Republic of the Philippines
Department of Education
______________________________________________________________________________
Teacher:
Date:
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Code
Learning Competency
D. Learning Objectives
II. CONTENT
Topic
III. Learning Resources
A. References
B. Other Learning Resources
C. Learning Materials
IV. PROCEDURES
Region V
Division of City Schools
Sorsogon City
Sorsogon National High School
Senior High School
S.Y. 2022-2023
DAILY LESSON PLAN
PERSONAL DEVELOPMENT
The learner understands the human person’s freedom
The learner shows situations that demonstrate freedom of choice and the consequences
of choices
EsP-PD11/12EI-Ii-j-8.1
discuss that understanding the intensity and differentiation of emotions may help in
communicating emotional expressions
EsP-PD11/12EI-Ij-8.2
explore one’s positive and negative emotions and how one expresses or hides them
EsP-PD11/12EI-Ij-8.3
demonstrate and create ways to manage various emotions
A. Define emotion through personal experiences and personal reflections.
B. Differentiate Feelings and Emotions through actual life experiences.
C. Present the 3 different types emotional responses in the given situations.
EMOTIONAL INTELLIGENCE
Subtopics:
Difference between feelings and emotions
Types of Responses
[MELC] K to 12 Most Essential Learning Competencies with Corresponding CG
Codes.
Department of Education. P. 528-530
[Book] Personal Development (Reader) First Edition 2016, DepEd.
Online source
Link(s):
https://counseling.online.wfu.edu/blog/difference-feelings-emotions/#:~:text=A
%20fundamental%20difference%20between%20feelings,the%20depths%20of
%20their%20emotions.
Manila paper, marker, chalk, colored paper, picture(s)
A. Preliminaries:  Prayer
 Attendance
 Establishing readiness for the day’s lesson by giving standards for the
class such as:
- Raise your hand if you want to talk.
- Don’t go out without permission.
- Remove your cap when inside the classroom.
- Always wear facemask.
- Review of the previous lesson.
B. Motivation EMOTION RELAY:
Group Activity:
In a group of 4, the class will form lines. The ones standing in front will put
together the pieces of papers which will form a person showing a certain emotion.
Without using any word, they will pass the emotion portrayed in the picture to the
person next to them. Same process will be followed up to the last group members.
They will then go to the front and show the teacher the emotion relayed by their
groupmates.
The first to finish with the accurate presented emotion will get the highest point.

C. Establishing a purpose for The teacher will disclose to the class the general concepts of the day’s discussion
the lesson by relating it to the conducted motivational activity.

TOPIC: EMOTIONAL INTELLIGENCE

Subtopics:
Difference between feelings and emotions
Types of Responses
The students will then anticipate to acquire the following learning objectives.
1. Define emotion through personal experiences and personal reflections.
2. Differentiate Feelings and Emotions through actual life experiences.
3. Present the 3 different types emotional responses in the given situations.

D. Discussing new concepts LET’S LEARN TOGETHER!

The teacher will start off by asking the difference between Feelings and Emotions
which are often times interchanged when being used by many.
Generalization:
Feelings. Both emotional experiences and physical sensations — such as hunger or pain
— bring about feelings, according to Psychology Today. Feelings are a conscious
experience, although not every conscious experience, such as seeing or believing, is a
feeling, as explained in the article.
Emotions. According to Psychology Today, an emotion “can only ever be felt…through
the emotional experiences it gives rise to, even though it might be discovered through its
associated thoughts, beliefs, desires, and actions.” Emotions are not conscious but
instead manifest in the unconscious mind. These emotions can be brought to the surface
of the conscious state through extended psychotherapy.
A fundamental difference between feelings and emotions is that feelings are experienced
consciously, while emotions manifest either consciously or subconsciously. Some people
may spend years, or even a lifetime, not understanding the depths of their emotions.

WHAT IS EMOTIONAL INTELLIGENCE (EI)/

EMOTIONAL QUOTIENT (EQ)?
Formative Question
The teacher will ask:
I believe that most of the time you hear and use the word IQ more than EQ.
What do you think is the difference of the two?
Follow up question:
Which is more important between the two? Why?

Emotional Intelligence is the ability to understand, use and manage our emotions.
How to improve your EI/EQ?
-Be aware of your emotions
-Understanding how others feel and why
-Managing emotional reactions
-Choosing your mood

TYPES OF REPONSES:
Passive Response: Behaving passively means not expressing your own needs and
feelings, or expressing them so weakly that they will not be addressed.

Aggressive Response: Behaving aggressively is asking for what you want or

saying how you feel in a threatening way, sarcastic or humiliating way that may
offend the other person(s).

Assertive response: Behaving assertively means asking for what you want or
saying how you feel in an honest and respectful way that does not infringe on

E. Developing Mastery
F. Finding practical application THERE’S MORE TO WHAT WE ONLY SEE😊
of concepts and skills in daily
living
another person’s right or put the individual down.
ARE YOU READY TO LEARN MORE?
Range of Emotions
Throughout life, humans experience many emotions. This range of emotions is impacted
by such factors as their behavior, the culture they come from, and their previous
traumatic experiences.
How Emotions Impact Behavior
According to a study published in Personality and Social Psychology Review (PSPR),
emotion is a “feedback system whose influence on behavior is indirect.” While according
to the PSPR study, the behavior is used to “pursue (or avoid) anticipated emotional
outcomes,” behavior also “provides feedback and stimulating retrospective appraisal of
actions, conscious emotional states [which] can promote learning and alter guidelines for
future behavior.”
Formative Activity:
The students will be asked about what cultures are presented in the pictures. They are
expected to observe and share to the class that both images show how people enjoy
together with their friends, however Western countries and Asian countries differ when it
comes to the manner of having such activity.
Image A Image B
Generalization:
How Culture Shapes Emotions
According to an article from the Association for Psychological Science (APS), research
conducted by APS Fellow Jeanne Tsai at Stanford University shows most people want to
“feel more positive than negative.” Yet the emotions that cause a positive experience are
shown to change between cultures, according to the APS article. For example, the
positive emotions that “European Americans typically preferred [were] excitement and
elation” while Chinese populations “preferred calm and relaxation more.” This
difference is seen in media such as advertising, which utilizes the positive experience
emotions to craft messages for maximum impact.
How Traumatic Experiences Impact Emotions
Traumatic experiences impact emotions both in the moment and over the long term.
According to Psychology Today, “whatever the source, trauma leaves its imprint on the
brain.” For example, a study published in Neuroscience and Biobehavioral Reviews
found a link between greater brain activity in areas that process fear and post-traumatic
stress disorder (PTSD). According to Psychology Today, traumatic experiences impact
our emotions, causing PTSD flashbacks, nightmares and increased fear, anxiety, anger,
sadness and guilt.
The students will share to class the things that easily make them feel sad and happy.
They will then explain why it happens and why they act that way, like what’s in their

G. Making generalizations and
abstractions about the lesson
H. Evaluating Learning
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
past that triggers such emotion to be felt and expressed instantly.
The classmates will also give an advice to the ones who shared their about their
emotional experiences.
LET’S THINK ABOUT THIS.
The students will orally share their thoughts and ideas on the following quotes
about Emotion. They may integrate their personal experiences related to the
quotation:
Group Activity:
5 Groups
The students will make a presentation showing how emotions are felt and
expressed in a given situation and how it affects other people. Each group will be
randomly assigned to the following situations:
1. A boyfriend/girlfriend caught his/her partner cheating on their [romantic]
relationship.
2. A daughter/son being scolded by parents for engaging in an alcoholic
gimmick.
3. A working student announced as the class valedictorian
4. A student being followed by a stranger on his/her way home.
5. A daughter/son whose wish to buy new shoes was not granted by parents
due to lack of money.
Each group will be given time to prepare and present in front of the class.
Rubric for Rating:
B. No. of learners who require
additional activities for
remediation

C. Did the remedial lessons

work? No. of learners who
have caught up with the lesson.
D. No. of learners who
continue to require
remediation?
E. Which of my teaching
strategies worked well? Why
did these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by: Noted by:

Anne E. Mancia
Subject Teacher Assistant School Principal II