Department of Education

National Capital Region

Schools Division Office - Marikina City
NANGKA HIGH SCHOOL
Kabayani Road, Nangka Marikina City

Grade: 10 Section: Hope

Week: 1 Subject: Psychosocial Activities Support Pack Implementation
Objectives: To be able to know how to utilize the monitoring tool for students in all levels;
To be able to know how to use the psychosocial support activities pack

DAY OBJECTIVES TOPIC/S CLASSROOM BASED ACTIVITIES REMARKS

1. Determine the A. Daily Routine

1 psychosocial adjustment 1. Prayer
of the learners to face-  Emotional Safety 2. Simple Exercise
to-face learning modality  Self-awareness 3. Checking of Attendance
and the effectivity of the  Self-expression 4. Reminders on Health and Safety Protocol in School
Psychosocial Support
Activity Pack using a B. Kumustahan
monitoring tool. 1. Warm greetings for the learners
2. Use of effective verbal and non-verbal classroom communication
2. Identify their own strategies
feelings such as being 3. Energizer (Energy Check)
happy, sad, angry, If the teacher notice the student/s lack of energy, do an energizer activity.
hopeful, surprised, and (refer to annex part – Songs and Energizer)
scared. 4. Set guidelines for session, and review before every succeeding session.

C. Administer the Monitoring Tool (OUA-MEMO 00-1221-0014) – Annex D

Psychological Activity
Refer to Module 1.

I AM: Able to acknowledge and express my feelings.

Activity 1: There’s an emergency!
Psychosocial Concept: Emotional Safety
Duration: 30-40 Minutes
Purpose: This role play for emergency situations can be a dry run for an actual
situation. Since this could feel very real for students, it would be good for teachers
to keep an eye out for students who may be triggered and to prepare a transition
activity for this - e.g. a grounding / movement activity.

Healing objective: Develop self-awareness, self-confidence, self-regulation

Learning objective: Practice listening and memory skills.

Do the following:
1. Pre- Activity
Think of several emergency situations that you can present to your learners.
Be careful not to touch on a situation that may be very triggering for a
learner. While this can sometimes be hard to avoid, be prepared with water
and an exercise to help ground anyone who might be triggered. If possible,
have the guidance counselor or another teacher join you as you do this
activity.
2. Activity Proper
- Follow the Directions given (Please refer to PSAP Teachers Guide; p6-7.)
3. Post Activity
- Follow the discussion guide and wrap up discussion/ activity (Please refer
to PSAP Teachers Guide; p7.)
4. Sharing / Presentation of their output.

Activity 2: Feeling Circle

Psychosocial Concept: Self-awareness, Self-expression
Duration: 60 Minutes
Purpose: Learners are invited to reflect on how feelings can exist simultaneously
 and deepen their self-awareness.

Healing objective: Develop self-awareness, self-expression, self-understanding,

empathy

Learning objective: Practice math and language, fine motor,

and visual-spatial skills

Do the following:
1. Activity Proper
- Follow the directions given (Please refer to PSAP Teachers Guide; p15-
16.)
2. Post Activity
- Follow the discussion guide and wrap up discussion/ activity (Please refer
to PSAP Teachers Guide; p16-17.)
3. Sharing / Presentation of their output.

D. Closing Part
1. Synthesize learnings and re-emphasize important points about the theme.
2. It is very important to close with an uplifting and engaging activity (dancing,
singing, breathing or energizer or etc.)
Note: This is a good place to use your own energizer, dance or activity that
reflects your specific culture.
3. In case you notice any red flags and that someone needs extra care, follow
the agreed protocols for reporting in your school for psychosocial support.
4. Give some reminders for the next in-person class.

Note: If there is still remaining time during face-to-face classes, allow the subject
teachers to give some important reminders or instruction
DAY OBJECTIVES TOPIC/S CLASSROOM BASED ACTIVITIES REMARKS

2 1. Share their feelings and  Self-regulation A. Daily Routine

responses through
drawing or illustrations to
regulate emotions and
find possible solutions to
challenges.
 Problem Solving 1. Prayer
2. Simple Exercise
3. Checking of Attendance
4. Reminders on Health and Safety Protocol in School
B. Kumustahan
1. Warm greetings for the learners
2. Use of effective verbal and non-verbal classroom communication strategies
3. Energizer (Energy Check)
If the teacher notice the student/s lack of energy, do an energizer activity.
(refer to annex part – Songs and Energizer)
4. Recapitulations
5. Set guidelines for session, and review before every succeeding session.
C. Administer the Monitoring Tool (OUA-MEMO 00-1221-0014) – Annex D
Psychological Activity
Refer to Module 2.
I HAVE: The capacity to regulate my emotions and find solutions to
challenges.
Activity 1: Bag of Feelings
Psychosocial Concept: Self-Regulation
Duration: 60 Minutes
Purpose: For learners to share their feelings to develop self-awareness; and to
listen to their classmates’ feelings in order to develop empathy.
Healing objective: Develop self-awareness, self-expression, self-understanding
and empathy
Learning objective: Practice language, reading, listening, and problem-solving
skills; develop imagination, and creative thinking and expression.
Do the following:
 1. Pre- Activity
Preparation time: 10minutes.
Bring 1-2 large bags (plastic or cloth) that can hold crumpled paper that you
can hang on the door of your classroom.
A box or container (e.g. a recycled cardboard
box) that can hold crumpled paper from each learner.
2. Activity Proper
- Follow the directions given (Please refer to PSAP Teachers Guide;
p32-33.)
3. Post Activity
- Follow the discussion guide and wrap up discussion/ activity (Please
refer to PSAP Teachers Guide; p32-33.)
4. Sharing / Presentation of their output.

Activity 2: We can Work it OUT!

Psychosocial Concept: Problem Solving
Duration: 60 Minutes
Purpose: For learners to become empowered to address and resolve their own
conflicts through a problem- solving guide; to learn that using words is more
effective than becoming violent; and to learn that negotiating creates win-win
situations which allow everyone to experience and contribute to building a collective
sense of well-being.

Healing objective: Develop self-awareness, self-expression, self-understanding

and empathy; develop perseverance

Learning objective: Exercise skills in listening, collaboration, teamwork, and

creative expression

Do the following:
1. Activity Proper
- Follow the directions given (Please refer to PSAP Teachers Guide;
p40-41.)
2. Post Activity
 - Follow the discussion guide and wrap up discussion/ activity (Please
refer to PSAP Teachers Guide; p40-41.)
3. Sharing / Presentation of their output.

D. Closing Part
1. Synthesize learnings and re-emphasize important points about the theme.
2. It is very important to close with an uplifting and engaging activity (dancing,
singing, breathing or energizer or etc.)
Note: This is a good place to use your own energizer, dance or activity that
reflects your specific culture.
3. In case you notice ant red flags and that someone needs extra care, follow
the agreed protocols for reporting in your school for psychosocial support.
4. Give some reminders for the next in-person class.

Note: If there is still remaining time during face-to-face classes, allow the subject
teachers to give some important reminders or instruction.

DAY OBJECTIVES TOPIC/S CLASSROOM BASED ACTIVITIES REMARKS

3 Appreciate the value of  Self-confidence A. Daily Routine

sharing and expressing their  Self-compassion 1. Prayer
feelings  Empathy 2. Simple Exercise
3. Checking of Attendance
4. Reminders on Health and Safety Protocol in School
 B. Kumustahan
1. Warm greetings for the learners
2. Use of effective verbal and non-verbal classroom communication strategies
3. Energizer (Energy Check)
If the teacher notice the student/s lack of energy, do an energizer activity.
(refer to annex part – Songs and Energizer)
4. Recapitulations
5. Set guidelines for session, and review before every succeeding session.

C. Administer the Monitoring Tool (OUA-MEMO 00-1221-0014) – Annex D

Psychological Activity
Refer to Module 2.
I CAN: Do my best in school, develop healthy relationships with my peers,
and imagine a bright future for myself.

Activity 1: Confidence Drawings

Psychosocial Concept: Self-Confidence
Duration: 40 Minutes
Purpose: For learners to grow in confidence, by revisiting experiences where they
were proud of themselves and identifying their strengths from those experiences

Healing objective: Deepen self-awareness and self-confidence

Learning objective: Exercise fine motor and visual thinking skills; explore use of
symbols, language, and
storytelling

Do the following:
1. Activity Proper
- Follow the directions given (Please refer to PSAP Teachers Guide;
p45-46.)
2. Post Activity
- Follow the discussion guide and wrap up discussion/ activity (Please
refer to PSAP Teachers Guide; p32-33.)
 3. Sharing / Presentation of their output.

Activity 2: If I could CHANGE the WORLD

Psychosocial Concept: Empathy
Duration: 20-30 Minutes
Purpose: Given how things have been in the time of Covid, learners may still feel
overwhelmed. This activity will allow them to imagine a better future for themselves
and others and give them a feeling of capacity to make changes in the future.

Healing objective: Exercise self-awareness, self-expression, and self-confidence

Learning objective: Language and writing skills, imagination, problem solving

Do the following:
1. Activity Proper
- Follow the directions given (Please refer to PSAP Teachers Guide;
p58-59)
2. Post Activity
- Follow the discussion guide and wrap up discussion/ activity (Please
refer to PSAP Teachers Guide; p58-59.)
3. Sharing / Presentation of their output.

D. Closing Part
1. Synthesize learnings and re-emphasize important points about the theme.
2. It is very important to close with an uplifting and engaging activity (dancing,
singing, breathing or energizer or etc.)
Note: This is a good place to use your own energizer, dance or activity that
reflects your specific culture.
3. In case you notice ant red flags and that someone needs extra care, follow
the agreed protocols for reporting in your school for psychosocial support.
4. Give some reminders for the next in-person class.

Note: If there is still remaining time during face-to-face classes, allow the subject
teachers to give the some important reminders or instruction.
Prepared by: Noted by: Validated by:

ARMANDO S. PONCE JR JANET M. DAVID (Sgd.) MEI P. OPANO (Sgd.)

SDRRM Coordinator Guidance Teacher ESP- Head Teacher