Republic of the Philippines

Department of Education
CATCH-UP FRIDAYS TEACHING GUIDE

I. General Overview
Catch-up Subject: Textual Strategies integration Grade Level: 11
to Health Education
Quarterly Theme: Sexual and Reproductive Sub-theme: Self Esteem and
Health Body Image
(refer to Enclosure No. 3 of DM 001, s. 2024, Quarter 3) (refer to Enclosure No. 3 of DM 001,
s. 2024, Quarter 3)

Subject & Time: Date: March 8, 2024

II. Session Details
Session Title: Harnessing Self-Esteem and Body Image through Text .
Session Objectives: At the end of the session, learners will be able to:
a) Identify at least three specific textual strategies to boost self-
esteem and promote positive body image in their personal lives.
b) Express the emotional impact of written language to one’s self-
esteem and body image through an analysis of social media
posts; and
c) construct a written text that promotes self -esteem and body
image.
Key Concepts: 1.Self-Esteem
Self-worth or understanding one's intrinsic value and believing
in one's abilities and qualities.

Self-acceptance and embracing oneself, including strengths

and weaknesses, without harsh self-criticism.

Self-efficacy or confidence in one's capacity to accomplish tasks

and overcome challenges.

Self-respect and treating oneself with kindness, dignity, and

consideration.

2.Body Image

Perception how individuals see and interpret their physical

appearance, including size, shape, and features.

Sociocultural influences the impact of societal standards,

media portrayals, and cultural norms on body image ideals.

Body acceptance and embracing and appreciating one's body

for its functionality, health, and uniqueness.

Body positivity and promoting acceptance, respect, and

celebration of diverse body shapes, sizes, and appearances.

3.Textual Strategies refer to the deliberate choices and techniques

writers use to achieve specific goals in their written communication.
These strategies encompass various aspects of writing,
including language use, organization, style, and presentation.
Textual strategies are employed to engage readers, convey meaning
effectively, and achieve the intended communicative purpose.

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 Republic of the Philippines
Department of Education
CATCH-UP FRIDAYS TEACHING GUIDE

Learning (refer to Enclosure No. 3 of DM 001, s. 2024, Quarter 3)

Resources/References
Retrieved from: O'Dea, Jennifer A. "Body Image and Self-Esteem." In
Encyclopedia of Body Image and Human Appearance, edited by
Thomas F. Cash, 141–147. Elsevier Academic Press, 2012.

Curriculum Guide in English 11 Reading and Writing 3rd Quarter

Retrieved From:
https://www.google.com/search?q=body%20shaming
%20art&tbm=isch&hl=en&sa=X&ved=0CBwQtI8BKABqFwoTCNj0-
ZPI_IMDFQAAAAAdAAAAABAM&biw=1280&bih=617&dpr=1.5#imgrc=
T-8LKQ-HYH4qPM

Retrieved From:
https://www.google.com/search?q=body%20shaming
%20art&tbm=isch&hl=en&sa=X&ved=0CBwQtI8BKABqFwoTCNj0-
ZPI_IMDFQAAAAAdAAAAABAM&biw=1280&bih=617&dpr=1.5#imgrc=
3a7tt4LoJISXdM

Retrieved From:
https://www.google.com/imgres?imgurl=https://images.inc.com/
uploaded_files/image/1920x1080/
getty_506910700_123429.jpg&tbnid=gsJd59WT273QCM&vet=1&imgr
efurl=https://www.inc.com/lolly-daskal/10-ways-that-will-instantly-
boost-your-self-
esteem.html&docid=NIlNdwU4Eb5seM&w=1920&h=1080&hl=en-
GB&source=sh/x/im/m1/4&kgs=ce67c99866ebf07a

III. Facilitation Strategies

Components Duration Activities and Procedures
Activity: Mirror Affirmations
Materials: Mirror, markers, /pens and, sticky notes

 Instruct learners to look at the mirror and write

down three positive affirmations about their
physical appearance or inner qualities on the
Introduction and sticky notes/index cards.
2nd period
Warm-Up  Encourage creativity and personalization in their
written affirmations.
 Let them share their affirmations to the class.
 Ask learners how they feel about themselves upon
doing the activity.
 Discuss the impact of seeing and affirming positive
traits about oneself.
Concept Exploration 3rd period Activity: Gallery Walk
Materials: Large sheets of paper or poster boards,
markers, colored pencils, and art supplies, printed
images representing diverse body types, ages, genders,

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Republic of the Philippines
Department of Education
CATCH-UP FRIDAYS TEACHING GUIDE

and cultural backgrounds, Sticky notes, Tape

Station 1

https://kaanchichopra.wordpress.com/2016/05/05/body-positivity/

Station 2

ABS-CBN Facebook Post https://www.facebook.com/search/top/?q=abs%20cbn

%20news%20baby%20rushton%20gwapo

Station 3

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 Republic of the Philippines
Department of Education
CATCH-UP FRIDAYS TEACHING GUIDE

https://www.inc.com/lolly-daskal/10-ways-that-will-instantly-boost-
your-self-esteem.html

 Instruct learners to rotate among the stations.

 Encourage learners to closely examine the images
in each station, and discuss the following
questions within their groups in 2 minutes:
1. How do these images portray different body types
and beauty standards?
2. What messages or assumptions about beauty and
self-worth do these images convey?
3. How might societal influences impact individuals'
perceptions of their own bodies and self-esteem?
4. What strategies can individuals use to cultivate
positive self-esteem and body image in a world
filled with diverse beauty standards?

Reflection and Group Discussion:

 Invite each group to share their observations,
insights, and reactions to the images they
encountered.
 Facilitate a broader discussion exploring common
themes, challenges, and strategies related to self-
esteem and body image.
 Encourage learners to reflect on how societal
standards, media representation, and personal
experiences shape their perceptions of beauty and
self-worth.
 Discuss the different text strategies such as
language use, organization, style, and presentation
and how can these strategies help learners in
boosting their self-esteem and body image.

Valuing 4th period Activity: Penning Empowerment

Materials: Paper and Pen

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 Republic of the Philippines
Department of Education
CATCH-UP FRIDAYS TEACHING GUIDE

Guided Writing Prompts:

 Provide learners with a series of guided
writing prompts related to self-esteem and
body image. These prompts can include:
 Reflection a time when you felt
most confident in yourself.
What contributed to this
feeling?
 How do societal standards and
media influence your
perception of beauty and body
image?
 List three qualities about
yourself that you appreciate
beyond physical appearance.
 Encourage learners to respond to the
prompts thoughtfully and authentically,
allowing them to express their thoughts and
feelings freely through writing.
 Make them also apply the different writing
strategies such as language use,
organization, style, and presentation.
Pair Sharing:
 After the writing session, pair learners up to
share their responses with a partner.
 Discuss similarities and differences in their
experiences and perspectives, fostering
mutual understanding and connection.
 Encourage active listening and empathy as
students exchange their reflections on self-
esteem and body image.
Reflection and Discussion:
 Let learners reflect on the writing activity
and pair discussions.
 Facilitate a brief whole-class discussion
focusing on key insights, common themes,
and areas of personal growth identified
through the activity.
 Encourage learners to consider how written
expression can serve as a tool for self-
exploration, communication, and
empowerment in navigating issues related
to self-esteem and body image.

Let the learners write a journal on how important it is to

have self-worth and self-esteem using different text
Reflective Journaling 5th period
strategies.

SARAH JEAN B. BAYOCOT, T-III

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 Republic of the Philippines
Department of Education
CATCH-UP FRIDAYS TEACHING GUIDE

Note: The material was downloaded in the LRMDS portal and was slightly revised
by the reading focal person.

Noted by:
CHARLYN A. AYING
School Principal I

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