SCHOOL TRANSITIONAL AND ENVIRONMENTAL PROGRAM (STEP)

Class No.: G-18 Date: March 11, 2022

Name: REOMA, Shalvy Mae Module 6 – 3rd Quarter – SY20212022
Grade and Section: 10 – St. Albert the Great Teacher: Ms. Jessel Tejano

I. Title: Sound Decision-Making

II. Objectives:
At the end of the module, you are expected to:
1. examine the steps in personal decision-making;
2. practice sound decision-making; and
3. decide appropriate action on issues relevant to yourself and others.

III. Material/s:
1. Notebook or Paper
2. Pencil/ Pen
3. Any coloring materials
4. Scissors, glue/paste

IV. Time Frame: FEBRUARY - MARCH

V. Concept:

The design of this module intends to help you analyze sound decisions and goals toward
the achievement of your personal welfare and the common good. This will further help
you examine different factors in decision-making; provide proper procedures toward
sound decision making and evaluate experiences relevant to it.

VI. Activity:

A. Let’s try these!

INSTRUCTIONS:
As a Grade 10 learner, you are expected to somehow be able to make decisions in your
everyday life. This activity will determine your knowledge and skills in decision-making.

1. Prepare a sheet of paper and fold it crosswise. Copy the illustration below and
complete the activity.
2. On the left side of the paper, recall a significant event from your past when you
made a correct/appropriate decision that led to a positive outcome. While on the
right side, cite a significant event when you made a wrong/inappropriate decision
that led to a negative outcome. Share things that you are comfortable discussing
with your Homeroom teacher.
3. Begin with the nature of the problem. Reflect on the steps that you take leading to
your decision.
4. Answer the processing questions after.

TIME FRAME: 30 Minutes

Grade 10 STEP Activity – Module 6 Page 1 of 3

Decision (Left)
- I remember when I made an appropriate decision, is when I chose to stay at home and do
some school works rather than hanging out with my friends.
Decision (Right)
- I recall making an inappropriate decision when I didn't get my parents' permission before
hanging out with my friends.

PROCESSING QUESTIONS:
1. How did you feel when reflecting on the decisions you made in the past?
2. What are the steps that you identified and followed in making your personal
decisions?
3. What have you learned from the results of your decisions in the past?

ANSWERS:
1.) Whenever I consider the decisions, I've made in the past. I still feel bad about it and guilty for
my wrong decisions. I'm still being pursued because I let my emotions rule instead of
considering the implications of my irresponsibility.

2.) I learned from my mistakes and bad decisions. Every time I make a decision now, I consider
the potential consequences and obligations. This way, I won't make the same mistake twice.

3.) I realized that we should always be able to believe in ourselves and believe that we are
capable of making good decisions. Determine that we are prepared for the consequences of
this. Eventually, I learned that mistakes can sometimes help us grow and learn more.

B. Let’s Explore this!

INSTRUCTIONS:
To further test your decision-making skills, analyze the decision-making scenarios
below. Read carefully and reflect on the important steps in the decision-making
process. Write your answer on a sheet of paper.

TIME FRAME: 20 Minutes

1. Scenario #1: You dream of being a part of the school’s basketball team. To
achieve that, you think that you should practice every day. Two of your
classmates who are already members of the team constantly size up your efforts.
They make fun of you for practicing and for working hard. One day, they asked
you to hang out with them. They told you that if you will join them and do things for
them, they will recommend you to the team coach. What will you do?

2. Scenario #2: You are worried because one of your friends has been hanging out
with your classmates who are pressuring her to try drinking alcohol. One of them
is her long-time crush who even invited her to come to their house during the
weekend because his parents will not be there. Your friend came to you to help
her decide. What will you do?
 3. Scenario #3: Someone in your class cheated on a test. You know for a fact that
he, together with your friend was writing answers on a small note before the test.
When the test papers were given, your teacher congratulated him for getting the
highest score. You are confused about reporting that he cheated as your friend
might also be punished as well for helping him. What will you do?

ANSWERS:

Scenario #1: I'm not going to hang out with my classmates because they aren't
nice to me, even if they will suggest me to the team's coach. I'm not going to join
them since they criticize my efforts Because of my efforts and abilities, I want to
be a member of my school's basketball team. So, I'd rather keep practicing to
improve my game and make the team.

Scenario #2: In the role of a good friend with no self-interest. Drinking alcohol is
bad for minors, I would inform my friend. I'd advise her that drinking alcoholic
beverages has more risk than benefit, and that encouraging her to drink and
inviting her to one in their house since his parents aren't going to be there isn't
good and doesn't sound safe, because they might have bad intent. Being cautious
is preferable to being regretful.

Scenario #3: Cheating is wrong, regardless of who did it. So, even if they - my
friend and his/her partner get angry at me, I'll report it to my teacher. Whether or
not my teacher believes me, I will still speak what I know. If my friend comes up to
me and asks why I reported them, I would tell him or her that what they did was
bad and that they should not do it again.

PROCESSING QUESTIONS:
1. How did you feel while deciding on the given scenarios?
2. What are the factors that you considered in making your decisions?
3. What important insights have you gained from the decisions you have made?

ANSWERS:
1.) When someone talked about bad scenarios, I felt sad, and when someone talked about good
scenarios, I felt glad.

2.) Collect - information that meets the requirements differently.

Consider - if you've made a mistake or if you've done anything incorrectly.

3.) Gaining insight can help to make better decisions. It's important to build conviction. It's
essential to consider how people make decisions for themselves. When faced with a
circumstance in which making decisions is an option, the individual must be able to make such
decisions rather than hesitating. People who experience a variety of emotions are more likely to
make prompt decisions.

Grade 10 STEP Activity – Module 6 Page 2 of 3

 C. You Can Do It!

INSTRUCTIONS:
1. Copy and complete the table on a sheet of paper.
2. Identify community issues and problems that are relevant to you and decide on
the appropriate actions to solve them.
3. Apply your knowledge about sound decision-making.

TIME FRAME: 20 Minutes

Issue/ Problem Cause Appropriate action Expected outcome/

to take Results

Issue/problem:
- Many children have been not supported by their rights and protection.

Cause:
- Because many children have been abused.

Appropriate action to take:

- Report to the government and make rules to support their rights and protection.

Expected outcome result:

- The children can live free from abuse and many will discipline their selves.

D. What I Have Learned

INSTRUCTIONS:
Reflect on your personal experiences and learnings from this module and complete the
sentences below. Answer them on a sheet of paper.

TIME FRAME: 10 Minutes

1. In making decisions, I discovered/re-discovered that I value when I recognize my

beliefs and make plans and decisions that reflect to them, life becomes a lot easier.
2. When making decisions, I learned that I don't always make the best decisions and
that I often make mistakes.
3. For me, making decisions is difficult when I come to regret my decisions since the
more important the decision, the more attention it will likely receive.
References

Paranis, M.C., Miranda, L.C., Bercando, Valdez, J.M. De Jesus, J.A., Padilla, K.S.,
Andaya, DR.,Victorino, M., Valdez, J., and Andres, M. (2021) Homeroom Guidance
Quarter 2. Department of Education.

Grade 10 STEP Activity – Module 6 Page 3 of 3