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LESSON EXEMPLAR
Learning Area Life and Career Skills Grade Level 11
Semester 1st semester Quarter 1 (Week 6)
I. OBJECTIVES (Identifying the Goals)
Content The learners demonstrate understanding of the interconnectedness of development tasks, protective and risk
Standard factors, sense of self, and health and wellness in their transition from late adolescence to early adulthood.
Performance The learners reflect on their personal experiences as adolescents in terms of developmental tasks, protective and
Standard risk factors, sense of self, and health and wellness.
Learning
The learners reflect on one’s experiences that support self-awareness, self-acceptance, and self-regulation.
Competencies
II. REFERENCES VIA Character Strength Test
and MATERIALS
(https://www.viacharacter.org)
(Selecting
Littman-Ovadia, Hadassah, Philippe Dubreuil, Maria Christina Meyers, and Pavel Freidlin. "Editorial: VIA Character
Resources and
Strengths: Theory, Research and Practice." Frontiers in Psychology 12 (2021): 653941.
Material)
https://doi.org/10.3389/fpsyg.2021.653941.
Self-Awareness
"Self-Awareness: The Key to Understanding Yourself and Living Authentically." Mindful Spark. November 22, 2024.
https://mindfulspark.org/2024/11/22/self-awareness-the-key-to-understanding-yourself-and-living-authentically/.
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Mindfulness Activities
Marsha M. Linehan, DBT Skills Training Handouts and Worksheets, 2nd ed. (New York: Guilford Press, 2015), 78–82.
Mark D. Alicke, Yiyue Zhang, and Nicole Stephenson, "Self-Awareness and Self-Knowledge," Oxford Research
Encyclopedia of Psychology, August 27, 2020, https://doi.org/10.1093/acrefore/9780190236557.013.743.
Self-Awareness Discussion: https://youtu.be/KlqR88ND-VA?si=TUBpOc2OLB5BGKNg
III. CONTENT Applying Life Skills to Different Domains
(Sequencing • Personal and Social
• Academic
Content)
• Career and Vocation
• Digital
IV. OBJECTIVES At the end of the discussion, the learners should be able to:
Recognize experiences that shaped one’s self-awareness and emotional responses.
(Setting Clear Specifically, the lesson aims to:
Objectives and A. Define self-awareness as part of self-concept;
Analyzing the B. Reflect on varying emotions and personal characteristics that define oneself; and
Tasks) C. Identify goals to improve oneself.
IV. PROCEDURES ANNOTATION
(Selecting Strategies, Making Meaningful Content, Delivering Lesson and *Instruction to the teacher on how to facilitate
Assessing Learning) the activities.
This section focuses on selecting learner-centered, evidence-based *In the Annotation, explicitly explain how the IDF is
instructional approaches such as problem-based learning, collaborative
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tasks, interdisciplinary integration, and technology-enhanced instruction.
These strategies are intended to foster active engagement, critical thinking,
and adaptability across diverse learning pathways. The chosen approaches
applied in each part of the lesson
and methodologies will be reflected through varied and relevant activities
and assessments that emphasize real-world relevance and application,
thereby enhancing learner engagement and comprehension.
(Each part shall have 2-3 varied activities)
A. Activating 1. Activating Prior Knowledge The SHS IDF is grounded in the 3Rs of Learning
Prior Knowledge Delivery: Responsive, Relevant, and Reflective
Instruction. These principles ensure that teaching
remains learner-centered, adaptable, and purpose-
driven. Thus, learning activities in this part of the lesson
guides the learners in identifying their strengths and
reflecting on their personal characteristics.
Option 1 The Values in Action (VIA) survey is a self-report
questionnaire that focuses on the identification of the
The students will be asked to take the VIA Character learners’ character strengths. Learners rate their
Strengths test and discuss how the signature strengths agreement with a series of statements related to each
can be used in life of the 24 character strengths on a Likert scale, which
they can use for personal growth and self-reflection.
https://www.viacharacter.org/
The teacher/facilitator must ensure that this activity will
enable the learners reflect on their traits and
characteristics that they think, make them as a person.
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Option 2: "Who Am I?" Brainstorm Web This helps visualize the concept of self-awareness and
opens discussion on its meaning.
Students create a mind map starting with "Me" in the
center, branching out to words or images representing
their qualities, interests, and values.
The teacher may let the learners share their works in
class to help establish the purpose of the lesson.
Engage students in a brief discussion about the
importance of self-awareness and its relation to self-
concept through facilitating meaningful discussion in
2. Establishing the Purpose of the Lesson
answering the processing questions.
Processing Questions:
1. Have you ever had a moment when you realized
something new about yourself? What was it like?
2. How do you think understanding yourself better can
help you in school, relationships, or making decisions?
3. When have you felt unsure about your thoughts or
feelings? What helped you understand them?
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4. What do you hope to gain from today’s lesson?
Option 1 SELF-CARE CHECKLIST
Guide the students in accomplishing the
checklist below:
Instruction: Put a check on the corresponding box that
reflects how often you do the following:
Never Sometime Always
s
Get enough sleep
Exercise regularly
Eat a healthy diet
Take breaks throughout the
day
Stay connected with loved
ones
Manage stress
Studies show that identifying signature strengths can
Schedule routine be a starting point for personal growth and
appointments with your development, allowing learners to focus on building and
doctor and dentist to maintain strengthening their strengths and can also help
good health individuals build stronger relationships by facilitating
empathy, understanding, and appreciation for others.
This highlights the Strengthened Senior High School
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Prioritize self-care
Curriculum Instructional Design Framework, which puts
the learners at the center of the instruction. These
activities make the learning personally meaningful,
inclusive and empowering. Hence, the teacher, as
facilitator of learning, should remind the learners to do
the activities as truthfully as possible.
B. Instituting 1. Presenting Examples
New Knowledge In this part of the lesson, the teacher must be able to
Video presentation about self-awareness that can be emphasize and discuss the importance of understanding
accessed through this link: https://youtu.be/KlqR88ND-VA?
yourself in decision-making and problem solving. In
si=TUBpOc2OLB5BGKNg
addition, developing self-awareness allows them to
identify emotional triggers, understand personal values,
and align actions with intentions, leading to improved
relationships and well-being.
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Processing Questions:
1. What are some key points the video makes
about self-awareness?
2. How does the video suggest self-awareness
can affect our relationships with others?
3. Which part of the video resonated most with
you, and why?
4. How can you apply the strategies discussed in
the video to your daily life?
5. What challenges might you face in becoming
more self-aware, and how can you overcome
them?
Discuss the following ideas:
What Is Self-Awareness?
According to an article titled Self-Awareness: The Key
to Understanding Yourself and Living Authentically,
self-awareness has 2 types:
● Private Self-Awareness: Recognizing and
understanding one's internal states, such as
emotions and thoughts.
● Public Self-Awareness: Being conscious of how
others perceive one and how one's behavior
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aligns with social norms.
Option 1 The Problem-Solving Path Stations
Station 1: Problem Identification
The teacher has to create five “problem stations” in an
Physical Task: Step or jump onto labeled circles with
open space either inside or outside the classroom. Each
keywords: Feelings, Facts, People Involved, What Is
station will include:
Wrong
Cognitive Task: Students must identify the root of a
● A problem scenario card (on paper or laminated)
given problem scenario.
● A physical challenge to complete
Mindful Prompt: “How would you feel if you were
● Reflection/mindfulness questions or a task
in this situation? What’s the real issue?”
Station 2: Brainstorm Ladder The class shall be divided in-group and has to rotate
every 4–5 minutes through 5 stations. The teacher may
Physical Task: Use a mini obstacle course (e.g., cones, opt to play calm, instrumental music in the background
ropes, or small ladders) to simulate “climbing toward to help enhance focus.
solutions.”
Cognitive Task: Each student gives one possible
solution while doing a movement (e.g., hop, squat,
crawl).
Mindful Prompt: “Are your ideas helpful, hurtful,
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or hopeful? Let go of self-judgment.”
Station 3: Weigh It Out
Physical Task: Hold a light object in each hand. While
balancing, discuss the pros and cons of 2 chosen
solutions.
Cognitive Task: Evaluate which solution is more
effective and realistic.
Mindful Prompt: “What outcome will help
everyone involved feel safe and respected?”
Station 4: The Action Pose
Physical Task: Act out (like charades) how you would
apply the solution. Use expressive movement or
teamwork.
Cognitive Task: Practice applying the chosen solution
through role-play.
Mindful Prompt: “How do you feel when you try
to solve something this way?”
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2. Discussing New Concept
Option 1: Identity Collage/Digital Mood Board
Learners create a collage (using magazines, art
supplies) or a digital mood board (using online tools)
that represents their personal characteristics.They can
include images, words, symbols, and colors that reflect
their:
○ Strengths
○ Values
○ Interests
○ Personality traits
Learners must share their collages/mood boards in
small groups or with the whole class, explaining the
elements they chose and why.
Option 2: Emotional Response
Students will be grouped into 5. Each group will be
given a scenario to act out. A representative must
discuss the emotions and choices involved, and decide
on the most responsible and self-aware response.
Students will be reminded to be mindful of the following
in doing so:
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1. Use respectful language.
2. Reflect on how they would feel in the scenario. The teacher must emphasize the relation of self-care in
3. Think about both short-term and long-term developing their personalities, which leads to sensible
outcomes. decision-making skills.
The Differentiated Approach Activity will be graded using
3. Developing Mastery
the rubrics below:
Option 1 Differentiated Approach Needs
Excellent
Criteria Good (3) Fair (2) Improve
The class will be grouped into 5 and will be tasked to (4)
ment (1)
show how they take care of themselves to manage Clear, Message
creative, and is Message
their emotions. Each group picked their assigned strongly
Good
message, somewhat is unclear
strategies in which they are going to portray in Content & connected to
mostly clear clear, or not
Message the topic;
different approach like on the following: message is
and related to needs related to
topic more topic
easy to
PHYSICAL SELF-CARE – Dance Presentation understand relevance
Highly Some
Creative and Lacks
EMOTIONAL SELF-CARE – Dance Drama creative, creativity,
Creativity & engaging, creativity,
original, and presentati
Originality some very basic
MENTAL SELF-CARE – Role Play engaging
originality on is
or copied
presentation simple
SOCIAL SELF-CARE – Poster and Slogan Confident, Basic
Poor
Good performa
expressive, performa
Performanc performance,
SPIRITUAL SELF-CARE – Song Composition e&
and
some energy
nce,
nce, lacks
Delivery
engaging;
and needs
shows preparatio
expression more
preparation n
energy
Teamwork All members Most members Some Few
& actively participate members members
Participatio participate actively participat participat
n and
e; others e, weak
contribute
need to teamwork
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engage
equally
more
Excellent use Some use
Use of of props, Good use of No or
of props,
Resources/ visuals, or resources, ineffectiv
but
Props music to supports e use of
Option 2 The Wheel of Life (Optional) enhance message well limited
resources
presentation impact
Learners draw a circle and divide it into sections
representing different areas of their lives:
• Personal and Social
• Academic
• Career and Vocation
• Digital
They have to rate their satisfaction in each domain on a
scale of 1 to 10 and mark it on the wheel. The wheel
provides a visual representation of their life balance.
Learners then have to identify domains where they
want to improve and set specific, achievable goals
related to those areas.
C. Demonstrating 1. Finding Practical Application
Knowledge and
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Skills Option 1 Taking Hold of your Mind: Observe,
Describe, Participate
This part of the lesson are mindful activities that aim to
Let the students find their most comfortable place in enhance learners’ focus and connection to their inner
the room and facilitate the following: selves. Hence, the teacher must make sure that the
room is free of unnecessary noise or/and any
Observe Skills distractions.
A. Notice your body sensations (coming through
your eyes, ears, nose, skin, and tongue).
B. Pay attention on purpose, to the present
moment.
C. Control your attention, but not what you see.
Push away nothing. Cling to nothing.
D. Practice wordless watching: Watch thoughts
come into your mind and let them slip right by
like clouds in the sky. Notice each feeling, rising
and falling, like waves in the ocean. Observe
both inside and outside yourself.
E. Put words to the experience. When a feeling or
thought arises, or you do something,
acknowledge it. For example, say in your mind,
“Sadness has just enveloped me,” or “Stomach
muscles tightening,“ or “A thought ‘I can’t do
this’ has come into my mind.”
F. Label what you observe. Put a name on your
feelings. Label a thought as just a thought, a
feeling as just a feeling, an action as just an
action. Unglue your interpretations and opinions
from the facts. Describe the “who, what, when,
and where” that you observe. Just the facts.
Remember, If you can’t observe it through your
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senses, you can’t describe it.
Participate Skills
A. Throw yourself completely into activities of the
current moment.
B. Do not separate yourself from what is going on in
the moment (dancing, cleaning, talking to a
friend, feeling happy or feeling sad).
C. Become one with whatever you are doing,
completely forgetting yourself. Throw your
attention to the moment.
Option 2 Emotion Tableau
Students will identify emotions, recognize decision
points, and portray a responsible response using
nonverbal expression.
Use the rubric below in assessing the emotion tableau
Scenario 1: Caught in the Act activity.
You see a classmate cheating during a test. You’re torn
between staying silent or reporting it.
Freeze Frame 1: Your moment of realization.
Freeze Frame 2: Your inner conflict.
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Freeze Frame 3: Your decision and its impact.
Scenario 2: Excluded on Purpose
You notice a group of friends whispering and looking at
you, then walking away laughing. You feel hurt and
unsure how to react.
Freeze Frame 1: Your reaction to being excluded.
Freeze Frame 2: You deciding whether to confront,
ignore, or reflect.
Freeze Frame 3: You choosing a mature and
respectful response.
Scenario 3: Digital Drama
Someone posts a hurtful comment about you online.
You're angry and want to respond.
Freeze Frame 1: Seeing the post.
Freeze Frame 2: Feeling overwhelmed and
considering your options.
Freeze Frame 3: Choosing a calm, respectful action or
asking for help.
Scenario 4: Helping a Friend in Trouble
Your friend is clearly upset but says “I’m fine.” You
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want to help but don’t want to push.
Freeze Frame 1: Noticing your friend’s change in
mood.
Freeze Frame 2: Deciding how to respond with care.
Freeze Frame 3: Offering support in a gentle,
respectful way.
Scenario 5: Tempted to Lie
You broke something at school by accident. No one saw
it, and you could easily deny it.
Freeze Frame 1: The moment the accident happens.
Freeze Frame 2: Wrestling with the decision: tell the
truth or not?
Freeze Frame 3: Owning up to your actions.
2. Making Generalization
Option 1: Understanding Myself and My Choices
Complete the sentence below to show what you
learned today.
I learned that when I understand my ____________, I can
make ____________ that help me and others feel
____________. Also, I have learned that being self-aware
helps me understand my __________, which allows me to
make better __________ that lead to more positive
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outcomes in my life."
3. Evaluating Learning
My Life Map Activity Sheet
4. Additional Activities
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These are enrichment, reinforcement, or remediation
activities designed to support diverse learners. These
can be extension work, research tasks, or
differentiated exercises.
V. ASSESSMENT
A. Directions: Read each question carefully. Choose the letter of the best answer and write it on the blank
(Assessing before each number.
Learnings)
_____ 1. What is the best definition of self-awareness?
A. Recognizing other people’s feelings
B. Understanding how you look physically
C. Being aware of your strengths, emotions, and actions
D. Paying attention to what others say
_____ 2. Why is self-awareness important in making good decisions?
A. It helps us control other people’s choices
B. It allows us to act quickly without thinking
C. It helps us recognize emotions and think before we act
D. It encourages us to avoid responsibilities
_____ 3. Which of the following is an example of a self-aware response?
A. Ignoring your feelings when you're angry
B. Reflecting before reacting to someone’s words
C. Blaming others when things go wrong
D. Pretending nothing happened after making a mistake
_____ 4. Which strategy shows good decision-making?
A. Acting based on emotions alone
B. Thinking about the consequences before choosing
C. Choosing what’s easiest, regardless of the outcome
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D. Waiting for someone else to decide for you
_____ 5. Which of these best shows the relationship between emotions and decisions?
A. Emotions should always be ignored when making decisions
B. Emotions help us stay strong but are not part of decision-making
C. Understanding emotions can help us make thoughtful, wise choices
D. We should follow emotions immediately to stay true to ourselves
_____ 6. Your friend says something hurtful, and you feel angry. What is the most self-aware and
responsible action?
A. Ignore your friend forever
B. Yell back immediately
C. Reflect on your feelings, then talk to your friend calmly
D. Tell everyone else what your friend did
_____ 7. You see a classmate being left out during group work. You remember how that felt when it
happened to you. What should you do?
A. Stay silent to avoid getting involved
B. Invite them to your group or offer support
C. Join in with the group leaving them out
D. Pretend you didn’t notice
_____ 8. You forgot to do your homework. What shows good decision-making?
A. Make an excuse so you won’t get in trouble
B. Blame your classmate for distracting you
C. Take responsibility and ask how to make up for it
D. Say nothing and hope the teacher won’t notice
_____ 9. You are nervous before a presentation. What is the best way to handle your emotion?
A. Run out of the classroom
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B. Acknowledge your nerves and use deep breathing
C. Pretend you are sick
D. Let your nerves take over and say nothing
_____ 10. You’re invited to join a group doing something against the rules. What should guide your
decision?
A. What your friends expect
B. What is popular on social media
C. Your personal values and long-term goals
D. What seems fun in the moment
B. Performance Task
Light, Camera, Action!
Learners will be grouped. Each group picks or is assigned one scenario from each domain and needs to prepare a
3-5 minute role-play showing:
● Awareness of emotions or thoughts relevant to the scenario.
● A responsible, thoughtful decision.
● Positive outcome or reflection on the decision.
Possible Scenarios
1. You feel left out when your friends make plans without you. You want to join but also feel
hurt. How do you handle your feelings and decide what to do?
2. You forgot to study for an important test. You feel worried and stressed. How do you
respond to your feelings and decide what action to take before or after the test?
3. You are asked to join a volunteer group at school to learn new skills. You feel nervous
about trying something new. How do you reflect on your feelings and decide whether to
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participate?
4. You receive a mean message on social media from someone you don’t know. You feel
upset and angry. How do you manage your feelings and decide how to respond online?
Rubrics for Grading
VI. REFLECTION
This section presents the key highlights and challenges encountered by both teachers and learners during the
(Feedback and teaching-learning process throughout the unit. It also includes the adjustments made by the teacher to improve
Continuous instruction.
Improvement)
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Prepared by: Validated by:
CHRISTINE A. ACEDERA GERALDINE S. CANEDO CYNTHIA D. LABBAO
Assistant Principal II Master Teacher I Master Teacher I
NCR-QC
Reviewed by: Approved by:
DR. MARIE GRACE A. GOMEZ, RGC, LPT GILBERT CRATIUS B. BARRION
University of the Philippines-Diliman Senior Education Program Specialist
BLD-TLD
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