LESSON PLAN FOR TEACHING DEMO

PERSONAL DEVELOPMENT

ASTRA Academy of GRADE LEVEL GRADE 12

SCHOOL Southern Luzon, Inc.
SUBJECT TEACHER Donna L. Tolentino LEARNING AREA Personal Development
DATE AND TIME October 26, 2019 QUARTER 1st Semester, SY 2019-
2020

I. OBJECTIVES

 To discuss and understand the five components of emotional intelligence

 To explore ways to communicate and manage emotions in a healthy manner
 To demonstrate and create ways to manage various emotions

II. SUBJECT MATTER

Topic : Emotional Intelligence

Time Frame : 45 minutes
Reference : Personal Development ( A Textbook and a Workbook ) for
Senior
School
Author : Jens Micah De Guzman, Maria Liza Samonte Nicolas

III. MATERIALS

PowerPoint Presentation, m&m chocolate for the ice breaker

IV. PROCEDURES OR LESSON DEVELOPMENT

A. Preparatory Activity

1. Opening Prayer
2. Checking of Attendance

B. Motivation

ACTIVITY: The m&m Anger Game

The teacher will ask the student to pick one m&m without looking at it and they will
do
the task with the corresponding color in the picture.
C. LESSON PROPER

The teacher will discuss the relation of the activity to the lesson.

D. LESSON PRESENTATION

The teacher will give a lecture on Emotional Intelligence

What is emotional intelligence?

 Emotional intelligence refers to the capability of a person to manage and
control his or her emotions and possess the ability to control the
emotions of others as well. In other words, they can influence the
emotions of other people also.
 Emotional Intelligence is sometimes called EQ (or EI) for short. Just as a
high IQ can predict top test scores, a high EQ can predict success in social
and emotional situations
 EQ helps us build strong relationships, make good decisions, and deal
woth difficult situations
What are the five elements of Emotional Intelligence?

1. SELF AWARENESS
  Becoming self-aware is about the process of understanding
yourself. Emotional awareness means being able to recognize
emotions that you experience, understand the feelings
associated with the emotion, and understand what you think
and do as a result.
 Understanding and noticing your own emotions
the ability to understand your own emotions and their effects
on your performance. You know what you are feeling and
why—and how it helps or hurts what you are trying to do. You
sense how others see you and so align your self-image with a
larger reality.
2. SELF-REGULATION
 Self-regulation or self-management is the second of the three
key areas of personal skills that make up Emotional
Intelligence. Self-regulation is concerned with how you control
and manage yourself and your emotions, inner resources, and
abilities. It also includes your ability to manage your impulses.
 Emotional self-regulation or emotion regulation is the ability
to respond to the ongoing demands of experience with the
range of emotions in a manner that is socially tolerable and
sufficiently flexible to permit spontaneous reactions as well as
the ability to delay spontaneous reactions as needed.
 The ability to control or redirect disruptive impulses.
Essentially, to think before acting.
3. MOTIVATION
 A passion to work with energy and persistence for reasons
beyond money or status. It means being driven , goal oriented
, optimistic and committed to the organization.
 Motivation is what pushes us to achieve our goals, feel more
fulfilled and improve overall quality of life. Daniel Goleman,
who developed the concept of Emotional Intelligence in the
mid ‘90s, identified four elements that make up motivation:
our personal drive to improve and achieve, commitment to
our goals, initiative, or readiness to act on opportunities, as
well as optimism and resilience.
4. EMPATHY
 Empathy is the ability to feel what the other person is feeling.
... It is the ability to put yourself in the other person's shoes in
a big and meaningful way
 “Put yourself in his/her shoes.” That’s what we tell someone
when we want them to see things from someone else’s point
of view. Empathy is the ability to communicate (send and
receive messages) and lead by understanding others’
thoughts, views, and feelings.
5. SOCIAL SKILLS
 Interacting with people successfully
 Those with strong social skills are typically team players
  Proficient in managing to find relationships and building
networks, an
 ability to find common ground and build rapport

INTRODUCTION TO EMOTIONS

 Emotions are what you feel on the inside when things happen. Emotions are also
known as feelings.

1. Afraid : feeling fear and worry

2. Angry : feeling mad with a person, act, or idea
3. Ashamed : feeling bad after doing wrong
4. Confident : feeling able to do something
5. Confused : feeling unable to to think clear
6. Depressed : feeling sad, blue, discouraged, and unhappy
7. Embarrassed : feeling worried about what what others may think
8. Energetic : feeling full of energy
9. Excited : feeling happy and aroused
10.Glad : felling joy and pleasure
11.Jealous : feeling upset when someone has something that you would like to have
or they get to do something you wanted.
12.Lonely:feeling alone and that nobody cares
13.Proud : feeling pleased for doing well
14.Relaxed : feeling at ease and without worry, calm
15.Stressed : feeling tense, tired, uneasy, and overwhelmed

V. ACTIVITY

Objective: To identify need for emotional development

Purpose of activity : to determine participant’s and need for emotional development

Process: Require participants to check off the appropriate answer for each
statement.

Tally scores. Add up all the answers checked yes in the first column and all the
answers checked no in the second column. Determine which column had the most
checks.

Name: __________________________________ Date: ______________ Activity: E-2

Life Satisfaction Checklist

Directions: Place a checkmark in column to identify your answer.

 Emotional Skills YES NO
1. I have a positive outlook, most the time.
2. I like who I am.
3. I know that I am good at doing something.
4. I know what I need to work on doing better
5. I learn from my mistakes
6. I can handle any life event
7. I know different emotions
8. I am happy about 5 out of 7 days
9. I know my positive qualities
10. I can cope with my feelings
11. I enjoy free time
12. I know how to have fun
13. I put my talents to use
14. I express myself through activities
15. I do activities I enjoy
16. I know activities to do when feeling down
17. I know activities to do when feeling angry
18. I take time to learn new activities that I like
19. I feel good about the activities I do
20. I do the best I can in all activities
Add total answers checked yes and no. TOTALS

.
Results:
Mostly yes
The good news is that you probably have good emotional health. You
most likely accept your strengths and areas that you need to improve.
You
can handle disappointment every now and then. Overall, you are an
active,
happy and positive person. You see life’s problems as challenges and
ways to grow, even if you don’t realize it yet.
Mostly no
You may need to improve your emotional health. The good news is that
you can
learn to feel better. Start by smiling, doing activities you enjoy, and
focusing on

VI. ASSESSMENT AND EVALUATION

After knowing your need for emotional development from the activity:

1. What areas do you need to improve upon? Focus on lines you

checked
no for answers

2. What did you learn about yourself from this activity?

3. Share at least three personal strengths

VII. ASSIGNMENT

1. What are the three types of responses. Give examples for each