Senior High School

Personal Development
Quarter 1 – Module 8:
Emotional Intelligence
Personal Development - Senior High School
Alternative Delivery Mode
First Quarter- Module 8: Emotional intelligence
First Edition, 2020

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Published by the Department of Education

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

Development Team of the Module

Writer : Franjhielyn Pelonio-Golvin

Editor : Dr. Clavel D. Salinas
Reviewer : Natividad A. Villegas
Illustrator and Layout Artist: Franjhielyn Pelonio-Golvin
Evaluator : Natividad A. Villegas
Moderator : Dr. Arlene D. Buot

Management Team
Schools Division Superintendent:
Dr. Marilyn S. Andales, CESO V
Assistant Schools Division Superintendents:
Dr. Leah B. Apao
Dr. Ester A. Futalan
Dr. Cartesa M. Perico
Chief, CID: Dr. Mary Ann P. Flores
EPS in LRMDS: Mr. Isaiash T. Wagas
PSDS/SHS Division Coordinator: Dr. Clavel D. Salinas

Printed in the Philippines:

Department of Education, Region VII, Division of Cebu Province

Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City
Telefax: (032) 255-6405
E-mail Address: [email protected]
 Senior High School

Personal Development
Quarter 1 – Module 8:
Lesson 1: Dealing with Positive and
Negative Emotions
Lesson 2: Ways to Manage Varied
Emotions

i
 Key Message
For Educators:

Learning is a constant process. Amidst inevitable circumstances, Department

of Education extends their resources and looks for varied ways to cater your needs
and to adapt to the new system of Education as a fortress of Learning Continuity
Plan. One of the probable solutions is the use of Teacher-made Educational
Modules in teaching.

You are reading the Personal Development – Senior High School: First
Quarter Alternative Delivery Mode (ADM) Module on “Explore one’s positive and
negative emotions and how one expresses or hides them. (EsP-PD11/12EI-Ij-
8.2)” and “Demonstrate and create ways to manage various emotions. (EsP-
PD11/12IE-Ij-8.3)” as written and found in the K-12 Most Essential Learning
Competencies.

The creation of this module is a combined effort of competent educators from

different levels and various schools of Department of Education-Cebu Province. In
addition, this module is meticulously planned, organized, checked and verified by
knowledgeable educators to assist you in imparting the lessons to the learners while
considering the physical, social and economical restraints in teaching process.

The use of Teacher-made Educational Module aims to surpass the challenges

of teaching in a new normal education set-up. Through this module, the students are
given independent learning activities, which embodies in the Most Essential Learning
Competencies based from the K-12 Curriculum Competencies, to work on in
accordance to their capability, efficiency and time. Thus, helping the learners acquire
the prerequisite 21st Century skills needed with emphasis on utmost effort in
considering the whole well being of the learners.

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 part of the module gives you helpful

tips, suggestions or strategies that will
make the learning process easy and
efficient to the learners.

As the main source of learning, it is your top priority to explain clearly on how
to use this module to the learners. While using this module, learner’s progress and
development should be recorded verbatim to assess their strengths and weaknesses
while doing the activities presented independently in safety of their homes.
Moreover, you are anticipated to persuade learners to comply and to finish the
modules on or before the scheduled time.

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For the Learners:
As a significant stakeholder of learning, Department of Education researched
and explored on innovative ways to addressii your needs with high consideration on
social, economic, physical and emotional aspects of your well being. To continue the
learning process, DepEd comes up with an Alternative Delivery mode of teaching
using Teacher-Made Educational Modules.
You are reading the Personal Development – Senior High School: First
Quarter Alternative Delivery Mode (ADM) Module on “Explore one’s positive and
negative emotions and how one expresses or hides them. (EsP-PD11/12EI-Ij-
8.2)” and “Demonstrate and create ways to manage various emotions. (EsP-
PD11/12IE-Ij-8.3)” as written and found in the K-12 Most Essential Learning
Competencies.
This module is especially crafted for you to grasp the opportunity to continue
learning even at home. Using guided and independent learning activities, rest
assured that you will be able to take pleasure as well as to deeply understand the
contents of the lesson presented; recognizing your own capacity and capability in
acquiring knowledge.
This module has the following parts and corresponding icons:

The first part of the module will keep you on

tract on the Competencies, Objectives and
WHAT I NEED TO KNOW Skills expected for you to be developed and
mastered.

This part aims to check your prior knowledge

WHAT I KNOW on the lesson to take.

This part helps you link the previous lesson

WHAT’S IN to the current one through a short
exercise/drill.

The lesson to be partaken is introduced in

WHAT’S NEW this part of the module creatively. It may be
through a story, a song, a poem, a problem
opener, an activity, a situation or the like.
A brief discussion of the lesson can be read
WHAT IS IT in this part. It guides and helps you unlock
the lesson presented.
Comprehensive activity/es for independent
WHAT’S MORE practice are in this part to solidify your
knowledge and skills of the given topic.

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 This part of the module is used to process
your learning and understanding on the given
WHAT I HAVE LEARNED
topic.
A transfer of newly acquired knowledge and
skills to a real-life situation is present in this
WHAT I CAN DO part of the module.

This activity assesses your level of mastery

ASSESSMENT towards the topic.

In this section, enhancement activities will be

ADDITIONAL ACTIVITIES given for you to further grasp the lessons.

This contains answers to all activities in the

ANSWER KEYS module.

At the end of this module you will also find:

References Printed in this part is a list of all reliable and valid

resources used in crafting and designing this module.
In using this module, keep note of the fundamental reminders below.
1. The module is government owned. Handle it with care. Unnecessary marks are
prohibited. Use a separate sheet of paper in answering all the given exercises.
2. This module is organized according to the level of understanding. Skipping one
part of this module may lead you to confusion and misinterpretation.
3. The instructions are carefully laden for you to understand the given lessons.
Read each item cautiously.
4. This is a Home-Based class, your reliability and honor in doing the tasks and
checking your answers are a must.
5. This module helps you attain and learn lessons at home. Make sure to clearly
comprehend the first activity before proceeding to the next one.
6. This module should be returned in good condition to your teacher/facilitator
once you completed it.
7. Answers should be written on a separate sheet of paper especially prepared for
this subject as instructed by your teacher.

If you wish to talk to your teacher/educator, do not hesitate to keep in touch

with him/her for further discussion. Know that even if this is a home-based class,
your teacher is only a call away. Good communication between the teacher and the
student is our priority to flourish your understanding on the given lessons.

We do hope that in using this material, you will gain ample knowledge and
skills for you to be fully equipped and ready to answer the demands of the globally
competitive world. We are confident in you! Keep soaring high!

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 WHAT I NEED TO KNOW

Good day dear learner!

This module is solely prepared for you to access and to acquire lessons
befitted in your grade level. The exercises, drills and assessments are carefully
made to suit your level of understanding. Indeed, this learning resource is for you to
fully comprehend “Explore one’s positive and negative emotions and how one
expresses or hides them. (EsP-PD11/12EI-Ij-8.2)” and “Demonstrate and create
ways to manage various emotions. (EsP-PD11/12IE-Ij-8.3)”. Independently, you
are going to go through this module following its proper sequence. Although you are
going to do it alone, this is a guided lesson and instructions/directions on how to do
every activity is plotted for your convenience.

Using this learning resource, you are ought to “Explore one’s positive
and negative emotions and how one expresses or hides them. (EsP-PD11/12EI-
Ij-8.2)” and “Demonstrate and create ways to manage various emotions. (EsP-
PD11/12IE-Ij-8.3)” as inculcated in the K-12 Most Essential Learning
Competencies.

This Module consists of two competencies which comprise lesson 1 and 2, as

follows:
Lesson 1: Dealing with Positive and Negative Emotions
Lesson 2: Ways to Manage Varied Emotions

At the end of this module, you are expected to achieve the following
objectives for this session:
 Distinguish between positive and negative emotions;
 Manage one’s positive and negative emotions;
 Practice on how to express or hides positive and negative
emotions;
 Evaluate different ways to manage various emotions if acceptable
or not;
 Compose own creative ways to manage various emotions;
 Apply own creative ways to manage various emotions in real life
situation; and
 Display sincerity in accomplishing all exercises in this module and
maintain a journal.

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Lesson 1: Dealing with Positive and Negative Emotions

WHAT I KNOW

Directions: Below is an emotion and feeling wheel. Look for the positive and
negative emotions found in the wheel. After you found both the positive and negative
emotions, write them in the columns provided for your answer.

Positive Emotions Negative emotions

( list 10 ) ( list 10 )

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 WHAT’S IN

Directions: Draw a face on the boy or girl blank face below to represent “How are
you feeling today?”. Choose among the emoticons provided.

https://www.pinterest.ph/pin/3512808396706

1. Why did you choose that emotion?

2. How did that emotion affect you?
3. Did it also affect other people?
https://twitter.com/miltonbroome/status/1159
4. Did you manage yourself to control such emotion?
5. How did you manage such emotion?

WHAT’S NEW

Directions: Read and comprehend each situation below. Write the possible positive
and negative responses of whoever character in each situation.

1. Hannah and Matt were on campus after their class working on a group project. A
few of their classmates were assigned to do a class presentation on autism in their
psychology course. Hannah and Matt were interested in the topic and thought their
group worked well together so far. Inevitably, one of the group members brought up
the discredited report that falsely linked autism to vaccines. Matt agreed that these
past reports were nonsense but wondered why so many vaccines are still a
necessity today.
Positive: ____________________________________________________________
Negative: ___________________________________________________________
2. This was Megan and Austin’s favorite time of year. Although the new school year
had just begun and it meant there would now be lots of homework, it also meant the
start of football season and tailgate parties. Megan and Austin always enjoyed this
time hanging out with their group of friends. They had been at the party for about an
hour. Megan noticed Austin keep checking the time. He told her that he had to leave
for a short time before the game to go to the weekend medical clinic to get his flu
shot.
Positive: ____________________________________________________________
Negative: ___________________________________________________________

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3. Nick and Sarah had recently signed up to volunteer at the university’s daycare
program. Both wanted to gain extracurricular experience working with young
children. They were planning to major in psychology and early childhood education
and thought this was a good opportunity to gain experience working with young kids.
It was almost the children’s snack time when Sarah noticed that a few children were
absent from daycare that afternoon. She found out that the parents of the five-year
olds had taken them to get their DTaP, Polio, MMR, and chickenpox vaccines.

Positive: ____________________________________________________________
Negative: ___________________________________________________________

4. Melissa was running late for her soccer game. She would normally be warming-up
on the field 15 minutes before the game. However, today she had a doctor’s
appointment. She needed to get booster shots before starting her study-abroad
placement. Josh saw Melissa rushing to get to the sidelines and asked why she was
so late to their game. Melissa told him she had to get vaccines at the doctor’s office
downtown.

Positive: ____________________________________________________________
Negative: ___________________________________________________________

5. Michael and Ryan were watching TV in their apartment. They were on the same
intramural team and had just gotten back from playing that evening. They both were
feeling tired but enjoyed this routine of unwinding after a game by watching whatever
was on TV. The show they were watching went to commercial, which was a preview
for a news segment that announced an interview between parents who have decided
against vaccinations for their child and a panel of pro-vaccine pundits.

Positive: ____________________________________________________________
Negative: ___________________________________________________________

WHAT IS IT

Reading: TYPES OF RESPONSES

Let’s Analyze Geneva Story:

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 is 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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Processing Questions:
1. What do you think Geneva should do?
2. How will Geneva feel? How will the girls feel?
3. What will be the worst possible outcome?

Passive response: Behaving passively means not expressing your own

needs and feelings, or expressing them so weakly that they will not be addressed.
 If Geneva behaves passively, by standing in line and not saying anything, she
will probably feel angry with the girls and herself. If the ticket office runs out of
tickets before she gets to the head of the line, she will be furious and might
blow up at the girls after it's too late to change the situation.
 A passive response is not usually in your best interest, because it allows
other people to violate your rights. Yet there are times when being passive
are the most appropriate response. It is important to assess whether a
situation is dangerous and choose the response most likely to keep you safe.

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

saying how you feel in a threatening, sarcastic or humiliating way that may offend the
other person(s).
 If Geneva calls the girls names or threatens them, she may feel strong for a
moment, but there is no guarantee she will get the girls to leave. More
importantly, the girls and their friend may also respond aggressively, through
a verbal or physical attack on Geneva.
 An aggressive response is never in your best interest, because it almost
always leads to increased conflict.

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
another person's rights or put the individual down.
 If Geneva tells the girls they need to go to the end of the line because other
people have been waiting, she will not put the girls down, but merely state the
facts of the situation. She can feel proud for standing up for her rights. At the
same time, she will probably be supported in her statement by other people in
the line. While there is a good chance the girls will feel embarrassed and
move, there is also the chance that they will ignore Geneva and her needs will
not be met.
 An assertive response is almost always in your best interest, since it is your
best chance of getting what you want without offending the other person(s). At
times, however, being assertive can be inappropriate. If tempers are high, if
people have been using alcohol or other drugs, if people have weapons or if
you are in an unsafe place, being assertive may not be the safest choice.

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 WHAT’S MORE

Directions: Assertiveness is the ability to express your wishes and beliefs in a

positive way. Too little assertiveness can make you a doormat. Too much, and you
can be bossy and aggressive. Assess yourself if you are assertive?

1. 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.

2. 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.

WHAT I HAVE LEARNED

Directions: What have you realized after exploring on how to express or hide both
positive and negative emotions? Consider the important parts of your paragraph.

R
Reefflleeccttiioon
n
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________

________________________________ __________________
Print Name & Signature Date

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 WHAT I CAN DO

Directions: Fill out your thought balloon before your dialogue box in consideration to
management of your emotions. See to it that your dialogue is guided with your
thoughts.

1. A close friend or relative shares some exciting news about themselves. You're
happy for them but can't help feeling envious.
B.
A.

You know? My
mom and dad will
be giving me a
grand party for
my graduation!
Close friend Friend
(very happy)

2. A front desk worker has just been verbally abused by a client and seems upset.
B.
A.

I think it is not
my fault.
(upset)
Front desk
worker Another
client
3. During the youth assembly that you are chairing, two workers engage in a debate
that turns heated.
A. B.

He must watch
out his words!
One of the Or else…..
workers (very angry) Chair

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4. The youth organizer is delayed for the clean-up drive being scheduled because of her
another appointment.
A.
B.

If I know! She’s late

because she wants
to have all the
appreciation...
Handling more than
One member one organization!
(jealous)
Another member

5. A classmate reports to you that a fellow classmate has been bullying him about his
sexuality.
A.
B.

You know fren,,,

One of our
classmates makes
fun of me..
(in tears)
Bullied
classmate
Classmate

6. Your father lost his job because of pandemic. Thus, he cannot buy the things you
need for an online class.

A.
B.

If I only have my
job, I can buy the
laptop that you
need.
(sentimental)
Father
Note: Images taken from the messenger Daughter

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 ASSESSMENT

Directions: Refer to the situations used in the “What’s New” part of this lesson.
Analyze each of the situations and tell whether the underlined character is doing the
passive response, aggressive response, or assertive response. Support your answer
enlightened with the learning you acquired from this topic.

Name: ______________________________ Grade & Section: ______________

Date: _______________________________ Score: ______________________
Ex. Mayka furrowed her brow and felt very confused. She told Cathleen that she
did not think vaccines were a good idea if they caused people to become sick with
the disease they were designed to later prevent. Cathleen explained this was not
true. Mayka was still feeling perplexed he continued to study. She grabbed her
textbook and flipped to a new chapter.
Answer: Aggressive response, because Myka is showing non-verbal sign of
disagreement to what Cathleen has explained.
1. Matt got flustered and felt very embarrassed. He didn’t know much but he said
that because many diseases have been eradicated and are no longer present in
the United States, most vaccines are no longer needed. Hannah interjected and
told Matt this was incorrect. Hannah explained further. Matt felt humiliated by
what Hannah’s done to him.
_______________, because _______________________________________.

2. Megan’s eyes widened and she felt very astonished. She thought vaccines
contained toxic chemical ingredients like formaldehyde. Megan said it was
important to keep our body pure from toxins and that vaccines piercing her skin
would contaminate her body. Austin told her this was not true. Austin continued
to explain about people’s incorrect belief that a substance is either safe or
dangerous.
_______________ , because _______________________________________.

3. Sarah told Nick that she thought that theses Day Care children were getting too
many vaccines soon. She thought multiple vaccines would overwhelm their
immune system and cause damage. Nick without any basis agreed with Sarah’s
opinion.
_______________ , because _______________________________________.

4. Josh's eyes widened and he felt very astonished. He thought too many people
were advocating for vaccines and said she shouldn’t bother with getting
vaccinated since developing immunity naturally from diseases is better than
vaccine-acquired immunity. Melissa said this was not true. Josh was optimistic
about this information and was still feeling hopeful listening to Melissa’s
continued explanations.
_______________ , because _______________________________________.

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5. Ryan’s face flushed because he was angry. He was endlessly hearing about
pro-vaccine promotion on the news. He told Michael that he thought that parents
were right to act independently and that the number of parents asking for
exemptions from vaccines was getting higher. Michael replied and told him that
the data and information were not accurate and explained it to him thoroughly.
Ryan was so angry because he did not accept corrections from his friend and
he felt annoyed.
_______________ , because _______________________________________.
Note: Point system will be 1 point per correct answer and 2 points for the explanation depends
on the correctness of the reason. Wrong answer could not possibly give correct reasons.

ADDITIONAL ACTIVITY/IES

Directions: Study the following for additional information about the topic.
As we now know that, positive and negative emotions are both vital for a
healthy and well-rounded life.
Positive and negative emotions play important roles when it comes to your
mental aspects.
For example, positive emotions have been shown to impact the brain in the
following ways:
• They can increase our performance on a cognitive task by lifting our spirits
without distracting us like negative emotions do.
• Positive emotions can trigger the reward pathways in the brain, contributing to
lower levels of a stress hormone and greater well-being.
• Positive emotions may help us broaden our horizons and widen our brain’s
scope of focus.
Meanwhile, negative emotions are known to affect the brain in the following
ways:
• Facilitating emotional conflict processing, helping us to make sense of
incongruent or conflicting emotional information; in other words, negative
emotions can help us figure out tough emotional problems.
• Facilitating cognitive conflict processing, aiding us in comprehending
incongruent or conflicting cognitive information; in other words, negative
emotions can also help us make sense when we receive confusing signals.
• Reducing the experience of empathy, which can help protect us from
getting too involved with others and stay focused on our goals.

Both positive and negative emotions have impactful roles…

ALL WE HAVE TO DO IS TO MANAGE THEM BOTH IN HEALTHY WAYS.

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Lesson 2: Ways to Manage Varied Emotions

WHAT I KNOW

Directions: In Lesson 1, you learned about the importance of managing one’s

emotion. The following statements will have to check what you have grasped from
the lesson. In your answer sheet, answer True (T) or False (F) with the following
statements that follow.
________1. Learning to recognize emotions and deal with them in healthful
ways are especially important to good mental health.
________2. In dealing with emotions in positive ways, you should consider the
situation.
________3. Considering the consequences is not a priority in dealing with
emotions positively.
________4. Negative feelings can be relieved by engaging in physical activities
or by talking to a family member.
________5. If a negative feeling doesn’t go away, seek help from your friends.
________6. Fear can be healthy and natural unless you can’t control it.
________7. Denial is a defense mechanism to show your real emotion.
________8. An individual who knows how to analyze the cause of a certain
situation will be able to control his/her feelings.
________9. Physical, thoughts, behavior are the three (3) ways to measure our
emotions.
________10. The Intelligence Quotient can makes someone hired for a job, but
the Emotional Quotient (Emotional Intelligence) can makes
someone fired or promoted.
________11. Emotional Intelligence = brain and Intelligence Quotient = heart.
________12. A person’s personality is a combination of the thinking part (brain)
and feeling part (heart) which is measured by Emotional Intelligence.
________13. Emotional Intelligence is a skill that can be developed and which is
worth acquiring.
________14. Joining integration activities can help us manage our emotions.
________15. Always consider the consequences before acting, your mind and
heart can help you.

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 WHAT’S IN

Directions: Evaluate the following ways in management of emotions if acceptable or

not. Draw the thumbs up () –f it is acceptable and thumbs down () –it is not
acceptable in your answer sheet.

1. When I get angry, it helps me feel better if I yell at my brother.

2. When I feel sad, it helps me feel better if I bounce a ball.
3. When I feel bored, it helps me feel better when I hold my favorite stuffed
animal.
4. When I feel tired, it helps me feel better to close my eyes and listen to music.
5. When I feel mad, it helps if I pick on someone.
6. When I feel jealous, it helps me feel better to put someone else down.
7. When I feel lonely, it helps me feel better to go play with my hamster.
8. When I feel embarrassed, it helps me feel better if I locked myself in my room.
9. When I feel disappointed, it helps me feel better if I do gardening.
10. When I feel anxious or nervous, it helps me feel better drinking with friends.

WHAT’S NEW

Directions: Choose five situations given in the activity under “What’s In”. Create
your own ways on how to manage your emotions for each situation. Take into
consideration the idea “think-first-before-you-act”.
Ways to manage the emotion
Emotions to Step 1 (Think) Step 2 (Process) Step 3 (Act)
manage (What are the (How can I conquer (What I will do with
reasons of my fear?) my fear?) my fear?)
Ex. Fear - I fear to lose my job - Do my job well - I will do my job very
in this time of - Be honest well even if others
pandemic. - Be committed to do may not, even if
with minimal others are not, and
supervision even if others will not.
1.
2.
3.
4.
5.

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 WHAT IS IT

Reading: WAYS TO MANAGE YOUR EMOTIONS

A part of growing up is learning how to “Be the Boss of the Feelings”, it is

normal to experience many feelings, and you developed tools to help them express
and manage their difficult feelings. Here are some challenges:
The Smile Challenge:
Next time you are feeling sad or grumpy, smile at someone or try to make
someone laugh. Notice how making someone laugh or smile makes you smiles too.
The Breathing Challenge:
Next time you are upset, feeling nervous, or can’t get to sleep. Take your
hand and put it on your heart or your tummy. You may like to close your eyes and
count five breaths. With each full breath, that’s one breath in and one breath out,
press one finger, and then the next, against your tummy. Do this five times with long,
slow, easy breaths. After the five breaths, open your eyes. Does it make you feel
better?
The “Bee Breath”:
If you start to feel angry or upset, sit quietly with your hands in your lap. Close
your eyes and make an angry face. Then take a deep breath in and as you breath
out, hum or buzz that angry bee out. Keep buzzing using all your breath. Now make
a happy face, breathe in again, and make a happy humming or buzzing sound as
you breathe out. Keep buzzing until you feel that the angry bee in gone.

Managing Emotions
How do you deal with your emotions? Learning to recognize emotions and
deal with them in healthful ways are especially important to good mental health.

Dealing with emotions in Positive Ways

There are some strategies for interpreting and responding to most emotions:
• Look below the surface of your emotion – you may asked yourself “What am I
really reacting to?” “Does the intensity of my emotion match the situation?”.
• Consider the situation – you must to consider whether or not the situation to
which you are reacting will matter tomorrow, next week, or next year.
• Consider the consequences – don’t take action on a strong feeling until you have
thoroughly considered the possible consequences of your action.
• Use positive feelings – using positive feelings will inspire you. Relieve negative
or upsetting feelings by engaging in physical activities or by talking to a family
member.
• Seek help – If a negative feeling doesn’t go away, seek help from a parent,
another trusted adult, or a health care professional.

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Managing Difficult Emotions
In dealing with intense emotions:
• Take slow, deep breaths and relax when you feel your emotions building.
• Control your feelings by analyzing the situations that cause them.
• Get away from the situation to compose yourself.
• Write in private journal or play music.
Using Defense Mechanisms
You may try to avoid emotions that cause you discomfort by using defense
mechanisms. For instance, the use of suppression can provide a temporary escape
from an unpleasant situation. In the long run, however, defense mechanisms may
keep you from facing what is really troubling you. Here are common defense
mechanisms:
• Repression – involuntary pushing of unpleasant feelings out of conscious
thought.
• Suppression – conscious, intentional pushing of unpleasantness from one’s
mind.
• Rationalization – making excuses to explain a situation or behavior rather than
directly taking responsibility for it.
• Regression – reverting to behaviors more characteristic of an earlier stage of
development rather than dealing with the conflict in a mature manner.
• Denial – unconscious lack of acknowledgement of something that is obvious to
others.
• Compensation – making up for weaknesses and mistakes through gift-giving,
hard work, or extreme efforts.
• Projection – attributing your own feelings or faults to another person or group.
• Idealization – seeing someone else as perfect, ideal, or more worthy than
everyone else.

In Handling Fear
Fear is an emotion many people work to overcome. Overcoming fear requires
a strategy:
• Identify your fear
• Analyze the situation that causes fear
• Talk about your fear with someone you trust
Some fear is healthy and natural; only when fear is irrational or uncontrollable
should you consider it a problem.

In Dealing with Guilt

• Try to get at the underlying source of your guilt and address that issue
• Resolve to be more careful and responsible in the future.
• Discuss the situation with family or friends.

In Managing Anger
The first step in constructively dealing with anger is similar to dealing with
guilt: try to get at the underlying source and address it.

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 WHAT’S MORE

Directions: Below are positive or negative emotions. Apply your learning in managing
them. Take into consideration that emotions are unavoidable. It is better to prepare
before-during-after.
Positive/Negative Ways to manage the emotion
Emotions Before During After
I should remain calm Being happy in a calm Thanks for everything
Ex. Happy
and relaxed. manner. that makes me happy.

1. Fear

2. Confused

3. Guilt

4. Excited

5. Anger

WHAT I HAVE LEARNED

Directions: Write your insight about the value emotional intelligence especially
during this time of pandemic. Consider the important parts of your paragraph.

R
Reefflleeccttiioon
n

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

_________________________________ ____________________
Print Name & Signature Date

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 WHAT I CAN DO

Directions: Compose your own creative ways to manage various emotions in

healthy ways based on what you learned. Create varied ways that may apply in
different situation or place you are in.

Situation/Place Dealing positive emotions Dealing difficult emotions

With your self

In the family

In school

In the community

At work

ASSESSMENT

Directions: Read the questions carefully and choose the letter of your answer.

Name: _____________________________ Grade & Section: _______________

Date: ______________________________ Score: ________________________

1. The following are integrative activity that can help you manage your emotions,
except?
a. Breathing Challenge b. Bee Breathe
c. Smile Challenge d. Puzzle Challenge
2. The following situations are showing the positive ways in dealing with emotions,
except?
a. Riza, before talking back to her parents, told herself if it will match the
situation if she gets angry.
b. Before saying “YES” to a proposal, Ivy thinks for possible consequences
might happen, not only for today or tomorrow but for the next months or years.
c. Lito, after he heard the harsh words from his father, rush to his room and
locked himself.
d. Jade was busted by the girl he courted; when he got home he cried and tell
his mother about what had happen.

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3. To deal with too difficult emotions one should do the following, except?
a. Take a slow and deep breath to relax.
b. Take control of feelings by analyzing the situation.
c. Take your private journal and write while listening music.
d. Take your stance and face the situation the soonest.
4. Which of the following defense mechanisms will provide you a temporary
escape from an unpleasant situation?
a. Repression b. Suppression c. Denial d. Idealization
5. If you unconsciously lack of acknowledgement to something that is obvious to
others, you are having what defense mechanisms?
a. Compensation b. Denial c. Rationalization d. Projection
6. Your classmate used to attributes his/her own feelings or faults to other person;
your classmate is having what defense mechanisms?
a. Repression b. Compensation c. Idealization d. Projection
7. If someone you know use to make excuses to explain in any situation rather
than taking the responsibility for it, that someone is having what defense
mechanisms?
a. Suppression b. Rationalization c. Regression d. Idealization
8. Which of the following situations shows that fear is healthy?
a. Staying at home thinking when this pandemic ends
b. Wearing facemask in going outside to protect your self
c. Eating much to boost your immune system
d. Always monitor the flash report about covid-19 to keep updated
9. Is keeping your guilt to yourself until your last breath makes you at peace?
a. Yes b. No c. Maybe d. Not sure
10. To properly manage anger, one should have to?
a. Keep it himself so that nobody will be affected
b. Don’t dig up its causes so that it will not create another issue
c. Being careful and responsible in the future is not a big deal
d. Know the source of the emotion and address it properly

Emotions are Important: It pays to be aware of our own and others’ feelings.
Highly emotionally intelligent people do this all the time. Like any other, it is a
skill that can be developed and which is well worth acquiring.

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 ADDITIONAL ACTIVITY/IES

Directions: Explain briefly the relevance of the diagram below relative to the 21st
Century Workers that our country needs now a days.

IQ EQ

GETS YOU GETS YOU

HIRED FIRED/

THE PROFESSIONAL SUCCESS

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_____________________________________________________.

18
 ANSWER KEYS

Lesson 1 Lesson 2
What I know: Answers may vary What I know:
What’s In: Answers may vary 1. T 6. T 11. F
What’s New: Answers may vary 2. T 7. T 12. T
3. F 8. T 13. T
What’s More: Answers may vary
4. T 9. T 14. T
What I have learned: Answers may vary 5. F 10. T 15. T
What I can do: Answers may vary but answer in What’s In:
letter B should be related to the
answer in letter A.
1.  6. 
Assessment: 2. 7. 
3.  8. 
1. Aggressive
2. Assertive
3. Passive 4.  9. 
4. Assertive
5. Aggressive 5.  10. 
Note: Point system will be 1 point per What’s New: Answer may vary
correct answer and 2 points for the What’s More: Answers may vary
What I have learned: Answers may vary
explanation depends on the correctness of What I can do: Answers may vary
the reason. Wrong answer could not
possibly give correct reasons. Assessment:

1. d
2. c
3. d
4. b
5. b
6. d
7. b
8. b
9. b
10. b

Additional Activity: Answers may vary

Notes to the Teacher!

The teacher will check all the

Answers Vary Part.

19
 REFERENCES

Published Books

Personal Development. Learner’s Manual. Department of Education Republic of the

Philippines. First Edition 2016.

Personal Development. Teacher’s Guide. Department of Education Republic of the

Philippines. First Edition 2016

Electronic Resources

Dealing with difficult emotions Retrieved from

https://kidshealth.org/en/teens/stressful-feelings.html

Emotional intelligence Retrieved from

https://www.kidshealth.org/en/teens/eq.html

Manage, process and embrace negative emotions Retrieved from

https://positivepsychology.com/negative-emotions/

Managing your emotional reactions Retrieved from

https://www.verywellmind.com/an-overview-of- the-types-of-emotions-
4163976
Managing emotions Retrieved from https://slideplayer.com/slide/4601163/
What is the value of emotions Retrieved from https://slideplayer.com/slide/6901548/
Positive actions to help you manage emotions Retrieved from
https://www.skillsyouneed.com/ps/managing-emotions.html

Emotional control during difficult conversations Retrieved from

https://greatpeopleinside.com/emotional-control/

Other Resources

K to 12 Most Essential Learning Competencies with Corresponding CG Codes

Emotion and feeling wheel Retrieved from

http://www.davidhodder.com/emotion-and-feeling-wheel/

Emoticons images Retrieved from https://positivepsychology.com/positive-negative-

emotions/

Blank faces images Retrieved from https://www.twinkl.co.uk/resource/t2-t-865-

emotions-and-feelings-activity-sheet

Own-made messenger avatar

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For inquiries or feedback, please write or call:

Department of Education, Region VII, Division of Cebu Province

(Office Address) IPHO Bldg., Sudlon, Lahug, Cebu City 6000
Telefax: (032) 255-6405
Email Address: [email protected]