Grades 1 to 12
DAILY LESSON LOG
Teaching Dates and Time August 22-25, 2022 / 7:45-
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
School TAMAYO NATIONAL HIGH SCHOOL Grade Level Grade 12 GAS
Teacher LIEZEL P. GARCIA Learning Area Psychosocial Support Activity
Pack
Quarter First
8:45am
Monday Tuesday Wednesday Thursday Friday
The learners demonstrate The learners demonstrate The learners demonstrate The learners
understanding of understanding of Problem understanding of Self- demonstrate
establishing safety, solving, empathy awareness, self-regulation understanding of Self-
problem solving, self- awareness, self-
regulation confidence
The learners should be The learners should be able The learners should be able The learners should be
able to acknowledge and to regulate their emotions to have the capacity to able to do their best in
express their feelings. and find solutions to regulate their emotions and school, develop healthy
challenges. find solutions to challenges. relationships with my
peers, and
imagine a bright future
for myself.
At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
learners are expected to learners are expected to learners are expected to learners are expected to
execute: exemplify collaboration, exemplify listening, following display fine motor skills,
Self-awareness, problem teamwork, instructions visual thinking, use of
solving creativity, perseverance symbols, language skills,
Fine and large, motor
skills, self-expression, storytelling
spatial relations skills
 DESERT ISLAND WE CAN WORK IT OUT TENSE AND RELAX CONFIDENCE
II. CONTENT (Safety, Self-awareness, (Self-Regulation, Problem (Self-Regulation, Problem DRAWINGS
Self-expression) Solving) Solving) (Self-confidence, Self-
compassion and Empathy)

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages Psychosocial Support Psychosocial Support Psychosocial Support Activity Psychosocial Support
Activity Pack A Teacher’s Activity Pack A Teacher’s Pack A Teacher’s Guide Activity Pack A
Guide Guide Teacher’s Guide
2. Learner’s Materials pages

3. Textbook pages

4. Additional Materials from Learning

Resource (LR) portal

B. Other Learning Resources Paper, masking tape, Poster paper/Blackboard *No materials required Paper, crayons, oil pastels
cardboard, or pentel pen
boxes, water bottles and
caps,
string
IV. PROCEDURES
A. Reviewing previous lesson or  Learners will be  Write the following  The teacher will
presenting the new lesson asked to reflect on statements on the execute the following:
what they need blackboard. 1. Gather the learners and
for safety and 1. Stay calm. ask them if they ever feel
survival. 2. Let everyone tell his like they’re going to
or her side of the explode. Do they ever feel
story nervous or upset? Let the
3. What is the problem? learners share what they
4. Think of ways to do when they get nervous.
solve the problem. 2. Demonstrate how to do
Let everyone share the following exercises to
their ideas. shake off difficult feelings.
5. Decide on the best
solution. The best
solution is what’s
good for all involved,
and that does not
cause any harm
(violence, conflict or
destruction)
6. Do it!
B. Establishing a purpose for
the lesson
C. Presenting examples/instances of  The teacher will 1. As a class, ask learners  Ask the learners to get
the new lesson tell the learners: about the various in a very small ball
Today we are conflicts they shape on the floor. Tell
going to create a encounter in the them to pretend that
group sculpture classroom. Let them they are a balloon and
using natural share how they to slowly fill
materials or work out their themselves with
recycled problems. air...bigger andnbigger
materials.” until they are standing
with arms
outstretched, feet
apart, and cheeks
fullmof air. Now have
them slowly let all the
air out as they exhale
and return to a small
ball on the floor.
Continue inhaling and
blowing up like a
balloon then slowly
exhaling.
D. Discussing new concepts and  The teacher will  Ask the learners to:  Based on their activity,  The teacher will
practicing new skills #1 group the learners 2. Divide into groups. ask the learners the 1. Give the learners
 and let them do the Choose a problem they processing questions: paper and crayons.
given activity. want to solve. 1. What did you notice 2. Ask the learners to
1. Divide learners 3. Review the steps for about your body as draw something about
into groups of four. problem solving or conflict you tensed up and themselves (the
They will be resolution on the poster relaxed, or stretched teacher should
working in a circle. or blackboard. out and turned into a choose one theme
2. As they are 4. Role play their situation ball? so all the learners
standing in their using the steps on the 2. Which feels more stick to the same
groups of four, say: poster or blackboard. natural to you? drawing
“Imagine you are on a 5. As the need arises, concept). Choose
deserted island, and teacher acts as a among:
there is mediator to help learners  something I’m
water all around you. work through the good at
What will you need to process. Model this for  something I love
be safe the other learners and  someone who loves
there? What would then let others play the me
you need to survive?” role of mediator.  my favorite thing,
3. Instruct the 6. Be consistent. (This etc.
learners to use takes time and patience 3. Ask the learners to
masking tape (or but it will be worth the share their drawings
string) effort.) with the group.
[if learners are 7. Let each group present 4. Remind learners that
outside they can draw their role play and then they may offer
on the ground ask the larger group for affirmations to each
to mark their pretend comments, or other one who shares in
island] to create an
ideas on how to solve their group.
imaginary
the issue.
island at the center of
their circle.
4. When their islands
are ready, give
learners fifteen
minutes to scout the
room or school for
“found” objects they
can use for their
group sculpture.
5. When they return,
allow the groups to
create their islands
with everything they
need to feel safe and
to survive, using
recycled or natural
objects to represent
these.
6. They can also use
 paper and pens to
draw some items or
people they are
unable to represent
through their
natural or found
objects.
7. When learners are
finished, let them
give
their island sculpture
a title and put this
at the base of their
sculpture.
8. When everyone
has finished, let the
class
roam around (in
silence) looking at the
various sculptures.
Remind learners to
respect and hold
judgment, and
instead
be curious and
appreciative.
9. Let them know
they can share their
work
with the class if they
would like to.
Groups can assign a
leader to speak or
have each member
tell the story of their
sculpture.
E. Discussing new concepts and  Based on their • Based on their role play, • Based on their activity,
practicing new skills #2 output, ask the ask the learners the ask the learners the
learners the processing questions: processing questions:
processing 1. What was it like  How often they
questions: to role play the think about their
1.“What is the title of problem and find positive qualities
your piece?’
solutions? (things they
2. “Tell us about each
item in your 2. How was it to aregood at,
desert island and how experience people who love
each one communicating them, etc.).
helps you to survive with your peers  How they felt
 and/or feel and trying to drawing about
safe.” manage conflict? themselves and
3. What do you their positive
think about the qualities.
problem solving  How their
steps? positive
4. How would these qualities/strength
help you in your s help them
daily life? overcome
challenges in life
or in school.
 Thank the
learners for their
hard work.
F. Developing mastery (leads to
Formative Assessment 3)

G. Finding practical applications of

concepts and skills in daily
living
H. Making generalizations and  Ask the learners the  Offer learners  The teacher will wrap up  Ask the learners how
abstractions about the lesson following feedback on the activity that our they felt about the
questions: your bodies carry stress and activity and hearing
1. Why is safety observations anxiety everyday. There from their classmates.
important in your about how they is such a thing as good  Remind them that
environment? addressed the stress. This type of stress while we make space
2. What steps can issues that gives us energy. Then for hard feelings in our
you take when each group had. there’s not so good stress lives, it’s good to also
you don’t feel safe
Stress the that stays in our bodies. remember that there
in your bodies or
in your importance of When we are carrying a are many things to be
environment. listening, taking lot of stress or anxiety, proud of in our lives as
turns, our bodies tend to be well.
cooperation, tight. It’s important to pay
determination attention to our bodies so
and patience in we can help our bodies
problem solving. relax.
I. Evaluating learning Oral recitation
How it
was working with
your classmates to
keep
your island safe?
J. Additional activities for application FOR FOLLOW-UP Ask learners to create a Ask learners to teach this Let parents know you did
or remediation AT HOME poster they can bring home activity to their parents and this activity and invite
Communicate to and share this with their to practice it at home just for learners to take their work
 parents: family. fun! home and share it with
1. You’ve their parents.
discussed safety
with their
son/daughter.
2. Ask them to
reinforce the
message that
their learner
must ask for
help from an
adult they can
trust or report
to the proper
authority when
they feel unsafe
emotionally or
in their bodies.
3. Share with
parents the
protocols for
referral at
your school in
case they do
not feel safe.
4. Make this
contact
information
accessible at
home, e.g.
phone
numbers,
places e.g. the
Barangay office
V. REMARKS
VI. REFLECTION

A. No. of learners who earned 80%

in
the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?