In this module, the learner will demonstrate the skill and task appropriate for

middle and late adolescence, and preparatory to early adulthood.

MOST ESSENTIAL LEARNING COMPETENCIES:
The organization of each module is composed of the following:
1. Classify various developmental task according to
 LESSONS AND COVERAGE developmental stages
 MOST ESSENTIAL LEARNING COMPETENCIES  2. Evaluate one’s development in comparison with persons of
 “ WHAT I KNOW”—PRE-ASSESSMENT  the same age group
3. List ways to become a responsible adolescent prepared for
 FIRST MOVE—this is known as the Activating Prior Knowledge which adult life.
determines students’ learning on the previous grade level lessons. This is a
short activity to determine how far they have known and understood the
recent topic .It is sometimes an eye opener leading to the understanding of
the text.
 INTRODUCTION- This is a brief introductory part about the topic. It gives a
bird’s eye view of what will transpire in the lesson.
MODULE 3
 CONTENT- contains the topic
 SKILLS ENRICHMENT ( EXERCISES/ ACTIVITIES )
 DRIVE ON- this is a short-item quiz to find out the student’s mastery of the  “WHAT I KNOW”
lesson.  MY PERSONAL TIMELINE:
 GLIMPSE—Integration of Values is reflected in this part for further enhancement of A personal timeline portrays the influential events and happenings of
spiritual, social and cultural values. a person’s life so that he can understand where he has gone wrong and right
 REFLECTION in the past. It helps to plan the future in a better constructive way. Using a
 FUTURE WHEEL ACTIVITY-activity that will link to the next lesson bond paper, write the major events in your life and the significant people in
 PARENT’S PAGE your life. You may add your age, specific dates and places. You may draw the
timeline horizontally, vertically, diagonally or even using ups and down
depending on your imagination. Be creative in your representations. You may
LESSONS AND COVERAGE also use symbols, figures and drawings.
Think of a title for your personal timeline. You may use crayons or art
 DEVELOPMENTAL STAGES IN MIDDLE AND LATE ADOLESCENCE materials depending on the available resources or just a simple paper and
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 pen may be fine. You can also go for the personal timeline website template Human Development focuses on human growth and changes across
samples available online. The link is the lifespan, including physical, cognitive, social, intellectual, perceptual,
https://www.template.net/business/timeline-templates/personal-timeline- personality and emotional growth.
The study of human development is essential to understanding how
template/
humans learn, mature and adapt. Throughout their lives, humans go through
various stages of development.
 “First Move” The human being is either in a state of growth or decline, but either
condition imparts change. Some aspects of our life change very little over
MY PERSONAL TIMELINE: time, are consistent. Other aspects change dramatically. By understanding
these changes, we can better respond and plan ahead effectively.
From your Personal Timeline answer the following questions:
Developmental Stages Characteristics
1. Is there a ‘center’ or a central theme in your timeline and life? If you will 1. Pre-natal (Conception to birth) Age when hereditary endowments
give a title for your timeline what would it be and why? and sex are fixed and all body
2. Identify the turning points in your timeline. What were the thoughts, features, both external and internal
feelings and actions that you experienced? are developed.
3. Who are/were the most significant people in your life? How? 2. Infancy (Birth to 2 years) Foundation age when basic
4. What would you change or add, if you could? Also, how would each of behaviour are organized and many
these changes or additions affect your life, or even change its present course? ontogenetic maturation skills are
5. Continue to your future, where do you want to be in a year, 5 years, 10 developed
years? What do you expect your future timeline will be? 3. Early Childhood (2 to 6 years) Pre-gang age, exploratory, and
questioning. Language and
elementary reasoning are acquired
 INTRODUCTION and initial socialization is
Video Presentation: Watch “Magazine - can babies tell right from wrong the experienced.
new york times” on the link bellow. 4. Late Childhood (6 to 12 years) Gang and creativity age when self-
help skills, social skills, school skills,
https://www.youtube.com/watch?v=HBW5vdhr_PA and play are developed.
5. Adolescence (puberty to 18 Transition age from childhood to
years) adulthood when sex maturation and
 Content rapid physical development occur
resulting to changes in ways of
DEVEOPMENTAL STAGES feeling, thinking and acting.
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 6. Early Adulthood (18 to 40 Age of adjustment to new patterns
years) of life and roles such as spouse, Infancy and Early Middle Childhood Adolescence
parent and bread winner Childhood (0-5) (6 -12) (13-18)
7. Middle Age (40 years to Transition age when adjustments to -Learning to walk -Learning physical skills -Achieving mature
retirement) initial physical and mental decline -Learning to take solid necessary for ordinary relations with both
are experienced foods Learning to talk games sexes
8. Old Age (Retirement to death) Retirement age when increasingly -Learning to control the -Building a wholesome -Achieving a masculine
rapid physical and mental decline elimination of body attitude toward oneself or feminine social role
are experienced wastes -Learning to get along -Accepting one’s
-Learning sex with age-mates physique
Robert J. Havighurst elaborated the Developmental Tasks Theory in differences and sexual -Learning an -Achieving emotional
the most systematic and extensive manner. His main assertion is that modesty appropriate sex role independence of adults
development is continuous throughout the entire lifespan, occurring in -Acquiring concepts -Developing -Preparing for marriage
stages, where the individual moves from one stage to the next by means of and language to fundamental skills in and family life
successful resolution of problems or performance of developmental tasks. describe social and reading, writing, and -Preparing for an
These tasks are those that are typically encountered by most people in the physical reality - calculating economic career
culture where the individual belongs. If the person successfully accomplishes Readiness for reading -Developing concepts -Acquiring values and an
and masters the developmental task, he feels pride and satisfaction, and -Learning to distinguish necessary for everyday ethical system to guide
consequently earns his community or society’s approval. This success right from wrong and living behaviour
provides a sound foundation which allows the individual to accomplish tasks developing a -Developing conscience, -Desiring and achieving
to be encountered at later stages. Conversely, if the individual is not conscience morality, and a scale of socially responsibility
successful at accomplishing a task, he is unhappy and is not accorded the values behaviour
desired approval by society, resulting in the subsequent experience of -Achieving personal
difficulty when faced with succeeding developmental tasks. This theory independence
presents the individual as an active learner who continually interacts with a -Developing acceptable
similarly active social environment. attitudes toward society
Havighurst proposed a bio-psychosocial model of development,
wherein the developmental tasks at each stage are influenced by the
individual’s biology (physiological maturation and genetic makeup), his Early Adulthood Middle Adulthood (30- Later Maturity (61+)
psychology (personal values and goals) and sociology (specific culture to (19-30) 60)
which the individual belongs). -Selecting a mate -Helping teenage -Adjusting to decreasing
-Learning to live with a children to become strength and health
THE DEVELOPMENTAL TASKS SUMMARY TABLE partner Starting a family happy and responsible -Adjusting to
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 -Rearing children adults retirement and reduced Using the Developmental Tasks Summary Table above, assess your own level
-Managing a home -Achieving adult social income of development as a Grade 11 student. Use the worksheet below:
-Starting an occupation and civic responsibility -Adjusting to death of
-Assuming civic -Satisfactory career spouse What are the What are the What are the
responsibility achievement -Establishing relations expected tasks you expected tasks you expected tasks you
-Developing adult with one’s own age have successfully have partially have not
leisure time activities group accomplished? accomplished? accomplished?
-Relating to one’s -Meeting social and
spouse as a person civic obligations
-Accepting the -Establishing
physiological changes of satisfactory living
middle age quarters
-Adjusting to aging Answer the following questions:
parent
1. Being in Grade 11, what are the developmental tasks expected of you?
Rate yourself from 1-10 (10 as the highest) 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? What is your turning point?

3. Do you think you are ready in 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 so you can better plan for the
future?

 Skill Enrichment
HOW MINDFUL AM I?
WORKSHEET ON DEVELOPMENTAL TASKS
For each of the following situations, decide whether the person followed
these guidelines for mindful speech:
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 Is what I want to say True? 6. A boy told his friend to hold the door open for me because I’m pregnant. I said,
Is what I want to say Helpful? “Thank you for holding the door, but I’m actually not pregnant.”
Am I the best one to say it? Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
Is it necessary to say it Now?
Is it Kind to this person and others? 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?
Mark √ for yes, X for no, or? if you are not sure. There could be more than ____T____H____I____N____K
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. 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.
1. I did really well on an exam. I said to my friends, “I got the top score. What did Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
you get?” 9. I saw Maria’s boyfriend leaving the movie theater with another girl. I called Maria
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K and said her boyfriend was cheating on her.
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 10. I saw Maria’s boyfriend leaving the movie theater with another girl. I went up to
something else. 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 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?” Mindfulness with Reflection
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
Analyze each case on How Mindful Am I? Answer the following questions:

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 1. Has someone ever asked you a question that you really didn't want to Tool 4: Practice Compassion. Consider the thoughts and feelings of others
answer? How did you respond? and let tenderness, kindness and empathy be your guides.
2. Have you ever gotten (or give) a “compliment” that really wasn’t a
compliment? How did you feel afterwards? Tool 5: Limit Reactivity. Observe rather than be controlled by your emotions.
3. Did you ever do something to be helpful that turned out badly? What Pause, breathe, and choose a skilful response based on thoughtful speech and
happened? What do you wish had happened? nonviolence under every condition.
4. Have you ever caught someone cheating (either on a test or on a
boyfriend/girlfriend)? Did you say anything? Why or why not? Tool 6: Express Gratitude. Practice gratitude daily and expand it outward,
5. Have you ever gotten in trouble because someone caught you cheating (or appreciating everyone and everything you encounter.
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 Tool 7: Nurture Mutual Respect. Appreciate our common humanity and
speaking? What happened? value different perspectives as well as your own.

 Drive on Tool 8: Build Integrity. Cultivate constructive values and consistently act
from respect, honesty and kindness.
Reading: LIVING MINDFULLY Living mindfully is like being an artist: you need the
Tool 9: Foster Leadership. Engage fully in life and in community. Share your
right tools to practice your craft, and you need to constantly refine your
unique talents and generosity so that others can also be inspired.
technique to achieve your creative potential. In the same way, using the present
moment tools below will help you to hone a consistent mindfulness practice that Tool 10: Be Peace. Cultivate your own inner peace, becoming an agent for
will in time lead to a more aware, compassionate and fulfilling way of life. compassionate action and social good.

Which of the tools do you use most often? Which tools do you use least
Tool 1: Breathe Mindfully. Use your breath as an anchor to still your mind often? Can you think of ways to incorporate those tools into your life? Which one
and bring your focus back to the present moment. could you try today? (Write your answer to your journal)

Tool 2: Listen Deeply. Listen with intention; let others fully express
themselves and focus on understanding how they think and feel.

Tool 3: Cultivate Insight. See life as it is, allowing each experience to be an GLIMPSE
opportunity for learning.

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We need to plan our personal timeline carefully and be

mindful of the events that made us grow, that we have
learned important wisdom in life and where we rise from the
 PARENT’S PAGE/ INVOLVEMENT……..

Feel free to complete the sentences below.

1.This learning module develops my

child’s__________________________________________________________.

REFLECTION
2.When my child is doing his/her learning task , I
WHAT DID I LEARN?
felt_____________________________________________________________.
______________________________________________________________
______________________________________________________________
______________________________________________________________ 3.I observe that my child is performing the learning task
__________________________________________________________ ________________________________________________________________.

FUTURE
WHEEL
ACTIVITY
SUGGESTION/s TO IMPROVE YOUR CHILD’S
PROGRESS
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_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________________________________

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