Senior High School

Quarter 2
Lesson Exemplar in LESSON

Life and Career Skills 3

 Lesson Exemplar for Life and Career Skills
Quarter 2: Lesson 3

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Development Team

Writer: Edwin Rey J. Ramy

Region III, SDO Nueva Ecija

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

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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 First Semester Quarter Quarter 2/ Week 3

I. OBJECTIVES (Identifying the Goals)

Content Standard The learner demonstrates understanding of the value of interpersonal effectiveness in achieving social competence.
Performance The learner engages in collaborative work that showcases interpersonal effectiveness.
Standard
Learning
Apply interpersonal effectiveness, principles and practices in different social situations
Competencies

II. REFERENCES Learner's Module: Personal Development, Senior High School, CG and TG
and MATERIALS Materials: Paper, markers, scissors, multimedia equipment, index cards, art supplies
(Selecting Resources Online Resources:
and Material) https://www.skillsyouneed.com/interpersonal-skills.html
(These shall be accomplished per topic)

III. CONTENT Interpersonal Effectiveness

(Sequencing ● Core Skills of Interpersonal Effectiveness
Content) ● Barriers to Effective Interpersonal Relationships

IV. OBJECTIVES
(Setting Clear 1. Identify core skills of interpersonal effectiveness to achieve effective interpersonal relationships
Objectives and 2. Describe interpersonal effectiveness
Analyzing the 3. Exhibit core skills of interpersonal effectiveness in various social situation
Tasks)
IV. PROCEDURES
ANNOTATION
 OPTION 1: KNOWING MYSELF THROUGH OTHERS
Each student will choose a partner—this can be a friend, groupmate,
or seatmate. The partner will then write on a small piece of paper OPTION 1: Knowing Myself through Others
about the positive and negative traits they observe or know about the (Annotation: This task taps intrapersonal
person they were paired with. This activity aims to promote self- intelligence and builds self-awareness—critical
awareness and constructive feedback. for understanding interpersonal dynamics. It
Process Questions: encourages metacognition and perspective-
1. What are your thoughts about the activity? How did you feel taking.)
when you received feedback about your positive and negative
traits?
2. How well did you think others knew you before the activity?
What new things did they learn about you afterward?

OPTION 2: THE CHARACTER PROJECT

Students will design and create a paper doll that reflects the OPTION 2: THE CHARACTER PROJECT
A. Activating Prior
characteristics of their friends, classmates, or group mates. Once the
Knowledge (Annotation: This activity engages visual-
dolls are completed, students will present their creations to the class,
spatial and intrapersonal learners. It fosters
explaining how each design reflects the personality traits of the
creativity and facilitates self-expression, a
individual they chose.
foundation for interpersonal understanding.
Process Question:
Purpose:
1. What personal traits or values does your doll represent, and
This activity aims to help students get to know
why did you choose to highlight them?
more about themselves by reflecting on how
2. How do the colors, symbols, or accessories you used reflect
others perceive their traits. By associating
their personality?
personal characteristics with visual
3. Which part of your doll best expresses its strengths or unique
representations and feedback from peers,
qualities?
4. Was it easy or difficult to represent them through a doll? Why? learners develop greater self-awareness and
5. How did this activity help you better understand your chosen appreciation for their unique identity within
classmate? social contexts.
 DISCUSSION: Annotation: Teachers should use direct
INTERPERSONAL EFFECTIVENESS instruction combined with student engagement
DISCUSSION A: Key Aspects of Interpersonal Effectiveness strategies such as think-pair-share and real-life
scenario sharing. Encourage learners to provide
Definition: personal examples or role-play short situations
Interpersonal effectiveness refers to skills that allow individuals to to reinforce each concept.
interact in a way that promotes positive outcomes and strong
relationships, while maintaining respect for both them and others.

Key Aspects Include:

● Communication: Expressing needs clearly, active listening,
assertive but respectful expression.

● Empathy and Perspective-Taking: Understanding and

acknowledging others’ feelings and viewpoints.
B. Instituting New
Knowledge ● Conflict Resolution: Addressing disagreements
constructively, aiming for win-win solutions.

● Building and Maintaining Relationships: Creating healthy

boundaries and managing social interactions positively.

● Self-Awareness: Recognizing one's values, beliefs, emotions,

and their impact on others.

WHY IS INTERPERSONAL EFFECTIVENESS IMPORTANT?

Improved relationships:
Stronger connections with family, friends, and colleagues lead to
greater satisfaction and well-being.
● Increased self-esteem and confidence:
Successfully navigating social interactions and achieving desired
outcomes can boost self-confidence.
● Enhanced communication and collaboration:
Effective communication leads to better understanding and
cooperation in both personal and professional settings.
● Improved problem-solving and conflict resolution:
Strong interpersonal skills allow individuals to address challenges
more effectively and find solutions that satisfy everyone involved
Effective interpersonal relationships are built on clear
communication, mutual understanding, and trust. However, several
factors can act as barriers to these relationships, hindering the flow
of information and leading to misunderstandings or conflicts. These
barriers can be broadly categorized as psychological, emotional,
cultural, and physical.

EXAMPLES OF INTERPERSONAL EFFECTIVENESS IN ACTION: Annotation: Have students reflect individually

Assertively requesting a favor: or in pairs.
Clearly stating a need and the desired outcome while being respectful
of the other person.
● Negotiating a compromise in a conflict:
Understanding the perspectives of all parties and finding a solution
that works for everyone. Annotation: Present brief scenarios that show
● Setting a boundary with a colleague: interpersonal breakdowns. Let learners identify
Politely declining an unreasonable request while maintaining a the underlying factor or myth, then discuss how
positive working relationship. it could be improved.
● Offering empathy and support to a friend:
Recognizing and acknowledging their emotions and offering comfort
or practical assistance.

PSYCHOLOGICAL BARRIERS: These stem from internal factors such

as:
● Prejudice and bias:
Existing biases or stereotypes can distort perceptions and prevent
objective understanding.
● Fear of judgment or criticism:
This can prevent individuals from expressing their true thoughts and
feelings.
● Emotional dysregulation:
Strong emotions like anger, anxiety, or fear can hinder
communication and create emotional distance.
● Defensiveness:
This can make it difficult to receive feedback and can lead to
misunderstandings or conflict.
Emotional Barriers: These relate to the intensity and management of
emotions, including:
● Emotional overload:
Being overwhelmed by emotions can make it difficult to communicate
effectively.
● Lack of empathy:
The inability to understand or share another person's feelings can
create distance and misunderstandings.
● Emotional reactivity:
Over-reacting to situations can damage relationships and hinder
communication.

CULTURAL BARRIERS: These arise from differences in values,

beliefs, and communication styles:
● Language differences:
Misunderstandings can occur when people don't share a common
language or have different dialects.
● Cultural norms and expectations:
Different cultures have varying rules for communication, behavior,
and social interaction, which can lead to misunderstandings.
● Lack of cultural awareness:
A lack of understanding of other cultures can lead to stereotypes,
biases, and misunderstandings.
PHYSICAL BARRIERS: These are external factors that impede
communication:
● Noise or distractions:
Physical noise or other distractions can make it difficult to hear or
understand what is being said.
● Distance:
Physical distance can create a sense of separation and hinder face-to-
face communication.
● Technology limitations:
Technical glitches or difficulties with using communication
technology can also create barriers. Annotation: Conduct a peer-pair discussion or
OVERCOMING THESE BARRIERS REQUIRES PROACTIVE interactive quiz.
EFFORTS, SUCH AS:
● Active listening: Pay attention to what others are saying and
ask clarifying questions.
● Emotional regulation: Learn to manage your emotions and
communicate effectively even when emotions are high.
● Cultural sensitivity: Be open-minded and respectful of
cultural differences.
● Clear and concise communication: Use clear language and
avoid jargon or technical terms.
● Seeking feedback: Ask for feedback and be open to
constructive criticism.

Why Is Interpersonal Effectiveness Important?

● Enhances relationships and collaboration

● Builds self-confidence and emotional intelligence

● Improves communication and conflict resolution

● Promotes mutual respect and understanding

Examples of Interpersonal Effectiveness in Action:
● Asking for help assertively and respectfully

● Resolving a misunderstanding by listening actively

● Setting healthy boundaries with peers or teammates

● Comforting a friend by validating their emotions

FORMATIVE ASSESSMENT A

“Describe a recent situation where you showed interpersonal

effectiveness. What skill did you use, and what was the result?”

DISCUSSION B: Barriers and Misconceptions in Interpersonal

Effectiveness
Factors That Get in the Way:
1. Fear of Rejection or Conflict
● People may avoid speaking up or setting boundaries because
they’re afraid of being disliked, rejected, or starting an
argument.

2. Low Self-Esteem
● If someone doesn’t value their own thoughts or feelings, they
may struggle to assert themselves or believe they deserve
respect.
3. Strong Emotions (e.g., Anger, Anxiety)
● Intense emotions can cloud judgment and lead to impulsive or
aggressive communication.
4. Lack of Communication Skills
● Without training or experience, a person might not know how
to express themselves clearly and respectfully.
5. Poor Listening
● Effective interaction isn’t just about talking — not listening well
can damage trust and cause misunderstandings.
6. Cultural or Family Background
● Some people grow up in environments where open
communication isn’t encouraged, making assertiveness feel
uncomfortable or wrong.
7. Desire to Please Others (People-Pleasing)
● Always putting others first can lead to neglecting one’s own
needs, which harms self-respect and builds resentment.
8. Negative Past Experiences
● If someone was ignored, judged, or punished for being honest
in the past, they may fear repeating that pain.

Common Myths That Get in the Way of Interpersonal

Effectiveness
Many people struggle with interpersonal skills not because they lack
ability, but because they believe certain myths that hold them back.
These false beliefs can prevent effective communication and healthy
relationships.
🔹 1. “Being assertive is the same as being rude or aggressive.”
● Truth: Assertiveness means expressing your needs
respectfully — not attacking or dominating others.
🔹 2. “If I say no, people won’t like me.”
● Truth: Setting boundaries actually earns respect. People-
pleasing can lead to resentment and burnout.
🔹 3. “I shouldn’t have to ask — if they cared, they’d just know.”
● Truth: Others can’t read your mind. Clear, direct
communication is more respectful and effective.
🔹 4. “Conflict is always bad and should be avoided.”
 ● Truth: Healthy conflict can lead to growth, understanding, and
stronger relationships.
🔹 5. “My needs are less important than others’.”
● Truth: Everyone’s needs matter equally. Ignoring your needs
damages self-respect and trust.
🔹 6. “If I give in once, I’ll always have to give in.”
● Truth: Flexibility isn’t weakness — compromise can build
cooperation and mutual respect.

FORMATIVE ASSESSMENT B OPTION 1: Role Play

“Match each scenario to a barrier or myth. What could have been (Annotation: Uses experiential learning to
done differently?” practice real-life communication scenarios.
Students reflect on their use of empathy,
OPTION 1: Role Play assertiveness, and active listening.)
Instruction: The teacher may ask for volunteers or select learners to
perform the scenarios. After the performance, learners shall be asked
on their thoughts or ideas on how to demonstrate interpersonal
effectiveness based on the presentation.

SITUATION A
Maria approaches James during a break and says:
"Hi James, I know you're busy, and I really respect how well you
manage your time. I'm working on the Q3 report and I’m hitting a wall
with the financial projections section. You’re great with that part, and
I’d really appreciate your insight. If you could spare even 15 minutes
today to help me review it, I’d greatly appreciate it—but I completely
understand if your schedule doesn’t allow it.
SITUATION B

“Hi, I wanted to talk about our project. I’ve noticed that some tasks
haven’t been completed, and I understand we’re all juggling a lot. I
think it might help if we revisit our task division and clarify
responsibilities. That way, things feel fair for everyone, and we can
work more efficiently toward the best outcome.”
OPTION 2: Empathy Circle
SITUATION C (Annotation: Encourages emotional intelligence
and active listening. The activity builds
Hey, I’ve noticed during the last few games, you’ve been taking most community in the classroom and allows learners
of the shots yourself. I know you’re trying to help us win, and I respect to experience empathy firsthand.)
your skills. But I think the team works best when we all get to
contribute. Let’s try to pass more and play as a team — it’ll give us a
better shot at winning

OPTION 2: Empathy Circle

1. Arrange students in a circle.
2. One student shares a personal challenge or emotional
experience (e.g., feeling misunderstood, having a conflict with
a friend).
3. The next student practices empathy, responding with
understanding and compassion rather than offering solutions.
4. Continue the circle with each student offering empathetic
responses.
5. Afterward, debrief: How did it feel to show empathy and express
yourself clearly? How do you think your communication affected
the other person, helped resolve any issues, and supported your
relationship with them?
 The Communication Bridge The Communication Bridge
(Annotation: Engages verbal and visual
Instructions: learners. Encourages teamwork and highlights
1. Setup: communication barriers, reinforcing key
Divide the class into teams of 4–6 students. concepts through simulation.)
Each team is split into two groups (Group A and Group B)
Making Generalization
seated back-to-back.
Give Group A a simple picture or design (e.g., a basic 1. What are the barriers to effective
geometric pattern or block structure made of colored paper). interpersonal relationships you
experienced?
Group B receives blank paper and colored materials.
2. What interpersonal skills helped your
2. Task:
team succeed?
Group A describes the picture using verbal instructions
only—they cannot show the picture.
Group B listens and attempts to recreate the picture as
C. Demonstrating accurately as possible.
Knowledge and No one can look at the other group’s paper.
Skills 3. Debrief
Compare the original and recreated pictures.

4. Making Generalization
Answer the following question:
1.What are the barriers to effective interpersonal relationship you
experienced?
2. What interpersonal skills helped your team succeed?
Quiz (Multiple Choice)
5. Evaluating Learning (Annotation: Formative assessment checks
Direction: Read each of the following statements carefully. conceptual understanding in a low-
Identify which key aspect of interpersonal effectiveness is stakes format. Also reinforces retention
needed to address the type of barrier indicated. Choose the of key terms.)
letter of the correct answer.
A. Communication
B. Empathy/ Perspective Taking
 C. Conflict Resolution
D. Building and Maintaining Relationships
E. Self-Awareness

1. Existing biases or stereotypes can distort perceptions and

prevent objective understanding.
2. This can prevent individuals from expressing their true
thoughts and feelings.
3. Being overwhelmed by emotions can make it difficult to
communicate effectively.
4. Misunderstandings can occur when people don't share a
common language or have different dialects.
5. Different cultures have varying rules for communication,
behavior, and social interaction, which can lead to
misunderstandings.
6. A lack of understanding of other cultures can lead to
stereotypes, biases, and misunderstandings.
7. Physical noise or other distractions can make it difficult to hear
or understand what is being said.
8. Physical distance can create a sense of separation and hinder
face-to-face communication.
9. Technical glitches or difficulties with using communication
technology can also create barriers.
10. Over-reacting to situations can damage relationships and
hinder communication.

ADDITIONAL ACTIVITIES: SHARING IS CARING Annotation: The teacher gathers ideas from the
During a group project in school, two of my teammates had a learner/s based on their experiences and
disagreement. One felt that their ideas weren’t being considered, while provides justification or feedback to support and
the other was frustrated because they believed the project was not guide their answers.
 going according to plan. This tension was starting to affect the overall Teachers may facilitate this part through both
progress of the group, and I could sense that it was making the discussion and group activity. Begin by
atmosphere uncomfortable. presenting the examples using short role-plays
Considering you are a part of this scenario how will you solve the or situational readings. Then, have students
situation applying your interpersonal effectiveness? work in small groups to reflect on the examples
and present their insights. Each student’s ideas
should be welcomed and respected, ensuring
that interpersonal effectiveness is practiced
through active listening, open communication,
and mutual respect.

The teacher will use portfolio assessment, where students will compile their completed tasks as evidence of their
understanding of the topic and the skills they have developed.
Portfolio Assessment
Students will compile their outputs including:
Trait lists from “Knowing Myself”
Character Project
V. ASSESSMENT
Role play scripts or reflections
(Assessing Quiz result
Learnings) Journal reflections
 Rubrics will be used to evaluate creativity, clarity, participation, and understanding of interpersonal effectiveness.
Criteria Excellent (4) Proficient (3) Developing (2) Beginning (1)
Creativity Highly original Presentation Minimal creative Lacks creativity or effort;
and engaging shows creativity elements; presentation is unclear or
presentation; clear with some original presentation is incomplete
effort in design elements somewhat generic
and delivery
Clarity of Message is clear Message is mostly Message is unclear in Message is confusing or does
Message and strongly clear and relevant parts or lacks focus not relate to the topic
illustrates
interpersonal
effectiveness
Participation All group members Most group Some members Majority of group did not
actively members contributed little; participate meaningfully
contributed and participated; few unequal workload
showed needed prompting
engagement
Understanding of Demonstrates Shows good Shows partial Limited or incorrect
the Concept excellent understanding understanding; needs understanding of the topic
understanding of with minor gaps clarification
interpersonal
effectiveness
This section presents the key highlights and challenges encountered by both teachers and learners during the teaching-
learning process throughout the unit. It also includes the adjustments made by the teacher to improve instruction.

VI. REFLECTION
Teacher's Reflection:
(Feedback and
Guide Questions:
Continuous
Teacher’s Reflection
Improvement)
1. Which interpersonal skills did students identify most clearly, and how can I support deeper understanding of the
others?
2. Did my strategies help students form a clear and accurate understanding of interpersonal effectiveness?
 3. How effectively did students demonstrate interpersonal skills during the activity, and what can I do to improve
future opportunities for practice?

Learner’s Feedback
1. Which interpersonal skill did learners learn and why is it important to them?
2. In their own words, what does interpersonal effectiveness mean?
Activity 1: Reflection Journal
Write a one-page journal entry describing a recent conflict and how you handled it. Identify what you did well and what
you could improve.

Activity 2: Interview Task

Interview a family member about their communication style. Summarize the results and reflect on how it affects your
relationship.

Sample Rubric – Reflection Journal

VII. ADDITIONAL Criteria Excellent (4) Proficient (3) Developing (2) Beginning (1)
ACTIVITIES Depth of Provides deep and Shows Basic reflection; Lacks reflection
(Enrichment and Reflection thoughtful insight thoughtful limited personal or insight;
Remediation) into personal reflection with analysis mostly
behavior and some personal descriptive
learning insight
Connection Clearly applies Concepts are Minimal or No clear
to Concepts interpersonal applied, though unclear connection to
effectiveness may not be application of interpersonal
concepts to the consistently concepts effectiveness
situation integrated
Organizatio Well-organized Generally Somewhat Disorganized or
n & Clarity and clearly organized; minor disorganized; confusing;
written; easy to clarity issues ideas are hard to difficult to
follow follow at times understand
 Grammar & Free of errors Few minor Noticeable errors Frequent errors
Mechanics errors that affect that hinder
readability understanding

Sample Rubric – Interview Task

Criteria Excellent (4) Proficient (3) Developing (2) Beginning (1)
Interview Questions are Questions are Some questions Poorly
Quality thoughtful and appropriate; lack depth; constructed
responses are responses are responses are interview;
detailed and mostly brief irrelevant or
relevant relevant incomplete
answers
Summary & Insightful Clear Limited Little to no
Reflection summary and summary with reflection; reflection;
meaningful basic mainly summary lacks
reflection on the reflection descriptive clarity
experience
Understandin Strong integration Concepts are Weak or No evident
g of Concepts of interpersonal mentioned and minimal understanding of
communication somewhat connection to interpersonal
concepts explained concepts concepts
Presentation Clear, organized, Mostly clear Some Poorly written or
and well-written and organized disorganization confusing
or unclear parts
1