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PERSONAL
DEVELOPMENT
Quarter 1 – Module 8
Emotional Intelligence

ii
PERSONAL DEVELOPMENT – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 8: Emotional Intelligence
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a
condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Mayflor Olarte-Abuso

Editors: Mary Rose G. Acupanda Jomar S. Quibot
Leonida S. Wu, Ed.D.
Reviewer: Mayflor Olarte-Abuso
Management Team: Senen Priscillo P. Paulin, CESO V Jenith C. Cabajon
Fay C. Luarez, TM, Ed.D., Ph.D. Rosela R. Abiera
Nilita L. Ragay, Ed. D. Maricel S. Rasid
Adolf P. Aguilar, CESE Elmar L. Cabrera

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
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PERSONAL
DEVELOPMENT
Quarter 1 – Module 8:
Emotional Intelligence
Introductory Message
For the facilitator:

Welcome to the Personal Development Alternative Delivery Mode (ADM)

Module on Emotional Intelligence!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the
teacher or facilitator in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the
learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.

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For the learner:

Welcome to the Personal Development Alternative Delivery Mode (ADM)

Module on Emotional Intelligence!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.
This module has the following parts and corresponding icons:
Begin This will give you an idea of the skills or
competencies you are expected to learn in the
module.
Try This This part includes an activity that aims to check
what you already know about the lesson to take.
If you get all the answers correct (100%), you
may decide to skip this module.
Do This This is a brief drill or review to help you link the
current lesson with the previous one.
Explore In this portion, the new lesson will be introduced
to you in various ways; a story, a song, a poem,
a problem opener, an activity or a situation.
Keep this in Mind This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
Apply What You Have Learned This section provides an activity which will help
you transfer your new knowledge or skill into real
life situations or concerns.
Reflect This includes questions or blank
sentence/paragraph to be filled into process
what you learned from the lesson.
Assess What You Have Learned This is a task which aims to evaluate your level
of mastery in achieving the learning competency.
Additional Activity In this portion, another activity will be given to
you to enrich your knowledge or skill of the
lesson learned.
Answer Key This contains answers to all activities in the
module.

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At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone.
We hope that through this material, you will experience meaningful
learning and gain deep understanding of the relevant competencies. You
can do it!

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 TABLE OF CONTENTS

CONTENT PAGES

INTRODUCTORY MESSAGE
For the Facilitator --------------------------------- ii
For the learner --------------------------------- iii

Learning Competency --------------------------------- 1

Your Target --------------------------------- 1

BEGIN --------------------------------- 2

TRY THIS
Task 1 --------------------------------- 3

DO THIS
Task 2 --------------------------------- 4

EXPLORE
Task 3 --------------------------------- 4

KEEP THIS IN MIND --------------------------------- 5

APPLY WHAT YOU HAVE LEARNED

Task 4 --------------------------------- 9

REFLECT
Task 5 --------------------------------- 10

ASSESS WHAT YOU HAVE LEARNED

Task 6 --------------------------------- 10

GLOSSARY --------------------------------- 11

ANSWER KEY --------------------------------- 12

REFERENCE LIST --------------------------------- 14

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 LEARNING COMPETENCY:

Explore one’s positive and negative emotions and how one expresses
or hides them. EsP-PD11/12El-Ij-8.2

Demonstrate and create ways to manage various emotions.

EsP-PD11/12El-lJ-8.3

YOUR TARGETS

At the end of the module, you should be able to:

 describe the intensity and differentiation of emotions that may

help in communicating emotional expressions,
 explore one’s positive and negative emotions and how one
expresses or hides them, and
 demonstrate and create ways to manage various emotions.

“We are dangerous when we are not conscious

of our responsibility for how we behave, think, and
feel.” ---- Marshall B. Rosenberg

SOURCE: https://www.habitsforwellbeing.com/the-why-what-where-who-and-when-of-emotional-
intelligence/we-are-dangerous-when-we-are-not-conscious-of-our-responsibility-for-how-we-behave-
think-and-feel-marshall-b-rosenberg/

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 EMOTIONAL INTELLIGENCE

BEGIN!

SOURCE: https://elearningindustry.com/inquiry-deepens-emotional-intelligence-covid-related-fears-
questions-and-turnarounds

This is teacher Maya. Let me guide you in your

journey of discovering emotions through this Self-Learning
Kit. In case you find difficulty understanding a word/term,
just check the glossary section. Enjoy!

SOURCE: https://flyclipart.com/teacher-clipart-png-clip-art-images-woman-teacher-clipart-477926

Hi. This is Juan, I’m

your classmate and like you,
I want to explore about
Emotions

SOURCE: https://www.dreamstime.com/cartoon-boy-holding-empty- poster-isolated-white-kid-

character-red-hair-happy-face-expression-sign- place- text-image104982596

Emotional intelligence means being aware of our emotional state as it

pertains to the situation we find ourselves in. When we are emotionally intelligent,
we know that we feel emotion, we can name it (relatively) accurately, and we can
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express it in non-harmful ways. We do not have to become the emotion and feel
overwhelmed by it. When we are emotionally intelligent like this,our emotions give
us information about how we perceive our place in the
world, at that moment. They are a mirror of our thinking about the world.
We can then use this information to make choices that support ourselves and
others

TRY THIS!

Task 1: TODAY I FEEL…

On a blank piece of bond paper, draw a face or an emoticon that

expresses your feelings today and don’t forget to name/label your emoticon.
Paste your drawing in your journal and mark it as

EMOTIONAL INTELLIGENCE PRETEST.

Task 1: EMOTIONAL INTELLIGENCE Date:_____________

Pretest

Today I feel ______________

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 DO THIS!

Task 2: Talk About Feelings - Feeling Words

Direction: For each sentence, think of a word that describes how you feel. There’s
no right or wrong answer, just focus on how you feel.

TASK 2: Talk About Feelings - Feeling Words DATE:_________________

1. When a friend asks me to exercise, I feel

_______________.
2. When I get a good grade on my math subject, I feel
We can ______.
DO IT! 3. When I try out for the talent show, I feel
________________.
4. When I tell myself, “I can do this,” I feel _________________.
5. When I lose a game, I feel ___________________________.
6. When my mother won’t let me party with friends, I feel ____________________.
7. If no one replies to my text messages, I feel ___________________________.
8. When someone discloses my secrets, I feel _____________________________.
9. If I didn’t get what I wanted, I
feel______________________________________.
10. When I hit the lottery, I
feel___________________________________________.

EXPLORE

TASK 3: GENEVA’S STORY

Read and understand the story about Geneva.
You’re doing Copy the questions and write your answer in your journal.
good.

Geneva has been standing in line for over two hours to buy a concert ticket.
The rule is, one person, one ticket. Her feet are killing her and she knows she is in
trouble with her mom, who expected her home by now. But there are only five
people left in front of her and she is sure she will get a ticket. Out of nowhere, two
girls from school walk up, make a big deal about meeting up with their friend who
just happens to be standing in front of Geneva, and take places in line in front of her.
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 TASK 3: Geneva’s Story!
Date:___________

Essential Questions:

1. If you were Geneva, what should you do? _______________________________

2. How would you feel?_____________ How will the two girls feel? _____________
3. What is the worst possible outcome?___________________________________

Remember that your written outputs are assessed based

on the following:
-Self-disclosure / Depth of reflection
-Connection to outside experiences
-Connection to readings
-Connection to unit objectives
See the answer key section for more details.

KEEP THIS IN MIND

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

EMOTIONAL INTELLIGENCE

More Than One Kind of Intelligence

You may have heard people mention "IQ" when talking about intellect and
how smart someone is. (For example, "My brother doesn't need to study as much as
I do because he has a really high IQ.") IQ stands for "intellectual quotient." It can
help predict how well someone may do academically. IQ is just one measure of our
abilities, though.
There are many other kinds of intelligence in addition to intellect. For
example, spatial intelligence is the ability to think in 3D. Musical intelligence is the

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ability to recognize rhythm, cadence, and tone. Athletic, artistic, and mechanical
abilities are other types of intelligence.
One important type of intelligence is emotional intelligence.

DIFFERENT KINDS OF EMOTIONS

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 think clear
6. Depressed: feeling sad, blue, discouraged, and unhappy
7. Embarrassed: feeling worried about what others may think
8. Energetic: feeling full of energy
9. Excited: feeling happy and aroused
10. Glad: feeling 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
16. Joyful: happy, glad, lighthearted, pleased
17. Grateful: thankful, appreciative
18. Peaceful: relaxed, serene, at ease
19. Interested: engaged, attentive
20. Hopeful: wishful, expecting good things
21. Proud: beaming, satisfied, confident, accomplished
22. Amused: humorous, fun-loving, playful, silly
23. Inspired: creative, uplifted
24. Amazed: awed, part of something larger than ourselves
25. Loving: loved, compassionate, caring, kind

Positive vs. Negative Emotions

Emotions (feelings) are a normal and important part of our lives.

Some emotions are positive. Think of happiness, joy, interest, curiosity,

excitement, gratitude, love, and contentment. These positive emotions feel good.
Negative emotions — like sadness, anger, loneliness, jealousy, self-criticism, fear,
or rejection — can be difficult, even painful at times.

That's especially true when we feel a negative emotion too often, too
strongly, or we dwell on it too long.

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 Negative emotions are impossible to avoid, though. Everyone feels them from
time to time. They may be difficult, but we can learn to handle them.

Here are three steps that can help you handle negative emotions.

Step 1: Identify the Emotion

Learning to notice and identify your feelings takes practice. In addition to

focusing on your feelings, check in with your body, too. You may feel body
sensations with certain emotions — perhaps your face gets hot, for example, or your
muscles tense.

 Be aware of how you feel. When you have a negative emotion, such as
anger, try to name what you're feeling.

 Don't hide how you feel from yourself. You might not want to
broadcast your feelings to other people (like your ex, for example, or that
guy in your study group who is making you mad). But don't suppress
your feelings entirely. Simply naming the feeling is a lot better than
pretending not to have it — or exploding without thinking.
 Know why you feel the way you do. Figure out what happened that got
you feeling the way you do.
 Don't blame. Being able to recognize and explain your emotions isn't the
same as blaming someone or something for the way you feel. Your ex
probably isn't seeing someone new as a way to get back at you, and the
guy who takes credit for your work might not even realize what he is
doing. How you feel when these things happen comes from inside you.
Your feelings are there for a reason — to help you make sense of what's
going on.
 Accept all your emotions as natural and understandable. Don't judge
yourself for the emotions you feel. It's normal to feel them. Acknowledging
how you feel can help you move on, so don't be hard on yourself.

Step 2: Take Action

Once you've processed what you're feeling, you can decide if you need to
express your emotion. Sometimes it's enough to just realize how you feel, but other
times you'll want to do something to feel better.

 Think about the best way to express your emotion. Is this a time
when you need to gently confront someone else? Talk over what you're
feeling with a friend? Or work off the feeling by going for a run?
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  Learn how to change your mood. At a certain point, you'll want to shift
from a negative mood into a positive one. Otherwise your thinking may
get stuck on how bad things are, and that can drag you down into feeling
worse. Try doing things that make you happy, even if you don't feel like it at the
time.
 Build positive emotions. Positive feelings create a sense of happiness
and well-being. Make it a habit to notice and focus on what's good in
your life — even the little things, like the praise your dad gave you for
fixing his bookshelves or how great the salad you made for lunch tastes.
Noticing the good things even when you're feeling bad can help you shift
the emotional balance from negative to positive.
 Seek support. Talk about how you're feeling with a parent, trusted adult, or
a friend. They can help you explore your emotions and give you a fresh way of
thinking about things. And nothing helps you feel more understood and cared
for than the support of someone who loves you for who you are.
 Exercise. Physical activity helps the brain produce natural chemicals
that promote a positive mood. Exercise also can release stress buildup
and help you from staying stuck on negative feelings.

Step 3: Get Help with Difficult Emotions

Sometimes, no matter what you do, you can't shake a tough emotion. If you
find yourself stuck in feelings of sadness or worry for more than a couple of weeks,
or if you feel so upset that you think you might hurt yourself or other people, you
may need extra help.

Talk to a school counselor, parent, trusted adult, or therapist. Counselors and

therapists are trained to teach people how to break out of negative emotions. They
can provide lots of tips and ideas that will help you feel better.

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 APPLY WHAT YOU HAVE LEARNED

TASK 4: AM I ASSERTIVE?

Assertiveness is the ability to express your wishes and

beliefs in a positive way. Too little assertiveness can make you a
Congratulations!
doormat. Too much, and you can be bossy and aggressive.

TASK 4 : AM I ASSERTIVE?
DATE:________
Direction: Recall real experience relating to the situation given below and answer
truthfully the questions. Write your answer in your journal.

1. Think of a time when you were too bossy.

What happened? ______________________.
What did you do? _____________________.
How did you feel? _____________________.
Now think of a better way to handle that situation in the future. Write a better
response and practice it. ______________________________________________

2. Think of a time when you were a doormat.

What happened? ______________________.
What did you do? _____________________.
How did you feel? _____________________.

Now think of a better way to handle that situation in the future. Write a better
response and practice it. ______________________________________________

Sometimes we forget the way back to feeling positive.

We might need a reminder that can lead us back to a happier emotional
place. That's when a positivity box (or folder) is really helpful.

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 REFLECT!

Task 5: PORTFOLIO OUTPUT NO. 8

Create a Positive Treasure Chest

A positivity box is a collection of reminders of positive experiences
we've had. It's a positivity "treasure chest.

Collect and place inside the “Treasure Chest” things that remind you of positive
emotional moments in your life. For example:
-awards that remind you of an accomplishment
-cards or notes from special people in your life
-childhood mementos
-a gift someone gave you
-a photo of someone you look up to
The most important thing is to choose only items that trigger a positive emotion for
you.

When you feel low or discouraged, take a few minutes to look through your
treasure box to boost your positive emotions and to give yourself a daily serving of
positivity. A small daily investment of focusing on the positive pays off with big
lifetime rewards.

NOTE: Just take a snapshot of your customized Positive Treasure Chest using
your cellphone camera and send it to your teacher.

ASSESS WHAT YOU HAVE LEARNED

Task 6: I AM…

Emotional self-awareness is the ability to recognize one’s own feelings. In

your journal, complete each statement based on how you feel. Use the blanks to
add your own feeling words. Copy and answer.

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ASSESSMENT Date: ___________________

I am most happy when _______________________________________________.

I feel embarrassed when______________________________________________.
I think negative thoughts about myself when ______________________________.
I am _______________________ when __________________________________.
I feel _________________________ when
________________________________.
I think ________________ about _________________ when _________________.
I am ___________________ when ______________________________________.
I feel___________________ when
_______________________________________.
I think _____________ about _________________________ when
_____________.

GLOSSARY

The following terms used in this module are defined as follows:

Aggressive- behaving in an angry and violent way towards another person

Assertive - disposed to or characterized by bold or confident statements and
behavior an assertive leader
Broadcast- to make widely known
Difficult emotions such as anger, fear and sorrow, negative emotions. But
there is actually no such thing as a negative emotion.
Disclose -to make known or public
Doormat- one that submits without protest to abuse or indignities
Emotion- a strong feeling such as love or anger, or strong feelings in general.
Emotional quotient-the level of a person's emotional intelligence, often as
represented by a score in a standardized test.
Mementos - an object that you keep to remember a person, place, or event.
Passive -often disapproves, not acting to influence or change a situation; allowing
other people to be in control.
Positivity- the quality of having a positive attitude.
Self-disclosure the process of passing on information about yourself to someone
else – whether you intend to or not! The details can range from the superficial, such

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as your favorite food or TV show, to deeply personal information,such as religious
beliefs, and big turning points in your private life.
Therapist- an individual specializing in the therapeutic medical treatment of
impairment, injury, disease, or disorder.
Treasure chest a large box that is filled with gold, silver,
jewels, etc. —often used figuratively.

ANSWER KEY

PRE - TEST and POST-TEST

Since the subject and the tasks required responses based on personal
experiences and reflection, answers may vary. Thus, making it difficult for teacher
to give answer keys to each given task except for the rubrics given below.

RUBRIC FOR INDIVIDUAL WORK

Exemplary Sufficient Minimal Beginning

4 points 3 points 2 points 1 point
Self-disclosure Student Student Student Student
/ Depth of demonstrates an demonstrates a demonstrates a demonstrates a lack
reflection in-depth reflection general reflection minimal reflection of reflection on, or
on, and on, and on, and personalization of,
personalization of personalization of, personalization of, the theories,
the theories, the theories, the theories, concepts, and/or
concepts, and/or concepts, and/or concepts, and/or strategies presented
strategies strategies strategies in the course
presented in the presented in the presented in the materials. Viewpoints
course materials. course materials. course materials. and interpretations
Viewpoints and Viewpoints and Viewpoints and are missing,
interpretations are interpretations are interpretations are inappropriate, and/or
insightful and well supported. unsupported or unsupported.
supported. Clear, Appropriate supported with Examples are not
detailed examples examples are flawed arguments. provided.
from personal provided from Examples are not
experiences are personal provided or are
provided, as experiences, as irrelevant to the
applicable. applicable. assignment.
Connection to Student makes in- Student goes into Student goes into Student merely
outside depth synthesis of some detail little detail identifies some
experiences thoughtfully explaining some explaining some general ideas or
selected aspects of specific ideas or specific ideas or issues from outside
experiences related issues from outside issues from experiences related
to the topic and experiences related outside to the topic.
makes clear to the topic and experiences
connections makes general related to the topic

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 between what is connections and m very few
learned from between what is connections
outside learned from between what is
experiences and outside learned from
the topic. experiences and outside
the topic. experiences and
the topic.
Connection to Student makes in- Student goes into Student goes into Student identifies
readings depth synthesis of more detail little detail some general ideas
thoughtfully explaining some explaining some or issues from
selected aspects of specific ideas or specific ideas or readings related to
readings related to issues from issues from the topic. Readings
the topic and readings related to readings related to are only those
makes clear the topic and the topic and assigned for the
connections makes general makes general topic.
between what is connections connections
learned from between what is between what is
readings and the learned from learned from
topic. Includes readings and the readings and the
reference to at topic. Includes topic.
least two readings reference to at
other than those least one reading
assigned for class. other than those
assigned for class.
Connection to Student Student Student attempts Student has difficulty
unit objectives synthesizes, synthesizes clearly to synthesize restating some
analyzes and some directly some directly general ideas or
evaluates appropriate ideas appropriate ideas issues from the class
thoughtfully or issues from the or issues from the discussion as they
selected aspects of class discussion as class discussion relate to this topic.
ideas or issues they relate to this as they relate to
from the class topic. this topic.
discussion as they
relate to this topic.

Congratulations! You have just finished the

Module 8. I hope what you learned from this module
will help you manage various emotions that can shape
a better YOU

. I am glad of being
with you in this
journey. Until next
time.

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 REFERENCES

Thank you to these

sources

Books

Dictionary of Current English. Oxford University Press Inc., 1998

Fernandez, W. B., et. Al., Personal Development Learner’s Guide First Edition
(Department of Education, 2016), iii-iv
Mathews, Andrea., Dealing with Difficult Emotions. Sussex Publishers, LLC, 2015
Perez, Aida Maria H., Personal Development. Vibal Group, Inc, 2016
Phelps, Michael., Kids Health. The Nemours Foundation. 2018
Webster's New World College Dictionary, Fifth Edition Copyright © 2014 by
Houghton Mifflin Harcourt Publishing Company

Website

Clip Art Images. “Woman Teacher Clipart”. Png. Accessed on June 19, 2020.
https://flyclipart.com/teacher-clipart-png-clip-art-images-woman-
teacher-cli part- 477926
Dannyphoto80 . “A young boy holding a framed signage on a white
background.” Dreamstime.com. Accessed on June 24, 2020.
Emeraldworks. Accessed June 28, 2020.
https://www.mindtools.com/pages/article/self-
disclosure.htm.

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Dreamstime. n.p.. Accessed on June 24, 2020.
https://www.dreamstime.com/cartoon-boy- holding-empty-
poster-isolated-white-kid-character-red-hair-happy-face-expression-sign-
place-text-image104982596
Goodreads, Inc. Accessed June 26, 2020.https://www.habitsforwellbeing.com/the-
why what-where-who-and-when-of-emotional-intelligence/we-are-
dangerous-when-we-are-not-conscious-of-our-responsibility-for-how-we-
behave-think-and-feel-marshall-b-rosenberg/. 2020.
Jing.fm. ST. “Pathway Clipart Future Plan - My Future Career”. 2019.
https://www.jing.fm/iclip/u2q8e6o0w7i1r5i1_pathway-clipart-future-plan-my-f
uture- career/.Accessed on June 24, 2020.

For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net

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