Senior High School

Quarter
1
Lesson Exemplar in LESSON

Life and Career Skills 7

Lesson Exemplar for Life and Career Skills 11
Quarter 1: Lesson 7

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 LESSON EXEMPLAR
Learning Area LIFE AND CAREER SKILLS Grade Level 11

Semester 1 Quarter 1

I. OBJECTIVES (Identifying the Goals)

The learners demonstrate understanding of the interconnectedness of developmental tasks, protective and risk
Content 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
Standard and risk factors, sense of self, and health and wellness.

Learning
Reflect on one's experiences that support self-awareness, self-acceptance, and self-regulation
Competencies

IMAGINATION, E4. 2019. Disney-Pixar "PIPER" - Cute Motivational short movie. India.

2016. PIPER. Directed by Alan Barillaro. Performed by Pixar Animation Studios.

Human Palm Outline Stylized Handprint Trace Stock Vector (Royalty Free) 1515831371 | Shutterstock
https://positive.b-cdn.net/wp-content/uploads/Positive-Replacement-Thoughts-Worksheet.pdf.
II. REFERENCES Rogers, Melainie. 2023. “CBT with Emojis:10 Most Common Unhelpful Thinking Styles.” BALANCE Eating Disorder
and MATERIALS
(Selecting Resources Treatment CenterTM. April 21, 2023. https://balancedtx.com/blog/most-common-cognitive-distortions/.
and Material)
Therapy, Sean Delaney. n.d. "Sean Delaney Therapy." https://seandelaneytherapy.com/index.html#about.
Accessed 05 7, 2025. https://www.google.com/search?
sca_esv=44785faec4b38403&q=the+hot+cross+bun+model&udm=2&fbs=ABzOT_CWdhQLP1FcmU5B0f
n3xuWpA-dk4wpBWOGsoR7DG5zJBkzPWUS0OtApxR2914vrjk60CMaA0jPMd-
1UByCaBk9RkR5TYqOiT6ScESjovcjoQsq5ONuy5rbBWEk9TUVl6J2HkzJy9MyWZ2y1jHUUMvJQzwoCyq3n.

Tree Clipart Black White Images - Free Download on Freepik

(These shall be accomplished per topic)
III. CONTENT Applying Life Skills to Different Domains
• Personal and Social
(Sequencing • Academic
Content) • Career and Vocation
• Digital

IV. OBJECTIVES Explain the impact of one’s emotions and environmental factors in behavior and decision-making.

(Setting Clear a. Identify personal experiences that influenced how they see and accept themselves.
Objectives and b. Understand the impact of one’s emotions influence behavior and decision-making.
Analyzing the Tasks) c. Analyze the role of the environment in shaping your responses to challenges.

IV. PROCEDURES ANNOTATION

A. Activating Prior WEEK 7 DAY 1 Notes to teacher:

Knowledge NOTE: FOR SELF – ACCEPTANCE ACTIVITIES This activity helps learners reflect on
1. Activating Prior Knowledge personal experiences across four life
domains—Personal & Social, Academic,
Option #1: Mood & Weather Match-Up Career, and Digital—and examine how these
Instruction: situations made them feel or act. The goal is
to build self-awareness, self-acceptance, and
● Present different weather scenes (sunny, rainy, decision-making skills by connecting
foggy, stormy, snowy). emotions to real-life contexts.

● Discuss how nature and surroundings influence Option #1: Mood and Weather Match-Up
emotional balance. Encourage learners to participate in the
Option #2: Life Skills in the Different Domain check-in activity.
Instruction: Option #2: Life Skills in the Different Domain
● Divide the class into groups Notes to teacher
● Each will represent
Scenario 1: Academic
Group 1 Academic
Scenario 2: Career & Vocation
Group 2 Career & Vocation
Scenario 3: Digital
 Group 3 Digital Scenario 4: Personal & Social
Group 4: Personal & Social
● Discuss each scenario with the processing questions 1. Activating Prior Knowledge

Scenarios: Activities (Options #1–#3)

Scenario 1: Struggling with Grades 🔹 SHS IDF Alignment:
Riza studied all night for her math test, but when she
got it back, she failed. She told herself, this is the end ● A (Analysis): Activates prior
of my aspiration to be an honor student! She failed by experiences in various life domains.
one point.
1. Will Riza’s dream of becoming an honor student ● R (Responsive): Engages diverse
come to an end? Why? learning preferences (movement,
2. What unhelpful thinking can be seen in this reflection, storytelling).
scenario?
3. What coping thoughts can Riza have? ● 4Cs/4Is: Critical thinking,
4. If you were Riza’s friend, what advice would you Collaboration, Inclusivity, Interaction.
give her?

Scenario 2: Feeling Lost About the Future

Kathryn trained her best to get into her dream
university. However, as she got the results of her
examination, she got rejected. She also got rejected in
three more universities of her choice. She passed the
examination of a university that she did not like, but
got a scholarship with stipend. She felt that she was a
failure because of this?
1. How would you feel if you were Kathryn?
2. If you were Kathryn, what good things would you
think about at the university that you passed the
entrance exam? Is she really a failure? Why?

Scenario 3: Your Life Online

Joseph always rants about his teachers and classmates
in social media. He got angry with his teachers and
classmates because he got corrected with his spelling
 errors in a group activity. He posted a long rant on
social media telling that his teacher and classmates are
very unkind and impolite that he was corrected. He
even posted curse words on the class picture that he
uploaded without permission.
1. How do you feel when someone tells you that you
made a mistake?
2. Is it okay to make mistakes sometimes? Why?
3. What can we learn when others correct us kindly?

Scenario 4: Embracing What Matters

Maria often felt insecure about her appearance and
avoided social gatherings because she feared
judgment. One day, at a friend's birthday party, she
overheard her friends talking about how much they
admired her kindness. This made Maria realize that her
value WORTH wasn’t just about how she looked is
more than just a pretty face.
1. Why did Maria feel insecure?
2. What realizations did Maria have when she
overheard people admiring her kindness?
3. If you were Maria’s friend, what advice would you
give her?
Option #3: “I am and I can Messages”
Option #3: I am and I can Messages This activity is grounded on Behavior
Instructions: Therapy, Assertiveness Training to improve
self-esteem. Building self-esteem is crucial to
1.Think of all that you have gone through. Think of all your building self-acceptance. Life what I have
accomplishments that define who you are. After this, write at told you, self acceptance takes time to
least five I Am messages to yourself that conveys your develop.
strengths.
After the learners write down their I Am
I am _____________________.
Messages, and I Can Messages ask them to
I am _____________________. deliver them in front of the class with
conviction.
I am _____________________.
I am _____________________.
I am _____________________.
After writing down the I Am Messages, deliver them in front of
the class with conviction.
2.Now that you have written and said I Am Messages to yourself,
it is now time to think of the things that you can do. Write at least
five I Can messages to yourself.
I can ________________.
I can ________________.
I can ________________.
I can ________________.
I can ________________.
After writing down the I can Messages, deliver them in front of
the class with conviction.
Processing Questions:
● How does it feel to deliver I am and I can Messages
● How will you utilize I am and I can messages when you
have challenges in life?
NOTE: FOR EMOTION FACTOR ACTIVITIES

Option #1: My Happy Place

Imagine a place that makes you feel happy. You can close your
eyes to visualize it, or you can draw it. Describe where this is.
Describe what can be seen in this place. Describe the colors of
the place. Describe the temperature in this place. Describe the
scents in this place. Go ahead and think of this happy place and
savor how this makes you happy.
Processing Questions
1. What is your happy place? Describe it?
2. How do you feel when visiting your happy place?
3. What can you do with your happy place if you feel sad or
overwhelmed with life? Option #2: Nature Walk
Refer to this: purpose of 5 4 3 2 1 Groundign
Option #2: Nature Walk exercise

Instruction:
1. Take learners on a short walk in a park or your school
garden

2. Ask them to notice and list things they see, hear, smell,
and feel. This has to be very specific:
5 things that are seen
4 things that are heard

3. Reflect on how their mood changed before and after the

activity.
Processing Question
● What are the things that you have seen, heard, smelled,
felt?
● What is something that you can taste right now as you
have used your senses to observe?
● How did this activity affect the way that you feel?
● How can you use this activity when you are stressed out?
Option #3: Invisible Ball Catch
1. Imagine that you are holding an invisible ball. Everyone
should focus on the invisible ball
2. Pass the ball to one learner at a time. All learners should
be aware of the ball pass to them.
 3. The person who misses to catch the ball is out from the
game.
4. The process is repeated until there is a winner or until the
teacher stops the game
Processing Question
● How did you find the activity?
● How focused were you during the activity?
● What learnings did you glean from this activity?

2. Establishing the Purpose of the Lesson

NOTE: FOR SELF – ACCEPTANCE ACTIVITIES

Option #1: Mirror Talk

Instructions:
1. Look at yourself using a mirror
2. Look 3 things that you like about yourself
3. Write them.
PROCESSING QUESTIONS

● How did it feel to look at yourself and speak kindly?

● What’s one thing you can start accepting about yourself

today?
● How does self-acceptance help in building better
relationships with others?
Option #2: Affirmation Circle (Group Activity)
Instructions:

1. Form a circle. Each learner takes turns sitting in the

“affirmation seat.”
 2. Classmates take turns saying one positive thing about that
person (a strength, quality, or kind memory).

3. The person in the seat can only listen—no interrupting,

denying, or deflecting.
Option #1: Reaction Tree
4. They write down 3 affirmations they heard to keep as Notes to teacher
reminders. 1. Feel free to draw or provide a
template of the tree or allow learners
NOTE: FOR EMOTION FACTORS ACTIVITIES
to create their own template.
Option #1: Reaction Tree
Instruction: Sample Script for the teacher:
1. Distribute or display the tree visual, hand out printed
copies or draw a large version on the board/projector to Today we’re going to explore one moment in
model it. your life when you reacted strongly—
2. Think about this situation: Your best friend is moving away whether it was something big or small. Then
to another country. we’ll look beneath that reaction and try to
a. Fill in the LEAVES: What they did in that situation understand what emotions and experiences
b. Fill in the BRANCHES: What emotion was behind that might have shaped it. We’re calling this ‘The
behavior Reaction Tree”.
c. Fill in the ROOTS: What life factors might have
caused that emotion? 🔹 SHS IDF Alignment:

● R (Relevant): Links internal states to

real-world situations.

● 4Cs/4Is: Communication, Critical

Thinking, Real-life Application.
Taking back control of our thoughts allows us
to change how we feel, so that we can
improve our mood. Becoming more aware of
our self-critical or negative thoughts is the
first step in building that self-awareness.
 This worksheet is designed to help you
identify the positive in events and people,
then make a habit out of doing so.

Option #2: How long will it matter?

After completing your tree, reflect on:
● Which reactions were helpful or unhelpful? NOTE: This exercise is grounded on de-
escalation or de-catastrophizing and is easier
● What can you do next time to handle a similar situation to handle.
with more self-awareness? SHS IDF Alignment:

● R (Relevant): Promotes self-awareness and

mental well-being, which are crucial for
Option #2: How long will it matter? academic success, career readiness, and
Instruction: workplace adaptability.
1. Challenge the thought. ● 4Cs/4Is: Critical Thinking, Communication,
You are worried that you will fail the Science Exam tomorrow, as Collaboration, Real-life Application.
it is very difficult. You believe that you will fail.
These activities support learners in
● What is the percentage that this thought will come true? developing a growth mindset, improving
(Rate form 1 to 100 percent) interpersonal relationships, and preparing for
● If this thought of failure came true, how bad would you feel emotionally intelligent engagement in both
after receiving your test paper (Rate from 1 to 100) college and future careers.
● If this thought of failure came true, how bad would you feel
after one week?(Rate from 1 to 100)
● If this thought of failure came true, how bad would you feel
after one month? (Rate from 1 to 100)
● If this thought of failure came true, what would you feel
after one year? (Rate from 1 to 100)
● What would you be doing a year after you failed the test?
Would you still remember it? Will the feeling be as bad as
the moment that you have received the failed examination
paper?
● What insights have you gained about failure, knowing that
 the intensity of the feeling diminishes through time?
● What can be done after failure?

B. Instituting New 1. Presenting Examples

Knowledge NOTE: FOR SELF-ACCEPTANCE All Options (Vocabulary Unlocking, Role-play,
Option #1: Unlocking Content Vocabulary (SELF Comparison)
ACCEPTANCE) 🔹 SHS IDF Alignment:

SELF ACCEPTANCE - involves embracing all aspects of oneself, ● D (Design): Integrates cognitive and
including emotions, strengths, weaknesses, and mistakes. In affective learning through real-life
decision-making, it enables individuals to make choices with examples.
confidence and clarity, free from the influence of negative
emotions like self-doubt or fear of judgment. This can be a life ● R (Relevant): Enhances meaning
long process for some. Some people can easily accept they are
through applied context.
and some cannot. We all have different experiences and we
cannot judge people who have difficulties in accepting who they ● 4Cs/4Is: Creativity, Contextualization,
are because of many reasons such as traumatic experiences,
Inclusivity, Inquiry.
being constantly compared, and hearing negative feedback.
By accepting themselves, people can evaluate situations more
calmly, make thoughtful decisions aligned with their values, and
respond to challenges without being overly influenced by
external pressures or emotional reactions.
Self-improvement focuses on making changes or developing new
skills, while self-acceptance involves appreciating who you are in
the present moment.
You can always improve, but it’s crucial to accept yourself as you
are while working toward improvement.
 2. Discussing New Concept
Discussion about Unhelpful Thinking Styles

Notes to teacher:
See this link for the concept and discussion.
https://balancedtx.com/blog/most-common-
cognitive-distortions/

The Importance of Self-Acceptance

● Why Self-Acceptance Matters - It’s the foundation of
mental health and well-being. When we accept ourselves,
we are less likely to fall into unhealthy comparisons or self-
criticism.
 ● Growth mindset - Acceptance doesn’t mean “staying the
same”—it means recognizing that you are worthy of love,
respect, and growth, no matter where you start.

AllOptions
🔹 SHS IDF Alignment:

Key Points to Discuss ● D (Design): Integrates cognitive and

affective learning through real-life
EMOTIONS AND DECISION-MAKING
examples.
Emotions often drive immediate reactions. For example,
feeling nervous before a presentation might cause someone ● R (Relevant): Enhances meaning
to procrastinate or perform poorly. through applied context.
On the other hand, feeling confident might lead to taking
● 4Cs/4Is: Creativity, Contextualization,
more risks and making better decisions.
Inclusivity, Inquiry.

Our environment plays a significant role in shaping our

emotions and decisions. The home environment can influence
our emotional well-being, while school environments can
impact our academic behavior and performance.
Social media and peer pressure can alter how we respond to
challenges.
Guided Interaction:
 AllOptions
🔹 SHS IDF Alignment:

● D (Design): Integrates cognitive and

Option #1: Interplay Of Thoughts Emotions, Behavior and affective learning through real-life
Bodily Response examples.
Short Story: POWER PLAY
● R (Relevant): Enhances meaning
During PE class, Jerrom was excited to play basketball, but as the through applied context.
game began, he felt a rush of nervousness. His teammates were
counting on him, and the pressure to perform well in front of his ● 4Cs/4Is: Creativity, Contextualization,
classmates made his heart race. His emotions, filled with doubt Inclusivity, Inquiry.
and fear of making a mistake, made him hesitate every time he
got the ball.
The gym environment wasn’t helping either. The loud noise from
his peers cheering and the coach's instructions in the background
only made him feel more anxious. He kept thinking, What if I
mess up? What if they laugh at me?
But then, Jerrom remembered something his coach had told him
during practice: "Self-acceptance is key. It's okay to make
mistakes. What matters is how you bounce back." Taking a deep
breath, Alex decided to focus on playing his best, regardless of
the pressure.
As the game continued, he missed a few shots but quickly let go
of his mistakes. The more he accepted his nerves and the
environment around him, the better he played. By the end of the
game, he wasn’t just proud of his shots, but of how he handled
his emotions and the loud, distracting gym environment.
In the end, Jerrom realized that accepting himself, even with his
nervousness, helped him make better decisions on the court and
enjoy the game more.

Based from the example above, fill the box using the short story
“Power Play”.

🔹 SHS IDF Alignment:

Option #2: Feel, Think, Decide
Guide Questions: ● R (Relevant & Reflective): Ties
personal growth to environmental
● How might feeling angry affect how you respond to a
triggers.
disagreement?
 ● How might feeling anxious affect your willingness to ● 4Cs/4Is: Communication, Creativity,
try something new? Real-life Application.
● How might feeling happy affect your interactions with
others?

WEEK 7 DAY 2
3. Developing Mastery
NOTE: FOR SELF ACCEPTANCE ACTIVITY

Option #1: I Am, I Can, I Will

Instruction:
1. Distribute a Sheet of Paper
Have students fold it into three columns or simply draw three
labeled sections:
● I Am – Write 3 positive words that describe who you are
(e.g., kind, patient, creative).
● I Can – List 3 things you’re capable of doing or have done
(e.g., I can help others, I can solve problems, I can express
my feelings).
● I Will – Write 1–2 affirmations or goals (e.g., I will be kinder
to myself, I will accept my mistakes, I will believe in my
growth).
Reflection Questions (Verbal or Written):
● What did you discover about yourself while doing this?

● How can this help you accept who you are today?
 ● What’s one message you want to remind yourself of when
you’re feeling unsure?

Option #2: Celebrate Moves

Instruction:
1. Set up stations with different movements (e.g., jumping
jacks, balancing, throwing, dancing).
2. At each station, students complete the task their own way
—no competition, just movement.
3. After rotating through, ask:
● Which station made you feel strong or proud?
Notes to teacher:
● What did you learn about how your body moves? The learners will watch a short, animated
Reflection prompt: film called Piper. While watching, they will
“I accept how my body moves because…” pay close attention to how the main
character feels, reacts to the environment,
NOTE: FOR EMOTION ACTIVITIES and how these influence the character’s
decisions. After the video, they will answer
Option #1: Waves of Emotion, Winds of Decision
reflection questions based on their
observations.

🔹 SHS IDF Alignment:

● D (Development): Encourages
Video Link: Disney-Pixar "PIPER" - Cute Motivational short movie emotional regulation and awareness
https://www.youtube.com/watch?v=WIPV1iwzrzg of influence.
Processing Questions: ● R (Relevant & Reflective): Ties
● What emotions did Piper experience at the beginning of personal growth to environmental
triggers.
 the story? What caused those feelings?
● How did Piper's environment (the beach, waves, other
birds) affect how it behaved and made decisions?
● What helped Piper overcome fear and try again?
● 4Cs/4Is: Communication, Creativity,
● Have you ever faced a situation where you felt nervous or Real-life Application.
unsure, like Piper did, but ended up doing well or learning
something valuable from the experience?
Option #2: Thought Journal

Unhelpful When it was Facts Better

Thought experienced Thought
Ex. Emotional “My Boyfriend “My Boyfriend “My Boyfriend
reasoning: was studying ignored wants to
“My boyfriend for a text/chats.” pass.”
not love me” quarterly
test.”

C. Demonstrating WEEK 7 DAY 3

Knowledge and
1. Finding Practical Application
Skills
Option #1: My Signature Strengths Artwork
Instruction:
Refer to this VIA Character Strengths Test
1.Take the VIA Character Strengths Test
https://www.viacharacter.org/
https://www.viacharacter.org/
2.Identify your top signature strengths.
3. From your top strengths, create an artwork such as a song, a
poem, a painting, or a collage.
Processing Questions:
 ● What are your signature strengths?
● How are these signature strengths integrated in your
artwork?
● What does the artwork with the signature strengths mean
to you?
Option #2: Quotable Quotes
Instruction
1. Find quotes that inspire positive emotions and optimism.
2. Choose quotes that you can turn to when you're feeling
sad or discouraged—they should lift your spirits and
remind you of your strength and worth."

2. Making Generalization Option #1: Learners’ Takeaways & Option

#2:Reflection
Option #1: Learners’ Takeaways 🔹 SHS IDF Alignment:

Complete the statements below: ● I/E (Implementation/Evaluation):

Synthesizes learning and emotional
Today, I learned ____________________________________________.
reflection.
My favorite part of the lesson is _________________________________. ● R (Reflective): Supports growth

I would like to learn more about _________________________________. mindset and personal ownership.

● 4Cs/4Is: Character, Critical Thinking,

Option #2: Reflection on Learning Insight.
After the lesson, the teacher will facilitate a reflection session
where learners can share their thoughts and feelings about their
experience/s.

3. Evaluating Learning

Option #1: Multiple Choice Questions

Option #1: MCQ Test & Option #2:
Self-Acceptance & Emotion and Environmental Factors Agree/Disagree
Test 🔹 SHS IDF Alignment:

Name: ___________________ Grade & Section: _____________ ● E (Evaluation): Assesses

Date: ___________________ understanding of concepts, real-world
relevance.
Choose the correct answer for each question.
● R (Relevant & Reflective): Connects
1. What does self-acceptance involve? learning to real-life beliefs and
a) Focusing only on your strengths
behaviors.
b) Embracing all aspects of yourself, including emotions,
strengths, weaknesses, and mistakes
● 4Cs/4Is: Critical Thinking,
c) Ignoring weaknesses and mistakes
d) Only making decisions based on external approval Communication, Integration.
2. Which of the following is a key difference between self-
improvement and self-acceptance?
a) Self-improvement is about appreciating who you are Answer Key:
right now, while self-acceptance is about changing 1. b - Embracing all aspects of yourself,
yourself. including emotions, strengths,
b) Self-improvement is about making changes, while self- weaknesses, and mistakes
acceptance is about appreciating who you are in the 2. b - Self-improvement is about making
present moment. changes, while self-acceptance is
c) Self-improvement means focusing on your weaknesses, about appreciating who you are in the
while self-acceptance means focusing on your strengths. present moment
d) There is no difference between self-improvement and 3. c - Feeling nervous before a basketball
self-acceptance. game
3. Which of these is an example of an emotional factor? 4. b - TLook at the good scores that you
 a) Your home environment had and average your quiz grade.
b) The presence of your friends Check if you will still be in the honor
c) Feeling nervous before a basketball game roll
d) The noise level in your classroom 5. b - Strong emotions like anger and
4. Your Friend is running for honors struggling for a 2 point fear can affect how we react or make
failure. She believes that she will no longer be in the honor decisions, such as procrastinating or
roll because of this two point failure even if she has had performing poorly
seven out of eight quizzes that had perfect scores. As a 6. b - Accepted his emotions, took a
good friend, what would you tell her? deep breath, and focused on playing
a.) You are doomed for life! his best
b.) Look at the good scores that you had and average your 7. b - Social dynamics and academic
quiz grade. Check if you will still be in the honor roll pressures in school can shape your
c.) Make an appeal to teacher for a re-test reactions and decisions
d.) Demand teacher to change your score 8. b - Support from friends and family
5. Which of the following best represents the impact of 9. b - Social media can influence self-
emotion on decision-making? esteem, opinions, and choices, often
a) Emotions have no impact on decisions. through comparison or trends
b) Strong emotions like anger and fear can affect how we 10.b - It helps you accept others more
react or make decisions, such as procrastinating or fully and build stronger, more genuine
performing poorly. relationships
c) Emotions always help us make better decisions.
d) Emotions only affect physical reactions, not decisions.
6. In Jerrom’s story, what did he do to handle his nervousness
during the basketball game?
a) Ignored his feelings and tried to act confident.
b) Accepted his emotions, took a deep breath, and focused
on playing his best.
c) Gave up after missing a few shots.
d) Focused only on the outcome and not the process.
7. How does the environment at school influence your
behavior and decisions?
a) It doesn’t affect your behavior at all.
b) Social dynamics and academic pressures in school can
shape your reactions and decisions.
c) The school environment only influences physical actions,
not thoughts.
d) Environment at school only affects emotional well-being,
 not decision-making.
8. Which of these is an example of a protective factor?
a) Peer pressure
b) Support from friends and family
c) Feeling anxious about a test
d) Negative self-talk
9. What role does social media play in shaping one’s
emotions and decisions?
a) Social media has no effect on emotions or decisions.
b) Social media can influence self-esteem, opinions, and
choices, often through comparison or trends.
c) Social media always improves one’s sense of self.
d) Social media only affects people’s physical health.
10.Why is self-acceptance important in building healthy
relationships?
a) It allows you to focus only on your strengths.
b) It helps you accept others more fully and build stronger,
more genuine relationships.
c) It prevents you from making mistakes.
d) It helps you avoid dealing with challenges or negative
emotions.

Option #2: True or False

Name: ___________________ Grade & Section: _____________
Date: ___________________ Option #2: True or False
🔹 SHS IDF Alignment:
Instructions:
Read each statement carefully. For each statement, decide ● E (Evaluation): Assesses
whether you agree or disagree based on your understanding of understanding of concepts, real-world
the concepts. Mark "Agree" if you believe the statement is true or relevance.
applicable to you. Mark "Disagree" if you believe the statement is
false or not applicable to you. After completing the test, check ● R (Relevant & Reflective): Connects
the answers to reflect on your understanding of self-acceptance,
emotions, and environmental factors. learning to real-life beliefs and
behaviors.
1. Self-acceptance means embracing all aspects of yourself,
including your mistakes and weaknesses. ● 4Cs/4Is: Critical Thinking,
 ● True Communication, Integration

● False Answer Key:

2. Emotions always have a negative effect on our decision-
making. 1. True – Self-acceptance involves
● True embracing all parts of yourself,
including your weaknesses and
● False mistakes.
3. Self-improvement is more important than self-acceptance for 2. False – Emotions can have both
personal growth. positive and negative effects on
decisions, depending on the situation.
● True
3. False – Self-acceptance is just as
● False important as self-improvement for
4. Your environment, like your friends or family, can influence personal growth. Both play essential
your emotions and decisions. roles in our well-being.
4. True – Our environment can
● True significantly influence how we feel and
● False make decisions, whether it's family,
peers, or social media.
5. Accepting yourself as you are right now can lead to a healthier
5. True – Self-acceptance is linked to a
mindset and better relationships with others.
healthier mindset, leading to better
● True relationships with others.
6. True – Social media can have a
● False
significant impact on our emotions,
6. Social media has no effect on how we feel about ourselves or self-esteem, and decision-making,
make decisions. often influencing our thoughts and
● True behaviors.
7. True – Being aware of your emotions
● False helps you make more thoughtful and
7. It’s easier to make decisions when you are aware of your informed decisions.
emotions and how they affect your choices. 8. True – Feeling nervous can impair
● True decision-making or performance, but
awareness and self-acceptance can
● False help manage those emotions.
8. Feeling nervous or anxious before an event, like a 9. True – When you accept yourself, you
presentation, can negatively influence your performance. are more likely to accept others and
build genuine connections.
 ● True

● False
9. When you accept yourself, it’s easier to accept others and
build better relationships.
● True 10.True – Some emotions, like fear or
anger, can motivate action and lead to
● False positive decision-making if managed
10. Emotions, such as fear or anger, never have a positive appropriately.
influence on decision-making.
● True

● False

V. ASSESSMENT WEEK 7 DAY 4

(Assessing Option #1: Navigating Life
Learnings)
Instructions
1. Write a short reflection on your experiences in life in 1 to 2 pages of text.
2. Identify challenges that you have overcome.
3. Identify significant people who have served as your support.
4. Identify your achievements
5. Describe how your experiences and achievements will help you plan for your future career.

Questions to Guide Reflection:

● What are some successes you have experienced as an adolescent?

● How did these successes influence you today?

● How would you describe your sense of self today compared to your adolescent years?

● What strategies will you implement to further improve yourself?

 Option #2: My Quarterly Portfolio Assessment: A Reflection of Your Journey Portfolio Creation
Instructions:
1. Collect all completed activities from the quarter. This includes assignments, projects, reflections, notes,
and any other work you've done related to the course.
2. Organize your work in a way that is easy to follow. You may divide the portfolio into sections based on
themes, topics, or types of activities.
3. For each activity, write a brief reflection (1-2 paragraphs) explaining:
● What you learned from the activity.

● How the activity helped you develop your skills or understanding of the subject.

● Any personal insights or challenges you faced while completing the task.
4. Portfolio Format
5. Your portfolio can be presented in either digital or physical form.
● Digital Portfolio: Use a platform like Google Slides, Google Docs, or any other digital format that allows
you to easily compile and organize your work.
● Physical Portfolio: Use a binder or folder to organize your printed activities and written reflections.

VI. REFLECTION
Option #1: Glow and Grow Feedback
(Feedback and
Instructions:
Continuous
1. Explain the Terms:
Improvement)
● Glow = Something that the person did well

● Grow = Something they can improve next time

2. Distribute “Glow & Grow” Slips or draw two columns on a piece of paper:
● Left column: Glow: What I liked or admired...

● Right column: 🌱 Grow: A helpful suggestion or area to improve...

3. Peer Feedback:
After a project, drawing, presentation, or group activity, students exchange feedback using the format.
 They can give feedback to a partner or small group.

Option #2: Student - Teacher Feedback Form

Date: __________
Subject/Topic: __________
Teacher: __________

What did you enjoy most in today’s lesson?

Was the lesson easy to understand?

Yes Somewhat No

What part of the lesson was unclear or difficult?

Do you feel comfortable asking questions in class?

Yes Sometimes No

Any suggestions to make the lesson better?

Thank you for your feedback!

Prepared by: Reviewed by:

Grizel Anne Y. Ocampo, PhD Dr. Marie Grace A. Gomez, RGC, LPT
SDO Pampanga University of the Philippines
Prado Siongco High School
Teacher III
Career and Life Skills Quarter 1 1