Senior High School

Quarter
1
Lesson Exemplar in LESSON

Life and Career Skills 8

Lesson Exemplar for General Mathematics
Quarter 1: Unit 1

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Learning Area Specialist

Wilson R. Santiago

BLD Learning Area Specialist

Bureau of Curriculum Development
Bureau of Learning Resources

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 LESSON EXEMPLAR
Learning Area Life and Career Skills Grade Level 11

Semester 1st Quarter 1

I. OBJECTIVES (Identifying the Goals)

This section presents the key understandings that connect essential concepts within the unit. It summarizes the
big ideas that learners should retain long after the lesson, offering insights that help bridge topics and subjects
while providing a coherent framework for understanding complex ideas. These understandings also promote
Content Standard curiosity, critical thinking, and deeper inquiry.
The learners demonstrate understanding of the interconnectedness of developmental tasks, protective and risk
factors, sense of self, and health and wellness in their transition from late adolescence to early adulthood.

This section outlines the goal of ensuring that learners can apply their knowledge to real-life situations. It
defines how students transfer their learning to various contexts beyond the classroom. Learners will
Performance demonstrate this through performance tasks that involve authentic, novel, and challenging scenarios related to
Standard the unit. Success in these tasks requires the thoughtful application of knowledge, skills, and attitudes.
The learners reflect on their personal experiences as adolescents in terms of developmental tasks, protective
and risk factors, sense of self, and health and wellness.

Learning
Competencies Prior to lesson objectives have a description of the assumed prior knowledge and skills that learners have acquired in the previous grade level, which are
essential for their successful engagement with the current lesson. These assumptions can also serve as a basis for designing diagnostic assessments.

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

This section outlines the targeted skills that learners must develop to meet the Content and Performance
Standards. These specific skills and understandings serve as the foundation for designing instructional activities.
Bloom’s Taxonomy can be used to determine the appropriate cognitive level such as remembering,
understanding, applying, analyzing, evaluating, or creating that learners should achieve when processing and
applying new information. This approach ensures that learning objectives are clearly defined and suitably
 challenging, effectively guiding the design of both lessons and assessments.

This section involves the selection of high-quality, contextualized, and technology-enhanced learning materials
that align with the instructional objectives. Chosen resources should be inclusive, accessible, and responsive to
the diverse needs of learners, aiming to enhance engagement, support differentiated instruction, and foster
meaningful skill development.

● Twinkl. "What Can I Do When I Feel T?" Accessed May 11, 2025. https://www.twinkl.com.ph/resource/what-
can-i-do-when-i-feel-t-par-1713431638.
II. REFERENCES
and MATERIALS ● Fritscher, Lisa. "How You Can Practice Self-Regulation." Verywell Mind. Last modified August 29, 2022.

(Selecting Resources https://www.verywellmind.com/how-you-can-practice-self-regulation-4163536.

and Material) ● Decision Dice: A Creative Tool for Choice-Making and Decisions.” Amazon. Accessed May 11, 2025.
https://www.amazon.co.uk/Decision-Dice-Creative-Choice-Making-Decisions/dp/B0DK7J43D3.
● Settle, Keala. “This Is Me (from The Greatest Showman).” YouTube video, 3:54. December 20, 2017.
https://www.youtube.com/watch?v=CjxugyZCfuw.
● Bessick, Paige. “Compliment Circles: Creating Kind and Connected Classrooms.” Paige Bessick. Accessed
May 11, 2025. https://paigebessick.com/compliment-circles-creating-kind/.

(These shall be accomplished per topic)

III. CONTENT This section outlines the lesson or topic that learners need to learn to independently attain the Content
Standard and achieve the Performance Standard
(Sequencing
Content) OPTION 1 - ACHIEVING LIFE BALANCE WITH SELF-REGULATION
OPTION 2 - MANAGING EMOTIONS THROUGH SELF-REGULATION
IV. OBJECTIVES This section outlines the unpacked learning competencies. These are the knowledge, skills, attitude that the
learners will gain after instructions.
(Setting Clear
Objectives and 1. define self-regulation.
Analyzing the Tasks) 2. reflect on their own experiences to identify strategies that support self-regulation.
3. develop a personal journal / action plan to enhance their self-regulation skills.
4. Implement the strategies outlined in the action plan to improve self-regulation skills.
 5. Assess the impact of different techniques and strategies on enhancing self-regulation skills.
IV. PROCEDURES
(Selecting Strategies, Making Meaningful Content, Delivering Lesson and Assessing
Learning) ANNOTATION

This section focuses on selecting learner-centered, evidence-based instructional *Instruction to the teacher on how to
approaches such as problem-based learning, collaborative tasks, interdisciplinary facilitate the activities.
integration, and technology-enhanced instruction. These strategies are intended to
*In the Annotation, explicitly explain how the
foster active engagement, critical thinking, and adaptability across diverse learning
IDF is applied in each part of the lesson
pathways. The chosen approaches 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 Prior 1. Activating Prior Knowledge

Knowledge
This involves activities in which the learners can recall or connect
what they already know that is relevant to the new lesson. It
serves as a cognitive bridge between previous learning and new
concepts. This can be done through questioning, short activities,
visual prompts, or discussions.

OPTION 1
The teacher will choose an activity that
ACTIVITY 1. Compliment Circle aligns with the learners’ environment and
STEPS: their ability to understand and participate
FORM A CIRCLE: Have learners it in a circle. effectively. These activities may be done in
SHARE COMPLIMENTS: Each learner takes turns giving a groups to encourage collaboration.
compliment to the person on their right. Encourage specific and
genuine compliments. It is important for the teacher to create a
REFLECT: After everyone has received a compliment, discuss how safe and supportive space—one that is
it felt to give and receive positive feedback. inclusive and free from judgment—so that
the learners may feel comfortable
expressing themselves during the activity.
OPTION 2
ACTIVITY 2: Pass the Praise Activity
OBJECTIVE:
- To encourage students to recognize and appreciate
positive traits or actions in their peers, promoting
kindness, self-awareness, and a supportive classroom
culture.

MATERIALS NEEDED:
- A soft ball or small object to pass around (optional)
- A timer (optional)
- A talking stick or item to indicate who is speaking
(optional)
STEPS:
- Introduction (2–3 minutes):
- Briefly explain the purpose of the activity:
- “Today, we’re going to practice giving praise to others.
 This helps us build a positive classroom and recognize the
good in each other.”

FORM A CIRCLE:
Have students sit or stand in a circle so everyone can see each
other.
MODEL THE ACTIVITY:
Start by giving praise to a student. For example:
“I want to praise Alex for always helping others without being
asked.”
Then pass the ball or simply call on the next person.
PASS THE PRAISE:
The student who receives praise then gives praise to someone
else in the circle (not the person who just praised them).
Continue until everyone has received and given praise. The teacher will choose one activity from the
two options. After the chosen activity is
ENCOURAGE SPECIFICITY: completed by the learners, they will answer
Remind students to be specific and sincere. Instead of “You’re the processing questions. Learners may first
nice,” they can say, “I appreciate how you shared your materials respond individually during the discussion,
with me yesterday.” and afterward, the teacher may ask selected
students to share their answers how they
WRAP-UP REFLECTION (3–5 MINUTES): can deal with different emotions in the
ASK A FEW REFLECTIVE QUESTIONS: activity.

“How did it feel to receive praise?”

“How did it feel to give praise?”
“Why is it important to recognize the good in others?”

OPTION 3
ACTIVITY 3: THIS IS ME
MATERIAL: speaker, TV, Music Video of the song THIS IS ME in the
greatest showman.
https://www.youtube.com/watch?v=CjxugyZCfuw&list=RDCjxugyZCfuw&start_radio=1

HOW TO USE THESE IN CLASS OR GROUP SETTINGS:

 ● LYRIC ANALYSIS: Discuss how the lyrics promote self-
acceptance.
● REFLECTION JOURNALS: Ask learners to write about a time
they felt proud of who they are.
● CREATIVE EXPRESSION: Let learners create art or poetry
inspired by a song.
FOR LYRIC ANALYSIS
● What lines in the song stood out to you the most? Why?

● How does the song make you feel about your own identity?

● Can you think of a time when you had to accept something

about yourself that others didn’t understand?

2. Establishing the Purpose of the Lesson

This part the learners will know the learning goals, relevance,
and real-life applications of the lesson. It sets expectations and
provides motivation by answering the question: “Why are we
learning this?”
After the activity, you realized that self-acceptance fosters an
internal sense of worth, reducing the need for constant external
validation or approval from others.
Now let us proceed to our next activity!
OPTION 1
ACTIVITY 4: What Can I do When I feel…
The teacher will guide the learners on how to deal with different
emotions with ‘What Can I Do When I Feel…?’this activity is a
great way to help the learners learn to self-regulate in a safe and
supported way.
Processing questions:

● How did this activity increase your awareness of your

emotional responses?
● What did you learn about yourself and your typical
reactions to different emotions?

OPTION 2
As a learner/student, you may face a variety of challenges during
adolescence, such as personal, academic, career, vocational, and
digital issues. These challenges can emerge unexpectedly, so to
 help you be ready to handle them, let's concentrate on our topic
for today.
The teacher will have one of the learners read the short story and
then answer the processing question.
ACTIVITY 5: Short Story
Maya was a bright student, always among the top of her class.
However, she was also feeling the pressure to fit in with the
popular kids. They often skipped class, promising a good time
and a chance to ditch the boring stuff (forget the boring stuff).
Maya hesitated, intrigued by the prospect of joining them, but
also worried about the consequences. If she missed class, she
could lose her good academic standing.
One day, the popular group offered Maya an opportunity for a
weekend adventure. She pictured the fun and excitement, the
feeling of being accepted, but also the knowledge that she was
against her own goals of being an honor student as she would not
study for this exam. Maya knew that she couldn't make the
wrong decision.
Process question:
1. If you were in Maya's shoes, what decision would you
make in this situation?
2. What can Maya learn from this experience about balancing
social life and academic responsibilities?
3. What factors should be taken into account when making a
decision?
4. How can Maya embrace self-acceptance and stay true to
her own goals and values while dealing with the pressure to fit in
with the popular students?

B. Instituting New 1. Presenting Examples

Knowledge This step involves showing a relatable, concrete, or real-life
example that illustrates the new concept. Examples can be
visual, situational, or experiential and are used to spark interest
and provide context. The teacher will select one activity from the
two available options. Learners will first
Now that you already know how to deal with different emotions
respond individually during the session.
with the ‘What Can I Do When I Feel…? Activity, let us try how
Afterward, the teacher may invite selected
are you going to deal with following situations that you may
learners to share how they managed their
encounter.
emotions in response to the situations
OPTION 1 presented in the activity
ACTIVITY 6 – FORMATIVE TEST
1. Personal and Social .
You noticed that you often get frustrated when your friends don't
respond to your messages immediately. How can you manage
this frustration? This activity is a scenario-based multiple-
A. Send multiple follow-up messages until they respond. choice formative assessment designed to
B. Reflect on why you feel frustrated and find a healthy way help students practice decision-making and
to cope, like taking deep breaths or engaging in a hobby. self-regulation in real-life situations. It
C. Stop messaging your friends altogether. supports contextual learning by encouraging
D. Confront your friends about their lack of response. learners to apply problem-solving skills in
2. Academic: familiar and meaningful scenarios.
You have a big project due in a week, but you also have a lot of
other homework. How can you effectively manage your time?
A. Work on the project the night before it's due.
B. Create a schedule that breaks down the project into
smaller tasks and balances it with your other homework.
C. Focus only on the project and ignore other homework.
D. Ask for an extension on the project deadline.
3. Career and Vocational:
You have a part time job while attending school, and you feel
overwhelmed by your responsibilities. What should you do to
manage your workload?
A. Quit your job to focus solely on school.
 B. Prioritize your tasks and create a balanced schedule that
allows time for both work and study.
C. Ignore your schoolwork and focus on your job.
D. Complain to your employer about your workload.
4. Digital:
You find yourself spending too much time on social media, which
affects your productivity. How can you regulate your screen
time?
A. Delete all your social media accounts.
B. Set specific time limits for social media use and stick to
them.
C. Continue using social media as usual and hope your
productivity improves.
D. Use social media only during breaks.

OPTION 2

ACTIVITY 7
Emotion Charades
Steps:

1. Create Emotion Cards: Write different emotions on cards The teacher will select one activity from two
(e.g., happy, sad, frustrated). available options. After completing the
2. Play Charades: Have students take turns acting out the chosen activity, students will respond to a
emotions while others guess. Discuss how to recognize and
set of processing questions. They may begin
manage these emotions.
3. Reflect: Reflect on how understanding and recognizing by answering individually during the
emotions can help with self-regulation. discussion, after which the teacher may
invite a few students to share their
2. Discussing New Concept responses with the class.

This is the explicit teaching or guided exploration of the lesson's

key ideas. It includes defining terms, explaining relationships, For the second option, the teacher will
using models or analogies, and encouraging learner interaction. provide a visual mapping tool (such as a
mind map or concept map). Students will
OPTION 1 – DISCUSSION use this framework to organize key
information about self-regulation, including
The ability to control one's thoughts, feelings, and behavior in
its definition, development, qualities of self-
order to achieve long-term goals is known as self-regulation.
regulated individuals, challenges, and
Emotional self-regulation specifically entails thinking before
strategies for improvement. They will write
acting and managing erratic emotions and impulses.
down the essential ideas they have
The capacity to bounce back from failures and behave in researched or discussed.
accordance with your principles is another aspect of self-
regulation. A vital component of emotional intelligence is this.
After completing the visual map, the teacher
The development of self-regulation, its important effects, typical
will guide the class in answering the
obstacles, and methods for enhancing self-regulation abilities are
processing questions.
all covered in this session.
The Development of Self-Regulation
This activity is a form of interactive learning,
Your early experiences have a significant impact on your ability
where students exchange ideas, opinions,
to control yourself as an adult. Children must learn to self-
and information about a specific topic. It
regulate in order to develop emotional maturity and, eventually,
promotes critical thinking, active listening,
to build social relationships.
and a deeper understanding of the concept
A toddler who throws tantrums should ideally grow up to be a of self-regulation.
child who can handle uncomfortable emotions without losing
control of them and eventually grow up to be an adult who can
restrain impulses brought on by those emotions.
Maturity essentially entails having the tolerance and
consideration to deal with emotional, social, and cognitive
difficulties. The tight relationship between this idea and
mindfulness is not coincidental; in fact, self-regulation is greatly
influenced by mindfulness.
Qualities of Self-Regulators
Generally, individuals who excel at self-regulation are able to:
● Act in alignment with their values

● Calm themselves when feeling upset

 ● Does self-soothing activities when feeling down

● Maintain open and honest communication in a diplomatic

way
● Persevere through challenging times

● Give their best effort in all endeavors

● Stay flexible and adapt to changing situations

● Recognize the positive qualities in others

● Keep their intentions clear and focused

● Seek helps when needed

● View challenges as opportunities for growth

Self-Regulation Tips
- Recognize that in every situation you have three options:
approach, avoidance, and attack. While it may feel as
though your choice of behavior is out of your control, it's
not. Your feelings may sway you more toward one path,
but you are more than those feelings.
- Become aware of your emotions. Do you feel like running
away from a difficult situation? Do you feel like hitting the
person who hurt you?
- Monitor your body to get clues about how you are feeling if
it is not immediately obvious to you. For example, a rapidly
increasing heart rate may be a sign that you are entering a
state of rage or even experiencing a panic attack.
OPTION 2
ACTIVITY 8
Visual Mapping (Mind Map or Concept Map)
Visual mapping supports self-regulation by helping learners set
clear goals, plan strategically, monitor progress, reflect on
outcomes, stay motivated, and develop independent, self-
directed learning habits. Concept map (visual mind map) of self-
regulation strategies are (examples: you can sing, dance, play
basketball, etc):
 The teacher will select one activity from two
options, which may be completed in groups
to promote collaboration and teamwork.
After the activity, learners will reflect on
their personal experiences to identify
effective strategies for self-regulation.

This activity focuses on helping students

manage real-life challenges related to
SELF- personal and social situations, academics,
REGULATION career and vocational paths, and digital
STRATEGIES concerns. To support diverse learning styles,
learners will be given the freedom to choose
how they present their insights—through
singing, spoken poetry, dramatization, or
other creative formats, following the
principles of differentiated instruction.

The activity is both relevant and responsive,

as it addresses practical, everyday
situations. It also includes a discussion and
decision-making activity centered on the
concept of self-regulation, defined as the
SELF-REFLECTION QUESTIONS
ability to control one’s thoughts, emotions,
● In your own words, what does self- regulation mean to and behaviors to achieve long-term goals.
you?
● Can you describe a time when you had to control your
emotions or behavior? What did you do?
● How do you usually respond when you feel overwhelmed
or frustrated?
 ● What strategies help you calm down or refocus when
you're upset or distracted?
3. Developing Mastery
In this part learners will engage in guided and independent
practice activities to reinforce the concept. This may include
drills, problem-solving, application tasks, or peer collaboration.
This is the explicit teaching or guided exploration of the lesson's
key ideas. It includes defining terms, explaining relationships,
using models or analogies, and encouraging learner interaction.
*this pertains to formative assessment
OPTION 1
ACTIVITY 9
Self-Regulation Activity
The class will be divided into five groups, each group will be
given sample questions on how to manage some challenging
situations on personal and social, academics, career and
vocational and digital concerns. The teacher will allow students
the freedom to choose their presentation method, utilizing
differentiated instructions such as singing, spoken poetry,
dramatization, and more.
Group 1 - How do you manage your own emotions, thoughts,
behaviors, and well-being? (e.g., managing stress, sticking to
healthy habits, controlling impulses related to personal desires).
Example: Behavior- Sticking to Healthy Habits
- Maintain a balanced diet by eating nutritious meals
regularly.
- Ensure you get enough sleep each night to stay refreshed
and alert.
- Incorporate regular exercise into your routine to boost
 physical and mental health.

Group 2 - How do you manage your interactions and

relationships with others?(e.g., resolving conflicts constructively,
managing your reactions in social situations, practicing empathy
and active listening).

Example: Managing Reactions in Social Situations:

- Pause Before Reacting: Take a moment to think before
responding, especially in heated situations.
- Stay Positive: Focus on positive aspects and avoid
negative or defensive reactions.
- Set Boundaries: Clearly communicate your limits and
respect others' boundaries.
Group 3 - How do you manage your learning process and
responsibilities? (e.g., staying focused during study, managing
time effectively for assignments, persevering through challenging
material).
Example: Staying Focused During Study
- Create a Study Environment: Find a quiet, well-lit space
free from distractions to help you concentrate.
- Use Study Techniques: Implement methods like the
Pomodoro Technique, where you study for 25 minutes and
then take a 5-minute break.
- Set Clear Goals: Define what you want to achieve in each
study session to stay on track.
-
Group 4 - How do you manage your behaviors and
responsibilities related to work, career exploration, or vocational
pursuits? (e.g., maintaining focus on tasks, managing workload,
adapting to workplace changes, pursuing professional
development).
Example: Adapting to Workplace Changes in the Future
- Stay Flexible: Be open to new ideas and willing to adjust
your approach as needed.
- Communicate Effectively: Keep open lines of
communication with colleagues and supervisors to stay
informed about changes and expectations.
- Seek Feedback: Regularly ask for feedback to understand
how you can improve and adapt to new situations.
Group – 5 How do you manage your engagement with
technology and the online world? (e.g., managing screen time,
practicing responsible online communication, protecting personal
information, staying focused on tasks despite digital distractions).
Example: Managing Screen Time and Practicing good
digital citizenship
- Set Limits: Use cellphone reminders and settings to set
daily screen time limits for social media, games, and other
non-essential activities.
- Schedule Tech-Free Times: Designate certain times of the
day, such as during meals or before bed, to be free from
screens.
- Engage in Offline Activities: Balance screen time with
offline hobbies like reading, exercising, or spending time
with family and friends. Create a time schedule for this.

OPTION 2
ACTIVITY 10
Decision-Making Dice Activity

🎯 OBJECTIVE:
To help the learners manage their reactions and
make thoughtful choices using self-regulation
strategies.
MATERIALS NEEDED:
● Blank cube template (or large foam dice or improvised
dice)
● Markers or pens

● Paper or worksheet for reflection

STEPS:
Step 1: INTRODUCE THE CONCEPT
● Begin with a short discussion:
“Sometimes we face situations where we feel
overwhelmed,
angry, or unsure. What can we do to stay calm and make
good choices?”
● Introduce the idea of using a Decision-Making Dice to help
choose a self-regulation strategy.
Step 2: CREATE AND ROLL THE DICE
Give each student or group a blank cube template (or use a pre-
made foam dice).
On each side, choose & write a different self-regulation strategy,
such as:
1. Pause and take 3 deep breaths
2. Ask for help
3. Take a short walk or break
4. Count to 10 slowly
5. Use positive words of encouragement (e.g., “I can handle
this. I will finish the project.”)
6. Coping thoughts (This, too will pass. Only a few more
months until senior high ends.)
7. Write down how you feel
8. Reward yourself with a snack.
 9. Reward yourself with a one-hour show to watch.
10.Stroll in the park
Step 3: PRACTICE WITH SCENARIOS
● Present students with real-life scenarios (e.g., “You forgot
your homework,” “A friend said something hurtful,”
“You’re nervous before a test”).
● Have them roll the dice and act out or describe how they
would use the strategy that comes up.
Step 4: REFLECT
After each round, ask:
• “How would that strategy help in this situation?”
• “Have you used this strategy before?”
• “Which strategy do you think works best for you?”
Step 5: KEEP IT HANDY
• Encourage students to keep their dice in their desk or
backpack.
• Remind them they can use it anytime they feel stuck or
overwhelmed.
C. Demonstrating 1. Finding Practical Application
Knowledge and In this stage learners apply what they have learned to real-life or
Skills simulated scenarios, problems, or tasks. This involves
transferring knowledge and skills to authentic contexts and this The teacher will select one activity from two
will serve as scaffolding for the unit performance task. available options.
OPTION 1 After completing the chosen task, selected
students will present their work to the class.
ACTIVITY 11
Activity: My Action Plan for Effective Self-Regulation
Teachers are encouraged to be sensitive to
● Step 1: Assessment and Goal Setting individual differences and to consider
Identify a specific behavior you want to change (e.g., students’ backgrounds, experiences, and
getting angry easily). emotional readiness, especially when
discussing personal topics.
 ● Step 2: Use a SMART Goal

Set a SMART goal (e.g., "I will practice counting to ten and This activity highlights that goal-setting and
taking deep breaths when I feel angry for 30 minutes each self-regulation are transferable life skills—
day this week."). not limited to the classroom, but applicable
Specific: Clearly define what you want to achieve. in various real-world contexts.
Measurable: How will you track your progress?
Achievable: Is your goal realistic given your current
situation?
Relevant: Does this goal align with your values and overall
well-being?
Time-bound: Set a deadline for achieving your goal

Step 3:
Choose strategies to help you achieve your goal (e.g.,
practicing mindfulness, using relaxation techniques,
journaling your thoughts).
Step 4:
Monitor your progress and adjust as needed.
● Track progress: Regularly check in with yourself to see how
you're doing.
● Adjust your plan: If your strategies aren't working, don't be
afraid to make changes.
● Be patient and persistent: Developing self-regulation takes
time and effort.

OPTION 2
ACTIVITY 12
Practice Goal Framework
1. Identify the Specific Behavior or Emotion

● Example: "I want to manage my frustration better

when I face difficult tasks."
2. Set a Clear and Achievable Goal

● Example: "I will use deep breathing techniques

whenever I start to feel frustrated."
3. Create a Plan and Objectify the Emotion
Strong emotions can be overwhelming. One strategy to
help manage emotions is to think of it as an object.
Whenever we feel frustrated, sad, or anxious, we can think
of the object instead of the emotion. By doing this we can
focus clearly.

● Steps:
1. Recognize the feeling of frustration. Describe
frustration as an object with color, texture
and sound. All objects are accepted an
answer so go ahead and objectify frustration.
2. Pause and take three deep breaths to picture
the object that signifies frustration.
3. In your mind, try to make this object bigger.
Then make it smaller. Then concentrate to
make it smaller again until it is tiny.
4. Focus on this object whenever you are
frustrated. Tell frustration that it is a very
object and it can be handled.
5. Instead of feeling frustrated, think of the
object so that you will not feel overwhelmed.
4. Track Your Progress

● Example: Keep a daily log of instances when you

felt frustrated and note how you managed it.
5. Reflect and Adjust
 ● Example: At the end of each week, review your log
to see what worked and what didn’t. Adjust your
strategies as needed.

Example Practice Goal

The teacher will select one activity from two
Goal: Improve self-regulation when feeling overwhelmed by given options. After completing the chosen
schoolwork. task, some learners will present their work to
the class. This activity is designed to
● Specific Behavior: Feeling overwhelmed by assignments. reinforce key concepts from the lesson
through reflection.
● Clear Goal: Use a 5-minute mindfulness exercise
whenever I feel overwhelmed.
● Plan: It encourages learners to think critically and
1. Notice the feeling of being overwhelmed. reflect on their own learning process
2. Pause and find a quiet space. (metacognition). It also highlights the
3. Set a timer for 5 minutes and practice mindfulness 'empathize' stage, where learners connect
(e.g., focusing on breathing). emotionally with the topic and relate it to
4. Return to the assignment with a clearer mind. real-life experiences. This deepens their
● Track Progress: Use a journal to note each time you felt understanding and helps them apply what
overwhelmed and how the mindfulness exercise helped. they’ve learned in meaningful ways.
● Reflect and Adjust: Review your journal weekly to see
patterns and make any necessary changes.

2. Making Generalization
This phase the learners will draw conclusions or summarize the
key takeaways from the lesson. It can be done through
discussions, reflective questions, or concept mapping
OPTION 1
ACTIVITY 13
REFLECTIVE QUESTIONS The teacher will select one activity from two
options. Each option is designed to help
● What emotions do I find most difficult to manage, and learners clearly understand the concept of
self-regulation and how it supports
why?
emotional management.
● How do my thoughts influence the way I feel in emotionally
charged moments?
This part of the lesson is both meaningful
● Which self-regulation strategies have worked best for me
and reflective. It aims to develop essential
in the past? skills such as organizing thoughts effectively
● What new techniques am I willing to try to better manage in writing (through an essay) and expressing
emotions creatively and confidently (through
my emotions?
spoken poetry)
● How can I remind myself to pause and reflect before
reacting?

OPTION 2
ACTIVITY 14
TAGLINE IDEAS
Choose one of the taglines and explain how it connects to the
The teacher will choose one activity from
topic of managing emotions through self-regulation.
two available options. These activities can
be completed during the students’ free time
● "Master your emotions, empower your life."
after their daily routine. Learners will use
● "Pause. Breathe. Choose your response." media applications to document their
activity related to self-regulation.
● "Feel it. Name it. Tame it."

● "Self-regulation: the strength behind calm." This part of the lesson highlights how
● "Control within creates peace beyond." physical activities can support the
implementation of strategies from their
● "Respond with intention, not reaction." action plan to enhance self-regulation skills.
 ● "Emotions are signals, not commands."

● "Lead your emotions—don’t let them lead you."

3. Evaluating Learning
In this step the learners are assessed to determine the level of
their understanding and skill acquisition. This may include
written activities, performance tasks, or other check-in activities.
This must be aligned to unit summative assessment.
OPTION 1
ACTIVITY 15
Essay: with Rubrics
TITLE: Self-Regulation: The Path to Becoming a Better Version of
Myself

Criteria Excellent Good (3 Satisfacto Needs

(4 pts) pts) ry (2 pts) Improvem
ent (1 pt)

Content Demonstra Shows Basic Limited or

& tes deep good understan unclear
Understa understan understan ding is understand
nding ding of ding with evident; ing of self-
self- some lacks regulation.
regulation; personal depth or
clearly insight into personal
explains its self- connection
importanc
 e and regulation. .
personal
relevance.

Organiza Essay is Mostly Some Lacks clear

tion & well- well- organizatio structure;
Structur organized organized; n present, ideas are
e with a minor but ideas scattered
clear lapses in may be or hard to
introductio flow or disjointed follow.
n, body, structure. or unclear.
and
conclusion.
Ideas flow
logically.

Personal Provides Includes Reflection Little to no

Reflectio thoughtful some is present personal
n and personal but vague reflection
specific reflection or lacks or
examples and specific connection
of personal examples, examples. to the
growth or though not topic.
challenges fully
related to developed.
self-
regulation.

Use of Uses clear, Language Language Language

Languag engaging, is mostly is is unclear
e and clear; sometimes or
 appropriat some unclear; inappropria
e grammar/s frequent te; many
language. pelling grammar/s grammar/s
Few or no errors. pelling pelling
grammar/s issues. errors.
pelling
errors.

Insight & Offers Some Few

Originali unique original original
ty insights or ideas are thoughts;
perspectiv present; mostly
es; shows mostly general or
original thoughtful. predictable
thinking. ideas.

Total Score: /20

Grading Scale:

18–20: Excellent
14–17: Good
10–13: Satisfactory
Below 10: Needs Improvement
OPTION 2
ACTIVITY 16
Spoken Poetry
TITLE: Pause, Think, Act: The Secret Power of Self-Regulation
Example of the opening part:
If self-regulation is a superpower, I would use it to __________.
Criteria Excellent Good (3 Satisfac Needs
(4 pts) pts) tory (2 Improve
pts) ment (1
pt)

Content & Strong Good Theme is Weak or

Theme focus on focus on present unclear
self- the but not connection
regulation theme; fully to the
; message message develope theme.
is is mostly d or
powerful, clear and clear.
clear, and relevant.
deeply
connected
to the
theme.

Creativity Highly Some Limited Lacks

& original creative creativity originality;
Originalit and elements ; relies very basic
y creative ; shows on or copied
use of effort in common ideas.
language, expressi phrases
metaphors on. or ideas.
, and
structure.

Emotional Emotionall Emotiona Some Lacks

Criteria Excellent Good (3 Satisfac Needs
(4 pts) pts) tory (2 Improve
pts) ment (1
pt)

Impact y lly emotiona emotional

powerful; engaging l depth or
effectively ; connectio connection
engages audience n; may .
and can feel flat
moves the relate. at times.
audience.

Delivery Confident, Clear Voice is Difficult to

& Voice expressive voice audible hear or
, and clear with but lacks understan
voice; some expressio d;
excellent expressi n or monotone
pacing on; good varies in or rushed.
and tone. pacing. clarity.

Body Strong Good Limited No use of

Language stage presence use of body
& presence; ; some body language;
Presence gestures use of language lacks stage
and facial gestures ; presence.
expressio and presence
ns expressi is
enhance ons. minimal.
the
performan
Criteria Excellent Good (3 Satisfac Needs
(4 pts) pts) tory (2 Improve
pts) ment (1
pt)

ce.

Memoriza Fully Mostly Some

tion & memorize memoriz reliance
Heavily
Preparati d; smooth ed; on notes;
reliant on
on and minor noticeabl
notes;
polished pauses e pauses.
unprepared
performan or
.
ce. stumbles
.
4. Additional Activities
These are enrichment, reinforcement, or remediation activities
designed to support diverse learners. These can be extension
work, research tasks, or differentiated exercises.

OPTION 1
ACTIVITY 17
Sensory Breaks (to be documented using TikTok app)

ACTIVITY: Incorporate short sensory breaks throughout the day

with activities like stretching, jumping jacks, or using a sensory
path.
PURPOSE: Helps students release energy and refocus.
EXAMPLE: Schedule a 5-minute break where students can choose
a sensory activity to help them reset.

OPTION 2
STOP Technique Steps (ROLE PLAYING)
Suppose you have a fight with your best friend or the
person you love the most. You want to be effective in the
situation.
1. S - Stop
 ● Action: Stop whatever you are doing. Literally
freeze.
● Purpose: Interrupt the automatic reaction to stress
or emotion.
2. T - Take a Step Back

● Action: Leave the area.

● Purpose: Helps to calm your mind and body,

bringing your focus to the present moment.
3. O - Observe

● Action: Notice what is happening inside and around

you. Pay attention to your thoughts, feelings, and
physical sensations. You can also name the objects
in the environment and count objects. Sorting
objects, folding clothes are also good alternatives
● Purpose: Gain awareness of your internal state and
distracting yourself from the external situation.
4. P – Proceed mindfully

● Action: Decide on the best course of action when

you are already calm. Consider what will be most
helpful or effective in the moment.
● Purpose: Move forward with a clearer, more
mindful, and more effective approach.

Example Scenario
Imagine you are feeling overwhelmed by a sudden increase in
workload:

1. Stop: Pause your work and take a moment to step back.

2. Take a Breath: Inhale deeply through your nose, hold for
a few seconds, and exhale slowly through your mouth.
3. Observe: Notice your racing thoughts, the tension in your
 shoulders, and the feeling of being overwhelmed.
Acknowledge these without judgment.
4. Proceed: Decide to break your tasks into smaller,
manageable steps and prioritize them. You might also
choose to take a short break to clear your mind before
continuing.

V. ASSESSMENT This section will serve as a culminating assessment intended to evaluate the entire unit, including both the
Content Standard and the Performance Standard.
(Assessing
Learnings) OPTION 1
ACTIVITY 18
ACTIVITY TITLE: A One Week Emotion Journaling
ACTIVITY: Have students keep a daily journal where they write about their emotions and how they handled them.
PURPOSE: Encourages self-reflection and emotional awareness.
EXAMPLE: Provide prompts like "What made you happy today?" or "How did you handle a difficult situation?"
OPTION 3
ACTIVITY 19
MULTIPLE CHOICE
1. Which of the following is a sign of strong emotional self-regulation?
A. Acting on impulse
B. Ignoring emotions
C. Thinking before acting
D. Avoiding all conflict
Answer: C
2. What role does mindfulness play in self-regulation?
A. It helps you forget your emotions
B. It encourages emotional suppression
C. It supports awareness and control of emotions
D. It teaches you to avoid challenges
Answer: C
3. Maria is feeling very angry after receiving a low grade on her project. She wants to yell at her teacher but
instead takes a few deep breaths and asks to talk privately about how she can improve. What self-regulation
strategy did Maria use?
A. Avoidance
B. Attack
C. Mindful response
D. Suppression
Answer: C – Maria paused, managed her emotions, and chose a respectful way to respond.
4. During a group activity, James notices he’s getting frustrated because his teammates aren’t listening to his
ideas. He decides to calmly express his thoughts and ask for a turn to speak. Which self-regulation quality is
James demonstrating?
A. Impulsiveness
B. Passive behavior
 C. Diplomatic communication
D. Emotional detachment
Answer: C – James is communicating openly and respectfully.
5. Lena often feels overwhelmed during exams. She starts practicing mindfulness and deep breathing exercises
to stay calm and focused. What is Lena doing to improve her self-regulation?
A. Ignoring her stress
B. Practicing emotional awareness and self-soothing
C. Avoiding exams
D. Blaming others
Answer: B – She is using mindfulness and calming techniques to manage her emotions.
OPTION 2
ACTIVITY 20
Daily Emotion Journal: A Journey to Self-Regulation
(VIDEO RECORDED) with background music if possible, example “AKO NAMAN MUNA” by Angela Ken
Set a Routine: Choose a specific time each day to record your emotions. This could be in the morning, during
lunch, or before bed.
Be Honest: Share your true feelings, whether they're positive or negative. Authenticity is key to understanding
your emotional patterns.
Use Descriptors: If you're not sure what to say, use prompts like "Today I felt...", "The highlight of my day
was...", or "I struggled with...".
Reflect: At the end of each week, watch your videos and reflect on any patterns you notice.
Stay Consistent: Consistency is important. Even on days when you don't feel like recording, try to make a short
entry.
.
The teacher will use journal assessment, where students will compile their completed tasks as evidence of their
understanding of the topic and the skills they have developed

VI. REFLECTION 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
(Feedback and
instruction
Continuous
 ACTIVITY 21
LEARNERS:
"I learned that my emotions are like __________, and self-regulation helps me __________."
Improvement) "I learned that when I pause and think, I can __________ instead of __________."

TEACHER:
Did I provide enough support and scaffolding for students to understand and apply self-regulation strategies?
What would I change in my approach to better support students who had difficulty with the topic?

Prepared by: Validated by:

LEAH S. BULAY-OG DELFIN G. LASDACAN

Master Teacher I – SDO MARIKINA Master Teacher II-SDO-Baguio City

Approved by:

GILBERT CRATIUS B. BARRION

Learning Area Specialist
BLD-TLD