Senior High School

Quarter 1
Lesson Exemplar in LESSON

Life and Career Skills 6

Lesson Exemplar for Life and Career Skills
Quarter 1: Lesson 6

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represent nor claim ownership over them.
Development Team

Writers: Christine A. Acedera

Geraldine S. Canedo
Consultant: Dr. Marie Grace A. Gomez, RGC, LPT
University of the Philippines Diliman

Learning Area Specialist: Gilbert Cratius B. Barrion

BLD Learning Area Specialist

Bureau of Curriculum Development
Bureau of Learning Resources

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback,
please write or call the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and
8631-6922 or by email at [email protected].
 LESSON EXEMPLAR
Learning Area Life and Career Skills Grade Level 11

Semester 1st semester Quarter 1 (Week 6)

I. OBJECTIVES (Identifying the Goals)

The learners demonstrate understanding of the interconnectedness of development tasks, protective and risk factors,
Content Standard
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 risk
Standard 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

VIA Character Strength Test

(https://www.viacharacter.org)

Littman-Ovadia, Hadassah, Philippe Dubreuil, Maria Christina Meyers, and Pavel Freidlin. "Editorial: VIA Character
Strengths: Theory, Research and Practice." Frontiers in Psychology 12 (2021): 653941.
https://doi.org/10.3389/fpsyg.2021.653941.
II. REFERENCES
and MATERIALS Self-Awareness
(Selecting Resources "Self-Awareness: The Key to Understanding Yourself and Living Authentically." Mindful Spark. November 22, 2024.
and Material) https://mindfulspark.org/2024/11/22/self-awareness-the-key-to-understanding-yourself-and-living-authentically/.

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.

ANNOTATION
IV. PROCEDURES

1. Activating Prior Knowledge The SHS IDF is grounded in the 3Rs of Learning 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
A. Activating Prior characteristics.
Knowledge

Option 1
The Values in Action (VIA) survey is a self-report
The students will be asked to take the VIA Character questionnaire that focuses on the identification of the
Strengths test and discuss how the signature strengths learners’ character strengths. Learners rate their
can be used in life agreement with a series of statements related to each 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 or facilitator must ensure that this activity

Option 2: "Who Am I?" Brainstorm Web enables the learners to reflect on the traits and
characteristics they believe define them as a person. This
Students create a mind map starting with "Me" in the helps visualize the concept of self-awareness and opens a
center, branching out to words or images representing discussion on its meaning.
their qualities, interests, and values.

The teacher may let the learners share their works in class
to help establish the purpose of the lesson.

2. Establishing the Purpose of the Lesson Engage students in a brief discussion about the importance
of self-awareness and its relation to self-concept through
Processing Questions: facilitating meaningful discussion in answering the
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?

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 Sometimes Always Studies show that identifying signature strengths can be a
Get enough sleep starting point for personal growth and development,
Exercise regularly allowing learners to focus on building and strengthening
Eat a healthy diet their strengths and can also help individuals build
Take breaks throughout the stronger relationships by facilitating empathy,
day understanding, and appreciation for others. This
Stay connected with loved ones highlights the Strengthened Senior High School
Manage stress Curriculum Instructional Design Framework, which puts
Schedule routine appointments the learners at the center of the instruction. These
with your doctor and dentist to activities make the learning personally meaningful,
maintain good health
inclusive and empowering. Hence, the teacher, as
Prioritize self-care
facilitator of learning, should remind the learners to do the
activities as truthfully as possible.

1. Presenting Examples In this part of the lesson, the teacher must be able to
B. Instituting New
Knowledge Video presentation about self-awareness that can be emphasize and discuss the importance of understanding
accessed through this link: https://youtu.be/KlqR88ND- yourself in decision-making and problem solving. In
VA?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.

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 aligns
with social norms.

The teacher has to create five “problem stations” in an

Option 1 The Problem-Solving Path Stations
open space either inside or outside the classroom. Each
station will include:

Station 1: Problem Identification ● A problem scenario card (on paper or laminated)

● A physical challenge to complete
Physical Task: Step or jump onto labeled circles with ● Reflection/mindfulness questions or a task
keywords: Feelings, Facts, People Involved, What Is Wrong
Cognitive Task: Students must identify the root of a given
problem scenario. The class shall be divided in-group and has to rotate every
Mindful Prompt: “How would you feel if you were in 4–5 minutes through 5 stations. The teacher may opt to
this situation? What’s the real issue?” play calm, instrumental music in the background to help
enhance focus.
Station 2: Brainstorm Ladder

Physical Task: Use a mini obstacle course (e.g., cones,

ropes, or small ladders) to simulate “climbing toward
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, 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?”

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

The teacher must emphasize the relation of self-care in
Students will be grouped into 5. Each group will be given
developing their personalities, which leads to sensible
a scenario to act out. A representative must discuss the
decision-making skills.
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:
The Differentiated Approach Activity will be graded using
1. Use respectful language. the rubrics below:
2. Reflect on how they would feel in the scenario. Needs
3. Think about both short-term and long-term Criteria Excellent (4) Good (3) Fair (2) Improveme
outcomes. nt (1)
Clear, creative, Message is
and strongly Message is
3. Developing Mastery Good message, somewhat
Content & connected to the unclear or
Message topic; message is
mostly clear and clear, needs
related to topic not related to
Option 1 Differentiated Approach easy to more
topic
understand relevance
The class will be grouped into 5 and will be tasked to show Highly creative,
Creative and
Some Lacks
Creativity & original, and creativity, creativity,
how they take care of themselves to manage their Originality engaging
engaging, some
originality presentation very basic or
emotions. Each group picked their assigned strategies in presentation is simple copied
which they are going to portray in different approach like Confident, Good Basic Poor
on the following: Performance & expressive, and performance, performance, performance,
Delivery engaging; shows some energy and needs more lacks
preparation expression energy preparation
PHYSICAL SELF-CARE – Dance Presentation
All members Most members Some Few
Teamwork &
EMOTIONAL SELF-CARE – Dance Drama Participation
actively participate members members
participate and actively participate; participate,
 MENTAL SELF-CARE – Role Play contribute others need weak
equally to engage teamwork
SOCIAL SELF-CARE – Poster and Slogan more
Excellent use of Some use of No or
Good use of
SPIRITUAL SELF-CARE – Song Composition Use of props, visuals,
resources, props, but ineffective
Resources/Prop or music to
supports message limited use of
s (Optional) enhance
well impact resources
Option 2 The Wheel of Life presentation

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.

1. Finding Practical Application

C. Demonstrating This part of the lesson are mindful activities that aim to
Option 1 Taking Hold of your Mind: Observe,
Knowledge and enhance learners’ focus and connection to their inner
Describe, Participate
Skills selves. Hence, the teacher must make sure that the room is
Let the students find their most comfortable place in the free of unnecessary noise or/and any distractions.
room and facilitate the following:

Observe Skills
 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
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

Use the rubric below in assessing the emotion tableau
Students will identify emotions, recognize decision activity.
points, and portray a responsible response using
nonverbal expression.

Scenario 1: Caught in the Act

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.
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 decide whether to confront, ignore,
or reflect.
Freeze Frame 3: You choose 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 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
outcomes in my life."

3. Evaluating Learning

My Life Map Activity Sheet

 4. Additional Activities

A. Directions: Read each question carefully. Choose the letter of the best answer and write it on the blank before
each number.
V. ASSESSMENT
_____ 1. What is the best definition of self-awareness?
(Assessing
A. Recognizing other people’s feelings
Learnings)
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
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
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
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

(Feedback and
Continuous
Improvement)
Prepared by:

CHRISTINE A. ACEDERA GERALDINE S. CANEDO

Assistant Principal II Master Teacher I