Detailed Lesson Plan in HEALTH

Grade/Year Level: GRADE 9

Objectives:
At the end of the lesson, the students are expected to:
a. Distinguish the preventive measures of substance use and abuse.
b. Appreciate the importance of personal responsibility in the prevention
of substance use and abuse through promise letter.
c. Conduct a short radio drama presentation in the prevention of
substance use and abuse.
Subject Matter:
Topic: Prevention of Substance use and abuse.
References: Teacher’s and Learner’s Material in Grade 9 Health, p.49-59
Value Focus: Being responsible person.
Materials: Laptop, Powerpoint Presentation

Procedure/Learning Activities:
Teacher’s Activity Student’s Activity
A. Preliminaries
a. Greetings
“Good morning class!” All: “Good morning miss.”

“Welcome to our Health Class this

morning!”
“Meet your Teachers for today, I am___
together with me is Teachers ____.”

b. Prayer
“Before we start our class this morning,
may I request Tonie to lead us in prayer.”

Tonie: “Classmates, let us pray… amen.”

“Amen. Thank you Tonie.”
 c. Attendance
“For your attendance this morning, please
comment in the chat box your name and
where do you see yourself 10 years from
now. “
“Example, my name is Elah and 10 years
from now I’ll be a regular teacher in a public
high school. Class monitor kindly list down
the names of those who commented and
mark absent for those who fails to comment
then send it to me after our class. Okay?”
Class monitor: “Yes miss.”

“Thank you class monitor.”

d. Motivation
“Now before we start our lesson this
morning, I will show you a video that will
somehow relate to our topic. Kindly watch
and observe well the video shown because
after that, I’ll be asking some questions. All: “Yes miss.”
Okay?”

(Play the video.

https://www.youtube.com/watch?v=6fmhLc (Students are watching the video.)
YSn-Y)

“Okay class, based on the video that you

have watched, what have you observed?
Anyone?” (Students are raising their hands.)

“Yes, Jacob?” Jacob: “The video shows effect of drugs.”

“Very good observation Jacob. Now what (Students are raising their hands.)
are these effects of drugs stated in the
video?”

Rodriguez: “Miss, one effect of drugs is it

“Yes, Rodriguez?”
reduces the prefrontal cortex where decision-
 making occurs.”

“Yes, that’s correct Rodriguez. Now, after

knowing the effect, with your own
knowledge what do you think are ways to
prevent this from happening?” (Students are raising their hands.)

“Yes, Marie?” Marie: “For me miss, one way to prevent this

from happening is to stay away from illegal
drugs.”

“Yes excellent Marie. Any other answer?

Louise: “Miss, saying no if we are encouraged
Yes, Louise?”
or offered to use illegal drugs by our friends or
someone.”

“That’s correct Louise. Based on our small

discussion what do you think will be our
topic this morning?”
(Students are raising their hands.)

“Yes, Joselito?”
Joselito: “Prevention of Substance use and
abuse, miss.”
“Yes that is correct Joselito. Our topic this
morning is all about Prevention of
Substance use and abuse.”
“Who can read our Lesson Objectives this
morning?”
(Students are raising their hands.)

“Yes, John?”
John: “Lesson Objectives:
At the end of the lesson, the students are
expected to:
a. Distinguish the preventive
measures of substance use and
abuse.
b. Appreciate the importance of
personal responsibility in the
prevention of substance use and
 abuse through promise letter.
c. Conduct a short radio drama
presentation in the prevention of
substance use and abuse.”
“Thank you John. So hoping that we can
achieve those objectives at the end of our
class.”

“Let’s proceed. Question, in your own

words what is substance use and abuse
prevention? Anyone?”
(Students are raising their hands.)

“Yes, Abitan?”
Abitan: “Miss, substance use and abuse
prevention is the attempt in preventing the
onset of substance use.”
“That’s right. Very good Abitan. Any other
answers? Yes, Dela Cruz?”
Dela Cruz: “Miss, substance use and abuse
limits the development of problems
associated with using psycho active
substances.”
“Very good answer Dela Cruz. Substance
use and abuse prevention or also known as
Drug use and abuse prevention talks about
the attempt in preventing or limiting the
development in the use and abuse of
substances/drugs.”

B. Lesson Proper
a. Activity
“Okay before we tackle more about
preventive measures in dealing with
substance use and abuse, I have here a
task for you. The name of the activity is
“ARRANGE IT”
“So what will you gonna do? Who can read
the mechanics?” (Students are raising their hands.)

“Yes Natalia?” Natalia: “Mechanics:

 a. The class will be grouped into 2.
b. Each group will be tasked to arrange
the steps according to the guides
given.
c. You will be given 3 mins. in arranging
the steps.
d. If a group able to arrange the task
before the given time, the group must
say “WE ARRANGED IT!” and must
send their answers in the comment box
to be recognize by the teacher that you
have finished first doing the tasked.”
“Thank you Natalia, is there any questions
or clarifications about the task?”
All: “None miss!”

“Okay so this will be your grouping class.

Group 1 is from Abitan up to Jorre.
Group 2 is from Lapido to Villarosa.
Are the groupings clear?”
All: “Yes miss!”

“For group 1, here is your assigned task.

You need to arrange the steps/rules seen
on the left side based on the given guides
on the right. Do you understand group 1?”
Group 1: “Yes miss!”

“For group 2, here is your assigned task.

The same with group 1 you also need to
arranged the steps/rules on the left side
based on the given guides on the right. Do
you understand group 2?” Group 2: “Yes miss!”

“Everyone, take note with the guides given.

We will discuss more about it later.”
All: “Yes miss!”

“Alright, I think the two groups are ready?”

All: “Yes miss!”
“Your 3 minutes starts now.” (Students are doing their task.)

“Times up! Please comment your answers

now on our chat box and let’s see if you
arranged it correctly.”
“Congratulations everyone for a job well
done and for participating in our activity.”
“Let’s give a virtual clap for active
participation of the class.”
(Students are clapping their hands.)

b. Analysis
“Before we proceed, can anyone would tell
me what they have observed with the
activity given? (Students are raising their hands.)

“Yes, Dumaicus?” Dumaicus: “Miss, the activity is all about the

steps we need to consider making decisions.”

“Yes, that’s correct. Very good Dumaicus.

Any other answers? Yes, Melanie?” Melanie: “Miss, it also talks about the steps
we need to consider in saying NO to drugs.”

“That is right Melanie. So the following

steps given where ways and measures we
can practice in preventing substance use
and abuse. They can be categorized into 2
skills, it is decision-making skills and
resistance skills.”

“Now let’s try to identify and deepen our

understanding with these steps. Let’s start
with the Decision-making skills. What is the
step 1?
(Students are raising their hands.)

“Yes Jorre?”
Jorre: “Step 1 or Rule 1 is “Desrcibe the
 situation you are in.”
“Thank you Jorre. That is right. So what do
you think is the kind of situation being
stated in step 1?”
(Students are raising their hands.)

“Yes, Tonie?”
Tonie: “Situation like involvement in
substance use and abuse miss.”
“That’s right. Very good Tonie. Its situations
relating to substance use and abuse. So
who can give an example of situation
relating to substance use and abuse?”
(Students are raising their hands.)

“Yes Natalia?”
Natalia: “A friend encouraging you to smoke
miss.”
“Yes that’s one, thank you Natalia. Other
more?”
(Students are raising their hands.)

“Yes, John?”
John: “My classmate offers me to use
marijuana miss.”
“Yes, very good John. So those situations
given by your classmates are example of
situations relating to substance use and
abuse.”
“So, how do we describe these situations? (Students are raising their hands.)
Anyone?”

“Yes, Beatrize?”
Beatrize: “We can describe those situations
miss by writing it in a paper or by reciting what
happen in that situation.”

“Very good Beatrize. So in step 1 we can

describe those situations by writing down or
saying out one by one what happen during
those situations. Is it clear class?”
All: “Yes, miss!”

“Alright, Let’s proceed. Now that we have

describe the situations regarding substance
use and abuse, what will be the next step?
(Students are raising their hands.)
Who can read?

Monica: “Step 2: List possible actions for the

“Yes Monica?”
situation.”

“Thank you Monica. You have already

described and identified your situation; the
next step is thinking what possible actions
we can make in such situations. Now, how
do you list these possible actions?
Anyone?” (Students are raising their hands.)

“Yes Angelo?” Angelo: “We can list possible actions miss by

writing them down or reciting and should think
over them several times.”
“Yes that is correct Angelo. Very good.”

All: “Yes miss!”

“With the example situation given earlier by
Natalia wherein a friend offers you to
smoke. So what possible actions we can
list down regarding this situation? Anyone?”
(Students are raising their hands.)

“Yes Melanie.”
Melanie: “Possible action we can list miss is
saying no to the friend, or saying the bad
“Yes very good Melanie. So you can list effects of smoking.”
down those actions or recite and then think
it over if it is helpful. Do you understand the
step 2 class?” All: “Yes miss!”

“Next, what is the step 3? (Students are raising their hands.)

“Yes, Krisha?” Krisha: “Step 3: Share your list with

responsible adults.”

“Thank you Krisha. It is good also to ask for

opinion with the adults. Who are these
adults?” (Students are raising their hands.)
“Yes Sharon?” Sharon: “Our parents, teachers, uncles, lolas
and lolos miss.”

“Yes, correct Sharon. So anyone who is

older than you, mature, and most
importantly they are not engaged I or
involved in drugs. Okay?”
“So, how do we share it with responsible
adults?” (Students are raising their hands.)

“Yes Tonie.” Tonie: “We elaborate to them miss the

situation and then show to them our possible
actions.”

“Yes that is right. Next, what is the step 4?”

(Students are raising their hands.)

“Yes, Zamora?”
Zamora: “Step 4: Carefully evaluate all
possible actions, miss.”

“Thank you Zamora. So how do we

evaluate the actions we have listed?
(Students are raising their hands.)
Anyone?”

Dina: “We can evaluate the listed actions miss

“Yes Dina.”
by asking ourselves if the actions will protect
and promote healthy results, protect safety of
self and of other people, respect and does not
violate laws and policies, follow guidelines of
home, school and community. Lastly, ask if
the actions will show your good image and
persona.”
“Very good Dina.In step 4, we should
carefully evaluate our actions and consider
if it is helpful or safe for us and for the
people around us. Understand?”
All: “Yes miss!”

“Moving on to step 5, who can read?”

(Students are raising their hands.)
“Yes, Valentina?” Valentina: “Step 5: Choose which action is
most responsible and suitable.”

“Thank you Valentina. After you have

evaluated the actions, you now choose
which action is most suitable for the
situation.”
(Students are raising their hands.)
“With the given situation and actions earlier
which is
Situation: a friend offers you to smoke.
Action/s: saying no to the friend, or saying
the bad effects of smoking.
Is the action/s responsible and suitable for
the situation?”
All: “Yes miss!”

“Alright. Very good class. Do you now

understand the step 5? All: “Yes miss!”

“Okay let’s proceed with the last step in

decision-making skill, who can read and
answer step 6?”
(Students are raising their hands.)

“Yes, Dominic?”
Dominic: “Step 6: Do the action responsibly
and intelligently.”

“Thank you Dominic.”

“It is now the time that you do the action
responsively and intelligently but we don’t
stop evaluating the action if it is right and
helpful to us and to the people around us.
Clear?” All: “Yes miss!”

“Okay before we proceed to resistance

skills, again what are the steps in decision-
making skills?”
(Students are raising their hands.)
“Yes Sharon?” Sharon: “The six steps in decision-making
skills are:
 Step 1: Describe the situations you are
in.
 Step 2: List possible actions for the
situation.
 Step 3: Share your list with responsible
adults.
 Step 4: Carefully evaluate all possible
actions.
 Step 5: Choose which action is most
responsible and suitable.
 Step 6: Act responsibly and intelligent.”

“Very good Sharon. Now let’s go to the

resistance skills. But before that what do
we mean when we say resistance? (Students are raising their hands.)

“Yes, Maria?” Maria: “Resistance miss is refusing from

doing something.”

“Correct Maria. Thank you. So resistance

or from the root word resist which is
refusing or preventing from doing
something.”

“Now, let’s try to identify the different steps

in Resistance Skill. What is the step 1?”
(Students are raising their hands.)

“Yes Beatrice?”
Beatrice: “Step 1: What is the problem?”

“Thank you Beatrice! In step 1 of

Resistance skill, we identify what is the
problem. Just like in decision-making skill
we try know the problem if it is bad and
relates to substance use and abuse.”
“How do we identify the problems?
Anyone?” (Students are raising their hands.)
“Yes Denis?” Denis: “We can identify the problems by
saying/asking what is wrong, that is wrong, or
drugs are bad or that is prohibited or drugs
are against the law and school rules.”

“Yes the is right. Thank you Denis.”

“From our given situations eatlier,
Situation: A friend offers you to smoke.
So what is the problem here?”
(Students are raising their hands.)

“Yes Princess?”
“That is correct Princess. Thank you. So is
the step 1 clear to you class?”
Princess: “We can say miss that the problem
or we can identify it by saying the Smoking is
bad or is against the rules of the school.”
All: “Yes miss!”

“Next let’s proceed to step 2, who can

read?” (Students are raising their hands.)

“Yes Cherica?” Cherica: “Step 2: What could happen?

“Thank you Cherica. So in step 2 we

identify possible consequences.”
“So how do we identify such
consequences?”
(Students are raising their hands.)

“Yes Donatelo?”
Donatelo: “We can identify those
consequences miss by thinking and reflecting
of what are those possible consequences if
we engage in the problem.”

“Very good Donatelo. In addition to what

Donatelo said, we could also identify it
through these guide questions:
 Could anyone be harmed if I do it
(including you) How?
  Could it get you into trouble? What
trouble?
 Would it make you feel bad if you do
it?”
“Let’s have an example earlier,
Problem: Smoking is bad and prohibited in
school.
Now try to reflect through the guide
questions of what could be the possible
consequences. Anyone?” (Students are raising their hands.)
“Yes Denis?” Denis: “Possible consequences miss, it could
harm your health like can bring lung cancer. If
got caught by the school, you may receive a
punishment and it could make you feel bad
because consistent use of it could bring
addiction.”
“Very well Denis. You are correct there. So
is the step 2 clear to you class?
All: “Yes miss!”

“Very good. Next the last step in resistance

skill, who can read the step 3?” (Students are raising their hands.)
“Yes, Natalia?”
Natalia: “Step 3: What are the ways of saying
NO?

“Thank you Natalia. In step 3, we identify

ways of avoiding or ways of saying “NO” to
illegal activity or incorrect actions.”
“So what are the ways of saying NO?”
(Students are raising their hands.)

“Yes Paulino?”
Paulino: “The ways of saying no miss are:
 Say No.
 Change the topic.
 Tell the truth.
 Joke about it.
 Give reasons.
 Tell a story.
 Walk away if you can’t change your

“That is correct Paulino. Thank you.”
“Now with the different ways of saying NO,
who can give me an example of saying NO
to the problem we have earlier?”
Problem: Smoking is bad and prohibited in
school.
“Yes Markian?”
“Very good example Markian. Do you
understand the step 3 class?”
“Now again what are the steps in the
resistance skills?
“Yes Amahit?”
friend’s mind.”
(Students are raising their hands.)
Markian: “Example we can avoid or say no to
situation like abuse of drugs by:
a. Saying “NO” like “No, I’m not interested
in smoking.”
b. Change the topic like “Would you like
to see a movie with me?”
c. Tell the truth like “I don’t want any, I
hate it and it destroys dreams.”
d. Joke about it like “My parents are good
at smelling, I won’t get past them.”
e. Give reason like “I don’t do smoking,
it’s bad for health.”
f. Tell a story like “My friend died from
smoking because cancer developed
through it and he’s only 15 years old
and it was painful.”
g. Just walk away if you have a hard time
resisting or changing your friends mind.
All: “Yes miss!”
(Students are raising their hands.)
Amahit: “The steps in resistance skills are:
 What is the problem
 What could happen
  What are the ways of saying NO
“Very good Amahit. So please be reminded
that the steps in decision-making skill and
resistance skill can help us and is essential
in the prevention of substance use and
abuse.”

“Are there any questions?”

All: “None miss”

c. Abstraction
“If you have no questions, I have a question
to you class. Why do you think it is
important to prevent substance use and
abuse?”
(Students are raising their hands.)

“Yes Tingson?”
Tingson: “Because it is our responsibility to
know and be able to protect ourselves from
these harmful actions and for us to be aware.”

“Exactly, very good answer Tingson. It is

very important that we prevent substance
use and abuse for us to be responsible with
our actions so that we will not be harm by
these substances especially young people.”

“Does anyone of you experience getting

involved in situations regarding substance
use or abuse? How was it?” (Students are raising their hands.)

“Yes Monica?” Monica: “Yes miss, my uncle is using drugs. It

was not good because it’s against the law.
Also, with the consistent use of drugs, my
uncle is looks unhealthy and he is also
captured by police because it’s illegal.”
“Okay, so we can see that abuse/addiction
of illegal drugs really is bad. So please
prevent it or avoid it as a possible.”
“What if one of your classmates engages in
illegal drugs and encourages you to join
him/her, being a responsible student what
would you tell him/her?” (Students are raising their hands.)

“Yes Danica?” Danica: “As a responsible student miss, I

would tell him the truth about the bad effects
of illegal drugs to our health and encourage
him to stop using it.”

“Very good Danica, any other answers?” (Students are raising their hands.)

“Yes Abitan?” Abitan: “For me miss I will act responsibly by

saying no to him and tell him what happened
to my friend when he used illegal drugs.”

“Excellent Abitan! It is good to act

responsibly by telling people of what
abusive drugs can do to a person.”

“So how important is it to act responsibly

with our actions?”
(Students are raising their hands.)

“Yes, Tristan?”
Tristan: “It is important miss because by
acting responsibly, we can able to raise
awareness and be able to inform and avoid
ourselves from danger brought by abusive
substances.”

“Yes, excellent answer Tristan! It is

important to act responsibly to be able to
inform others and protect ourselves and the
people around us from using and abusing
substances. Are there any questions or
All: “None miss!”
clarifications?”

“To show that you appreciate being a

responsible person/student who avoids and
prevents the use and abuse of drugs and
substances, I want you to make a promise
letter for yourself.”
“In a ½ crosswise paper, write these
following: I (name of student), promise to
be true to my responsibility to prevent and
avoid using and abusing drugs and
substances to be able to raise awareness (Students followed and write their promise
and protect myself, family and friends. So letter.)
help me God!”

“Keep your promise letter or you can post it

in your rooms in your houses. These are
reminders to you students that you should
be responsible with your actions. Do you All: “Yes miss!”
understand?”

All: “None miss!”

“Do you have any questions so far?”

d. Application
“If there are no questions, I think you are all
ready for your next task. Are you ready?” All: “Yes miss!”

“Alright. Here are the mechanics of your

task. Who can read please?” (Students are raising their hands.)

“Yes Zamora, please read.” Zamora: “Mechanics:

 The same group from earlier, you will
act out a radio drama based on the
situation given on each group.
 Decision-making skill and resistance
skill should be applied in the given
situations.
 Either english, tagalog or hiligaynon
can be use.
 Using of sound effects and music are
 highly encourage.
 You will be given 5 minutes to practice.
 After practicing, each group will
present their radio drama to the class.”

“Okay thank you Zamora. Any question

with the mechanics class?” All: “None miss!”

“Okay, Let’s recap your groupings:

Group 1 is from Abitan to Jorre.
Group 2 is from Lapido to Villarosa.”

“Here is your assigned situtation:

For group 1 who can read?” (Students are raising their hands.)

“Yes Rachel?”

Rachel: “Group 1 situation:

One day while walking down the school
corridor, you notice your classmate bring out
small plastic bags with dried weeds. He is
selling drugs to some students. You know that
the kid is known bully and anyone who gets in
his way will mean trouble.”

“Okay thank you Rachel, next group 2 who

can read?”
(Students are raising their hands.)

“Yes Mark?”
Mark: “Group 2 situation:
You are having a group review at the house of
one of your classmates. The parents are not
there to supervise your activity. While
reviewing one of your classmates open a
pack of something and melt it on a piece of
 foil. Everybody smokes the substance. You
are asked to try it even just once to
experience it.”

“Okay thank you Mark. Those are the given

All: “None miss!”
situations for each group, take note you
need to apply the decision-making skill and
resistance skill to those situations.
“Do you have any questions class?”
(Students are practicing.)

“Okay your 5 mins. Starts now.”

(Students will stop practicing)

“Okay time is over, we’ll start our

presentation now.”
“So class, are you all ready?”
All: “Yes miss.”

“Okay we’ll start with group 1, group 1 you

may present your radio drama now.”

Group 1 will present.

“Thank you group 1 for a great
perfromance. Kindly, give them 5 claps.”
(Students clap their hands.)

“Next group 2 you may present your radio

drama now.” Group 2 will present.

“Good job group 2, class let’s give 5 claps

for group 2.” (Students clap their hands.)

“Congratulations for a very good

performance. I see that most of you have a
talent in radio acting. A round of applause (Students clap their hands.)
for a job well done.”
 Evaluation
“So to test your understanding with our
lesson for this afternoon, let’s have a short
quiz.”

“Here is your quiz:

for Test 1:
Instruction: In a ½ sheet of paper, write P if
the situations refer to prevention of
substance use and abuse and N if not.

_____1. Allisa shares to her mom who is a

guidance counselor about her classmate
offering her marijuana.
_____2. Denis accepts the cocaine offered
to him by his peers.
_____3. Elizabeth list down what actions
she can do to avoid smoking.
_____4. John reason out that illegal drugs
are bad for the health when Kevin offers
him illegal drugs.
_____5. Alex thinks of the possible
outcome if he used illegal drugs.”

“For Test 2: Essay

Instruction: Write it at the back of your
paper. Based on what you have learned
from the lesson, answer the question being
asked in 5 sentences.
Question:
What will you do if you found out that one
of your family members has a problem with
illegal drugs and he/she offers you to use
it?
Rubrics for Essay:
Content – 5 points
Organization – 3 points
Grammar and Spelling – 2 points
Total of 10 points.

Any questions with the quiz class? All: “None miss!”

“If none, you may start answering your (Students are answering the quiz.)
quiz.”

All: “Yes miss!”

“Okay, are you done class?”

“Very good. Take a picture of your answer

(Students take a picture of their quiz and send
and send it to our gc.”
it to the gc.)

Assignment
“Before we end our class, please take a
picture or screenshot of your assignment.”

“Instruction:
 In a short bondpaper, create your
own armor shield against substance
use and abuse.
 Be creative, simple drawings will
suffice.
 Your armor shield will serve as an
emblem against substance use and
abuse.
 Send your work to our google
classroom.
 Deadline is until Monday.”
“I have here is an example of an armor (Students take a picture or screenshot the
shield: assignment.)

Rubrics for Armor Shield:

Creativity – 5 points
Relevance – 5 points
Grammar and Spelling – 5 points
Total of 15 points.
Any question with your assignment class?” All: “None miss”

“Okay, thank you so much class for

participating in our lesson this morning.
See you in our next meeting. Goodbye
everyone.” All: “Thank you miss and goodbye.”

Prepared by: Group 7 (BPED 4-A)

Subiate, Dioan B.

Torres, Kristine Joy B.

Trinidad, Albert P.

Viajedor, Elah Grace B.