things that include media, neighborhood, laws, and school. 18 What I Know Before we go on with the lesson, let’s start with a simple activity. This will test what you already know about our topic. PRE-ACTIVITY: Draw that Scenario! (Creativity, Character) Instruction: Draw a scenario wherein it answers the question “How do the people around you affect your life?” Make it as creative as possible. What’s In POEM ON HOW TEENAGERS’ LIFE MIGHT BE LIKE This poem might give you a wider perspective on how adolescents mature and grow. “The Teenage Years” by: Sarah Gray We learn from our mistakes, Not breaking means you’re strong. from the wrong turns we take, You’d know where you went wrong, from the fake friends we make, as if you weren’t waiting so long and from the times we almost break. to explain yourself, but stay strong. Our mistakes help us grow, but at the time, we didn’t know. So here’s the liars and traitors, We didn’t want our weakness to show. all the wannabes and haters, At the time, we couldn’t let them know. learning from our mistakes, and learning to spot the fakes. Our fake friends were there but they didn’t actually care. Here’s to being a teen, Our secrets they would share, Live it up, ‘cause we’re living the and now as they pass, they just stare. dream. 19 What’s New Music can have many social psychological impacts and meanings for people at different periods of their development (Hargreaves, 1986; McPherson, 2006; North & Hargreaves, 2008). Music is a resource of considerable intellectual, artistic, cultural, technological, and economic breadth and depth. Young people, mainly, devote most of their time and money to music listening (Roberts, Henriksen, & Foehr, 2009). Listening to music is thus particularly essential and ubiquitous in the contemporary lives of media-socializing and multi-tasking adolescents (Brown & Bobkowski, 2011; Roberts et al., 2009). Activity 2.1. Substitute the lyrics (Creativity, Critical-Thinking) Instruction: Substitute the lyrics of any song. Make the lyrics a story about an adolescent being affected by the society. It should tackle the impact of peers and family on the development of an adolescent. PEERS 20 Social and emotional maturity is intertwined. What is It As teens’ emotional maturity increases, their relationships with their peers change as they become more vulnerable and emotionally intimate. This increased vulnerability and intimacy require greater trust among peers. Thus, during the adolescent years, teen peer groups become increasingly crucial as they experience closeness in these friendships resulting in more gratifying relationships. Nowadays, teens turn to their friends for help; instead of their families as the first line of support during times of worry or upset. This increased reliance on friendships is yet another way for teens to demonstrate their growing independence. Teens modify their behavior, activities, etc. to be accepted by a peer group. Since acceptance by a peer group becomes essential, teens modify their speech, dress, behavior, choices, and activities to become more similar to their peers. This increased similarity among peers provides them a sense of security and affirms their acceptance into their chosen peer group. The developmental theorist Erik Erickson described this developmental step as a crisis of identity vs. identity confusion. When teens modify their choices or behavior in order to conform to what their friends are doing, they are adapting to peer pressure. Peer pressure is often associated with adverse outcomes such as skipping school, wearing distasteful clothing, or drinking alcohol, and using drugs. However, many parents do not recognize that peer pressure may also have a positive influence. Because of advanced cognitive and emotional maturity, teens can now encourage each other to make wise decisions and discourage them from making wrong choices. Since it is vital for youth to "fit in" with their peer group, they may also decide to participate in the same hobbies or activities as their friends. Doing so will enable them to spend more time together and to bond over shared experiences. In general, teens will gravitate toward peer groups with whom they share common interests and activities, similar cultural backgrounds, or simply a similar outlook on life. Nevertheless, as teens experiment with their identity, they may be attracted to peer groups with very different interests. In summary, during adolescence, the number of close friendships decline, but the quality of these relationships becomes more vulnerable, trusting, and intimate. Meanwhile, the number of casual acquaintances continues to rise, as youths' social networks expand due to sophisticated communication technologies, new recreational and social activities, new educational experiences, and employment. FAMILY Role of Family in Adolescent’s Development 21 Developmental theories view adolescence as a period of growth in which identity formation is addressed. This view means that the family's role is lessened or that family has only a limited role in the lives of young people at this time. However, research shows that ongoing positive family connections are protective factors against a range of health risk behaviors. Although the nature of relationships is changing, the continuity of family connections and a secure emotional base is crucial for the positive development of young people. Family is still important. It is typical for young people to begin to think for themselves and question aspects of their lives and family relationships. These changes may mean times of anger and frustration leveled at the family, but majority of circumstances proved that these feelings are likely to be temporary or circumstantial. Adolescents are moving towards becoming independent physically, emotionally and cognitively, and yet they are still growing. Young people require stability in a home or environment, where they may get a secure emotional base from which to explore and experience the world. This sense of security provides them with somewhere to come back to for reassurance, support, and unconditional love, particularly during tough times. A young person benefits from expectations of respect, consideration, and reciprocity in family relationships. They still benefit from 'trying out' thoughts, feelings, and behaviors within the family environment, and from observing and experiencing relationships within families. There will still be times when they fall, yet they will benefit from understanding and support to pick them up. Changing role of parents A parent's relationship and caring role with a young person continues to be vital, although the relationship will need to be flexible to adapt to the teenager's changing needs. At this time, there will need to be a gradual change from a more authoritative approach, to a more collaborative approach. Parents need to face the (painful) reality that their child is no longer a child, is becoming independent, and is no longer within their control. They may feel distressed as they perceive that the young person will not listen to them, or does the opposite of what they may suggest. They may have to watch their young person disregard the things they taught them were necessary, such as ways to look after their health, or their future goals (as the parent envisaged it). Parents have to learn to ‘let go,’ not of the relationship, but their dreams for the young person. This may include their full authority over young people so that they may allow them to develop their own dreams and greater self- responsibility. 22 What’s More Activity 2.2. SYMBOL + ACROSTIC POEM (Critical-Thinking, Creativity) Instruction: Draw a symbol that depicts the lesson discussed. Explain it by creating an acrostic poem for the word “ADOLESCENCE”. SYMBOL: ACROSTIC POEM: A D O L E S C E N C E 23 What I Have Learned Let us reflect on what you have learned! Activity 2.3. Substitute the lyrics (Critical-Thinking, Creativity) Substitute the lyrics of any song (chorus part). Make it related about the lesson discussed. What I Can Do Activity 2.4. Enumeration (Critical-Thinking) Who are those people that you think has affected you in your development as an adolescent? List 2 people and explain why. 24 Assessment Let’s see what you have remembered! Instruction: TRUE OR FALSE. Write the word TRUE if the statement is correct. Otherwise, write FALSE. _________ 1. Social and emotional maturity is intertwined because an adolescent’s peers are affected by his/her emotional situations. _________ 2. Peer pressure is the reason why teens modify their behavior, activities, etc. just to be accepted in a group. _________ 3. The role of family, especially parents in adolescent’s development is to guide them and help them adapt to their changing needs. _________ 4. The importance of family to an adolescent becomes less for they become more independent as they grow older. _________ 5. Adolescents can easily adapt to the changes in their lives by themselves for they are more independent than before. Lesson Ways on how to become Capable and 3 Responsible Adolescent prepared for Adult Life Be responsible and make good choices. Becoming responsible and being able to make good choices are fundamental traits, no matter what developmental stage you are. It holds true for adolescents especially that they are just beginning to internalize and imbibe virtues, values, and other essential qualities. 25 What I Know Before you go on with the lesson, let us start with a simple activity. This will test what you already know about our topic. Instruction: List down all the things you have done that you think can help you in your adult life. Do you think these things you have done will make you ready for your adult life? Let’s find out in this lesson. 26 What’s In Music has a big part of a teenager’s life. Music helps teens safely, explore ideas and emotions, and express themselves without words. Exposure to positive influences through music can help teens learn coping mechanisms and appropriate responses to stressful situations. Music also helps teens connect social groups and gain a feeling of belonging Here is a song that encases a person; that time moves faster when one gets older. So be prepared for it so that you will have an amazing adult life. “Time” by: Pink Floyd Ticking away the moments that make up a Hanging on in quiet desperation is the dull day English way Fritter and waste the hours in an offhand The time is gone, the song is over, way. Thought I'd something more to say. Kicking around on a piece of ground in Home your home town Home again Waiting for someone or something to show I like to be here you the way. When I can Tired of lying in the sunshine staying home When I come home to watch the rain. Cold and tired You are young and life is long and there is It's good to warm my bones time to kill today. Beside the fire And then one day you find ten years have Far away got behind you. Across the field No one told you when to run, you missed Tolling on the iron bell the starting gun. Calls the faithful to their knees So you run and you run to catch up with To hear the softly spoken magic spell the sun but it's sinking Racing around to come up behind you again. The sun is the same in a relative way but you're older, Shorter of breath and one day closer to death. Every year is getting shorter never seem to find the time. Plans that either come to naught or half a page of scribbled lines 27 What’s New Activity 3.1. Enumeration (Critical-Thinking, Character) Instruction: List down all your improved qualities you acquired during your adolescent life. Explain how it may help you in preparing for adult life. Treat “difficulties” as “challenges” 28 It may not be easy to be a teenager. There may be lots of things going on in various facets of their lives. What is It The demands and expectations of their parents and other people around them can also be stressful. However, the good news is, they can treat these “difficulties” as “challenges,” which can make their lives exciting. Having that mindset is also an indication of becoming a responsible and mentally mature adolescent. 8 simple rules which could help teenagers become a responsible adolescent prepared for adult life: 1. Focus on your studies and do well in all your endeavors. There is a time for everything. 2. Take care of your health and hygiene. Healthy body and mind are important as you journey through adolescence. 3. Establish good communication and relation with your parents or guardian. Listen to them. Though this may be easier said than done at this stage, but creating good relationship with them will do you good as they are the ones you can lean on especially in times of trouble. 4. Think a lot before doing something. Evaluate probable consequences before acting. Practice self-control and self-discipline. 5. Choose to do the right thing. There are plenty of situations in which it is better to use your mind rather than your heart. 6. Do your best to resist temptations, bad acts, and earthly pleasures and commit to being a responsible adolescent. 7. Respect yourself. You are an adult in the making. Do not let your teenage hormones get into you. If you respect yourself, others will respect you too. 8. Be prepared to be answerable or accountable for your actions and behavior. It is part of growing up in becoming an adult. Ease the transition from being an adolescent to being an adult by practicing essential skills while you’re still at home. While still at home, you can help ease the transition by practicing essential skills, like proper management of time and money. To manage time well, always try to be punctual when meeting friends and family, as this shows respect for their time. To become skilled at managing your money, start by learning to budget. You can make this easier by downloading a budget app onto your smartphone. Input all your expenses and bill payments, to keep track of your spending and savings. Once you gain confidence with your budgeting and time skills, gradually work toward becoming independent from your family by setting goals like getting work. What’s More 29 Activity 3.2. Poem (Creativity, Critical-Thinking) Instruction: Create a poem to encourage adolescents prepare for their adult lives. It must consist of: 4 stanzas with 4 lines each. What I Have Learned Let’s reflect on what you have learned! Activity 3.3. Concept Map (Creativity, Critical-Thinking) Instruction: Create a concept map about the ideas you have learned in this lesson. What I Can Do There are many things to consider for an adolescent for him/her to be ready to become an adult. Activity 3.4. Enumeration (Critical-Thinking) Instruction: Suppose that you are an adolescent (near to being an adult), what preparations will you do? List 4 and explain each. Assessment 30 Let’s see what you have remembered! Instruction: Answer the following questions. Write your answer on the space provided. 1. Why do you have to make good choices when you are preparing for adult life? 2. What does “Treat difficulties as challenges” mean? Explain. 3. Explain each of the 8 simple rules which could help teenagers become a responsible adolescent prepared for adult life in one sentence. a. b. c. d. e. f. g. h. 4. How will you ease the transition of being an adolescent into becoming an adult? RUBRICS FOR CHECKING (ASSESSMENT) NUMBER POINTS 1 3 5 1 The answer is not The answer is The answer is clearly understandable. The understandable. The conveyed. The student student wasn’t able to student didn’t meet the is able to give 3 ex. or give any example. req. to give at least 3 ex. more. each. 2 The answer is not The answer is The answer is clearly understandable. It is understandable. It is conveyed. It is explained badly. explained decently. explained impressively. 3 The student explained The student explained The student explained only three of the 8 only six of the 8 simple all the 8 simple rules simple rules which rules which could help which could help could help teenagers teenagers become a teenagers become a become a responsible responsible adolescent responsible adolescent adolescent prepared for prepared for adult life. prepared for adult life. adult life. 4 The answer is not The answer is The answer is clearly understandable. It is understandable. It is conveyed. It is explained badly. explained decently. explained impressively. Additional Activity ADDITIONAL ACTIVITY: Portfolio (Creativity, Critical-Thinking) 31 Instruction: Create a portfolio regarding all the topics discussed. The portfolio that you will be creating should consist of 5 pages which include: COVER PAGE CONTENT (PICTURES W/ EXPLANATION) CONTENT (PICTURES W/ EXPLANATION) CONTENT (PICTURES W/ EXPLANATION) REFLECTIVE ESSAY 32 33 LESSON 2 - What I Know What’s More Assessment EXAMPLE: Use your creative mind in 1. FALSE You drew a scenario making a symbol. After that, 2. TRUE wherein violence is explain it by creating an 3. TRUE abundant around you. In acrostic poem. 4. FALSE this case, it may reflect on 5. FALSE your actions on a daily basis. LESSON 1 - What I Know What’s More Assessment 1. PHYSICAL EXAMPLE: 1. ACTIVITIES AND SPORTS 2. EMOTIONAL 2. Anemia 3. BEHAVIORAL You formed a child turning 3. Body Image 4. PHYSICAL into an adult using those 4. puberty 5. EMOTIONAL figures. It can depict the 5. growth 6. BEHAVIORAL physical development of adolescents. Answer Key 4. Stated in the lesson. explain the rules. his/her own words to 3. The student must use stronger. to face for you to become as challenges that you need poem about the lesson. Being able to cook 2. You must take difficulties him to write a meaningful EXAMPLE: successful life, etc. his/her creative mind for personal belief. 1. In order for you to have a The student must use The student may state their Assessment What’s More What I Know - LESSON 3 RUBRICS FOR CHECKING (PORTFOLIO) 4 7 10 POINTS CREATIVITY The design is dull. It is creatively made. The output is great. The output isn’t The design is decent. The design is pleasing attractive to look at. to the eye. CLEANLINESS It isn’t pleasing to the It looks good at first The portfolio is neat eye. The output sight. There is some and is nice to look at. doesn’t look neat. noticeable unclean parts. CONTENT The content is not The content is The content is clearly understandable. The understandable. The conveyed. The words words used aren’t words used are used are impressive. appropriate. decent. TOTAL 34 References 1. Anxiety Disorders in Children and 10. Holmqvist, K. et.al. Body image and Adolescents - Fact Sheet, retrieved child well-being. http://www.case.edu/ from artsci/anth/ documents/ http://www.nimh.nih.gov/health/publicatio Bodyimageandchildwell-beingINPRESS.pdf ns/anxiety-disorders-in-children- and- 11. adolescents/index.shtml http://paulkuehn.hubpages.com/hub/Teachin 2. Anxiety disorders in g-Moral-Values-in-School-A- Necessary-Part-of- teenagers, retrieved from the-Curriculum http://raisingchildren.net.au/articles/anxiet 12. http://www.adaa.org/living-with- y_disorders_teenagers.html anxiety/children/childhood-anxiety- disorders 3. Ayodele, K.O., Fostering Adolescents’ guidelines/interpersonal_relationships.php Interpersonal Behaviour: an Empirical 13. Ways to Become a Responsible Adolescent Assessment of Enhanced Thinking Skills and for Adult Life, retrieved from Social Skills Training. retrieved from https://ourhappyschool.com/social- www.ajol.info/index.php/ejc/article/downlo sciences/ways-become-responsible-adolescent- ad/72725/61641 prepared-adult-life 4. Barry, T.D., Aggression in 14. Omran, A.R. & Hafez, G.A. (2001). adolescents: strategies for parents and Health education for adolescent girls. Cairo: educators. WHO. retrieved from Helping Children at Home and School II: http://applications.emro.who.int/dsaf/dsa722. Handouts for Families and Educators. pdf retrieved from 15. Role of Family in Adolescent Development, http://www.nasponline.org/ retrieved from resources/principals/nasp_ aggression.pdf http://www.strongbonds.jss.org.au/workers/fa 5. Bull, N.J. (1973) Moral Education. Great milies/role.html Britain; Redwood Press 16. Sharma, J. Moral Values 6. Fact Sheet on Youth Among Adolescents., retrieved from Reproductive Health Policy Gender- http://www.dailyexcelsior.com/moral-values- Based Violence., November 2009., among-adolescents/ Health Policy Initiative of USAID., 17. Understanding Violent Behaviour In retrieved from Children and Adolescents., American http://www.healthpolicyinitiative.com/Publi Academy of Child and cations/Documents/974_1_GBV_FI Adolescent Psychiatry., retrieved NAL_acc.pdf from http://www.aacap.org 7. Gender-Based 18. Thamarasseri, I. (2015). Adolescence Violence., retrieved Education. New Delhi: Dominant from Publishers & Distributors (P) Ltd. http://www.open.edu/openlearnworks/mod 19. Walker, J. (2005). Adolescent /oucontent/view.php?id=67 Stress and Depression. retrieved from 8. Heise, L., M. Ellsberg, and M. http://www.extension.umn.edu/youth/researc Gottemoeller. 1999. “Ending Violence h/adolescent-stress-and- depression/ against Women.” Population Reports 20. https://www.gracepointwellness.org/1310- XXVII (Series L, Number 11). Available child-development-theory-adolescence-12- at: 24/article/41168-teens-and-peer-relationships www.infoforhealth.org/pr/l11/violence.pdf (accessed October 14, 2009). 9. Helping teenagers build personal hygiene habits, retrieved from http://raisingchildren.net.au/articles/hygie ne.html For inquiries or feedback, please write or call: Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985 35 Email Address: [email protected] * [email protected]

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