Lesson Plan in PFA

Module II: Calming Down and Managing One’s Emotions and Thoughts
April 05, 2022

I.Objectives
By the end of the session, students should be able to:
• Identify positive ways to manage one’s emotions
• Practice calming down using a relaxation exercise
• Be able to practice reframing one’s thoughts

II.Subject Matter:
Calming Down and Managing One’s Emotions and Thoughts
Materials/Handouts
• Manila Papers
• Permanent Markers

III.Procedures:
A.INTRODUCTION
So far, we’ve talked about your reactions to the pandemic or any form of
disaster. Today, we will talk about how to manage your feelings.

B.ACTIVITY # 1
Yesterday I asked you to identify your different reactions and feelings towards
the pandemic or any type of stressful situation that you may have experienced
recently. Can you recall what those feelings were? Today, let’s talk about some ways to
help you manage your feelings. Can you recall for me some of those feelings that you
mentioned yesterday?
The teacher now writes down some of those feelings in one column.
Say: So when you feel this way, what do you usually do to help manage or get rid of
that feeling?
Teacher then writes those actions down right beside each feeling. Teacher then asks
another student to recite. She does this until she has 5-6 examples.
Say: So these actions help make us feel better. They help us address our stress. But
can we identify if there are actions here which would be considered as unhealthy ways
of dealing with the stress? Which ones would be considered as healthy ways of coping?
What made you say that?
Say: Please take a look at your own list of emotions from yesterday and list down the
ways that you deal with the emotions. Can you identify if you were using healthy or
unhealthy ways of dealing with the stress? Today, I want to remind you of healthier
ways of dealing with our feelings. I will teach you three new and easy ways:

ACTIVITY # 2
Say: Suggestion # 1: Count backwards. If you feel that you are getting more
upset or stressed or anxious or nervous. You can ask to be excused or you can just
close your eyes, or turn around and just silently, count backwards from 10 until 1.
While doing so, focus on your breathing and tell yourself to calm down. Let us try it
together.
Say: Suggestion #2: 3-2-1 Senses Check. In this method, I want you to quietly name 3
things you can see around you, 2 things you can feel and 1 thing that you can hear.
While doing that, breathe in and out 5 times but every time you do so, you add one
more second to each inhale and one more second to each exhale.
Say: Suggestion #3: Reframe. This means that a feeling usually comes from a thought
and when we can change or reframe a thought, then we can change how we feel. For
example, I feel angry because my mother called me lazy. I think my mother called me
that way because she does not see me working hard or maybe because she is just
really unfair all the time. I can reframe that by saying, my mother is just very stressed
and tired tonight. She does not mean what she says. By reframing the thought, I have
changed the way I feel about the situation.
Alternative Activities
 Other breathing exercises, yoga poses, tai-chi with humor injected into it,
engaging in sports but in a non-competitive manner, or dance moves using both slow
and fast beats.

C.ANALYSIS
What do you feel? What do you think was the point of this activity?

D.ABSTRACTION
Can you compare how you feel right now with how you felt before we started
with the relaxation activity? On a scale of 1-5, 5 being the highest, rate your level of
stress before and after we stared with the exercise. Did the levels change?

E.APPLICATION
How can you apply your newfound knowledge to your daily life?

CLOSING
Say: As a way to close this session, do you know that people who do yoga close
the sessions by saying “Namaste.” Namaste is a word which means “bow to you”.
People in India use it to say hello or to bid each other goodbye. Can you think of a
short phrase that you can share with the class now to show our appreciation about
being with them during online classes? What would be a good phrase or word?
(Possible answers are “thank you, “ “kamusta,” “good vibes,” etc. Can we all say this to
each other now as we leave our online class?

Prepared by:

Marie Grace C. Suarez

Teacher III

Checked by:
Arlene C. Quiros
Master Teacher I

Noted by:
Anna Liza D.Z. Martin
ESP II
 Lesson Plan in PFA
Module III: Identifying and Addressing Needs
April 06, 2022

I.Objectives
By the end of the session, students should be able to:
• To identify one’s current needs and those of one’s family
• Become aware of the various institutions, departments and centers present within
the school environment or the immediate community
• Take note of the important numbers and information regarding who to approach for
their needs

II. Subject Matter:

Module III: Identifying and Addressing Needs
Materials/Handouts
• List of Emergency Contact Numbers and Information: This should be filled out
by the teacher before the start of the session
• List of needs during a pandemic and how to access them
• Pens or Pencils
• Handout: Needs Form

III. Procedure:
A. Introduction
It cannot be assumed that just because students are at home then all their
basic needs have been met. It is essential to have a venue where students can express
their needs and see how the school can help them access these. As a teacher, you will
need the important contact numbers beforehand in order to know where to link
students who need help. List this information down on the table provided in the
following page. Please note that this is just a sample. You may change the items as
needed.

B. ACTIVITY 1
Show the sheet called List of Emergency Contact Numbers and Information.
Ensure that the sheet is properly filled out by the teacher. A copy of this sheet should
be shown during class time or the teacher can provide a link where the students can
get this information from.
Say: I want to show you a list of emergency contact numbers that I want you to take
note of or you may want to take a screenshot with your phone. (Give them time to copy
or take a photo). Let us all discuss first what these offices do. (Teacher explains how
each office can help).

Additional Information on Psychological First Aid (PFA)

Regardless of the type of disaster or pandemic, people who are affected often need help
in the following:
Frequent Needs (WHO et al., 2011)
• Basic needs: food, shelter, water, clean toilets
• Health services for those who are ill and injured (and for those who seem to be
suffering from anxiety, trauma and depression)
• Simple and correct information about the event, loved ones and services available for
them
• Access to cell phones, internet, email in order to contact loved ones and other
sources of social support
• Being consulted about major decisions that will directly affect their lives (e.g., being
transported to
another province, moving to a bunk house, etc.)
Say: Please save the screenshot on your phone or if you listed the numbers down,
please tape it to any part of your house so that it can easily be seen by everyone.
ACTIVITY 2
Show this list of common needs of survivors after a disaster and discuss with
the class.
Say: Take a look at the common needs of survivors after a disaster or pandemic. Do
you think it is complete? What other needs should be on the list? Take a look at this
list of needs of people during a pandemic and how to access them. Let’s discuss these
for a while.
Please get a piece of paper and make three columns (you can show an example).
On the first column, list down all the members of the family whom you live with. On
the second column, identify the immediate needs of this person that your family
cannot address as of this moment. On the third column, identify where you can refer
this person to or who you can approach in order to ask for help regarding the needs of
this person. If you do not know anyone who can help that person, just leave it blank
first. (Give them time to do this)
How many of you know who to refer your loved ones to for their needs? May I
know what these needs are and who you are going to refer your loved ones to? (Please
commend them for knowing whom they could approach in times of need).
Can we talk about what you think your own needs are? Who can you approach in
order to address your own needs? Why do you think it is important for all of you to
learn about whom you can go to for your own needs and the needs of your family?
Acknowledge them for having good support systems and for knowing who to link
themselves or their family members to.

C. ABSTRACTION
Say: Can some of you share with us stories that show how at times, even these
linkages cannot do their responsibilities efficiently? Why do you think these groups
had a hard time? Can you also tell me some great or good stories about how other
groups were able to help you very well?

D. APPLICATION
Say: Now that you know how to LINK, can you tell me how you will apply this new
knowledge to your life right now?
Listen to their answers and acknowledge them.

E. CLOSING
Ask students to come up with a chant or cheer after that activity. It should be a chant
that will remind them to find people/organizations to help them/their loved ones
address their most pressing needs.

Prepared by:
Marie Grace C. Suarez
Teacher III

Checked by:
Arlene C. Quiros
Master Teacher I

Noted by:
Anna Liza D.Z. Martin
ESP II
 Lesson Plan in PFA
Module IV: Identifying Sources of Strength
April 07, 2022

Rationale
The aim of this module is to encourage students to revisit their strengths in order to
support their self-efficacy to deal with their situation. In order to encourage a hopeful
outlook, the module serves to reinforce students’ sources of support and internal and
external resources.

I.Objectives
• Identify personal, social, and emotional sources of strengths during and in the
aftermath of the disaster/stressful situation
• Identify their internal and external sources of strength

II. Subject Matter

Materials
• Drawing of a kite (or of a vinta, windmill, a train with several carriages, a caterpillar
with several body segments, a tree, spider web, fingers, etc.)
• Blank sheets of paper
• Coloring materials

III. Procedure
A. REVIEW
Does anyone remember what the three previous sessions were about? (Give clues if
they cannot)
Last meeting, we talked about our needs and how to address them. We talked about
how to control our reactions and emotions. Now let us reflect on what has helped us to
move on. We are able to move on and not continue to feel the way that we were feeling
days or months ago because we have strengths.
Show the drawing of a kite and say: This is a drawing of a kite (saranggola). Can you
tell me what makes it go up in the air? (Wait for answers) You are right, it needs the
wind, it needs to be made of good material, it needs a line or a long string, it needs a
strong brace, etc. This is our way of reminding you that you have resources within
yourselves or with others that have allowed you to begin your process of recovery. Just
like a kite, you too have what it takes to fly.

B. ACTIVITY
Can you draw a kite with a diamond with 4 parts? On each part of the kite’s
diamond, please write down what you think are your sources of strength. What makes
you strong despite what you have gone through? Can you also identify what or who
acts like the wind for you? Who or what helps you soar?
Give them time to draw, answer and color their drawings. After, give them time to
share their drawings online.

C. ANALYSIS
What have you realized about each other after that group sharing? What have you
realized about yourself? Do we have common sources of strengths??

D. ABSTRACTION
How are you similar to the kite? Can you think of other objects that can be a symbol
for your many sources of strength?

E. APPLICATION
The next time you feel weak, what can you focus on in order to remind yourself that
you have a number of sources of strength?
CLOSING
Would any of you want to volunteer to come up with a poem or a rap about
what you have learned about your sources of strength and those who help or support
you? Here is an example:
Ang saranggola ko at ako
Parehong-pareho
Ako ay Matatag, Sya rin ay Matatag
Ako ay di Babagsak, sya din ay di babagsak
Tangayin man ng hangin
Hinding hindi matitinag!

Prepared by:
Marie Grace C. Suarez
Teacher III

Checked by:
Arlene C. Quiros
Master Teacher I

Noted by:
Anna Liza D.Z. Martin
ESP II