GRADE 2 School: EAST BAJAC BAJAC ELEMENTARY SCHOOL Grade Level: 2

PSYCHOSOCIAL SUPPORT- Key

DAILY LESSON LOG
Teacher: EVELYN V. DEL ROSARIO Learning Area: Stage 2: Grade 6
1ST QUARTER- Self Awareness,
Self-Expression, Psychosocial
Competency- Self Regulation,
Problem Solving, Self-
confidence, Self- compassion
Teaching Dates and Time: AUGUST 22-26, 2022 (WEEK 1) Quarter: and Empathy

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Learners are invited to In this activity, learners This activity will allow In this activity, learners Through this
Activity reflect on how feelings can will experience stress learners to practice will revisit experiences activity, learners
Description exist simultaneously and release and practice problem solving and where they were proud of will reflect on
deepen their self- self- regulation through reflect on their own themselves and identify themselves- their
awareness. an interactive activity abilities, as well as the their strengths from those traits, abilities and
that involves resources and support experiences. strengths, present
movement and availbale to them as they lives and hopes for
imagination face challenges. the future.
I. Title FEELINGS CIRCLE BODY MIRROR CAMERA CONFIDENCE DRAWINGS TREE OF LIFE

II. Recovery Develop self-awareness, self Gain awareness of the Foster self-awareness and Deepen self-awareness, Cultivate self-
Objective expression, self- self and the body, a sense of self-efficay in appreciation for the self, comapssion and
understanding experience stress problem solving. and self-confidence empathy, and
release, and practice enhance self-
self-regulation and awareness
empathy.
III. Learning Practice basic math and Practice following Practice problem solving, Exercise fine motor and Practice writing
Objective: language, fine motor, and instructions; encourage creativity, and visual thingking skills, skills, language and
visual-spatial skills gross motor collaboration explore use of symbols, storytelling skills.
development and language, and story telling
creative expression
IV. Materials  Paper  Two sheets of  Paper  ¼ sheet of
Needed:  Crayons paper for each of  Drawing manila
 Markers your learner materials(e.g. paper per
 Boxes of various crayons, oil pastels learner,
sizes for each or markers) alternatively
group to choose , a sheet of
from, depending 8”x11”pape
on how they want r is
to design their adequate as
camers, well
alternately,  Coloring
teachers may ask materials
learners to bring
the boxes by group
 Coloring materials,
recycled materials,
glue and other
remaining
materials that can
be used to
decorate the
camera.
V. Duration: 60 minutes 30 minutes 60 minutes 40 minutes 60 minutes

VI. Activity Space: Space for everyone to sit in Indoors or outdoors On the floor with enough Learners can work on In the classroom
a circle and work with paper with enough space fpr space for each group to their desk with enough space
 on the ground or on a desk particpants to spread create their cameras as for alllearners to
out in pairs well as draw on sheets of lay their sheets on
paper. the ground,
preferably in a
large circle.
VII. Groupings: Individual work within a Pairs (groups of 2) Groups of 4 to 5 learners Large group or smaller One large group
larger group groups depending on the with instructions
size of the class and the given step by step
time available
VIII. Instructions:  Review the  Review the  Review the  Remind your  Review the
guidelines for your guidelines for guidelines for your learners of the guidelines
PSS session: be your PSS PSS session: be guidelines for your for your PSS
curious, be session: be curious, be PSS session: be session: be
respectful, listen, curious, be respectful, listen, curious, be curious, be
take turns, avoid respectful, take turns, avoid respectful, listen, respectful,
judgement, listen, take judgement, take turns, avoid listen, take
everything shared is turns, avoid everything shared judgement, turns, avoid
confidential. judgement, is confidential. everything shared judgement,
 Ask learners if they everything is confidential. everything
have ever felt more shared is shared is
than one feeling at confidential. confidential.
once. Share with  Ask learners if  The teacher
them that this is they have ever begins the
normal, especially felt more than activity by
after an experience one feeling at giving
of a disaster and/or once. Share preliminary
emergency with them that instructions.
 To deal with hard this is normal, “Today, we
feelings, tell them especially after will draw
that it’s helpful to an experience our own
 stop from time to of a disaster Tree of Life.
time, and try to and/or As you draw
understand which emergency each part of
are the different  To deal with your tree,
feelings they are hard feelings, starting
experiencing. tell them that with the
it’s helpful to roots. I will
stop from time read
to time, and try something
to understand to you that
which are the might give
different you ideas
feelings they abot what
are you want to
experiencing. include in
your
drawing.
Feel free to
add words
as well as
images to
your Tree of
Life.
IX. Modifications: For learners with visual Mirroring is helpfulfor For learners with visual For learners with visual
impairments, instead of learners with special impairments, this activity impirments, the activity
drawing their feelings circle, needs.It can build can be modified and re- can be modified and
learners can use coins, coordination and motor titled on “Power Phrase”. turned into a song. Their
blocks, or pebbles skills. Instead of imagining a answers to theprompts or
toquantify how much they For learners with scene from the past in statements can be
feel each feeling. For difficulties maintaining which they were able to weaved together into a
 example, learners may be eye contact, use solve a proble they song. Learners are
given 10 coins/ blocks/ movements that will encountered, let the encouraged to create
pebbles, and they can direct the attention on learners recall a phrase or their own tune and share
represent 30% of their middle to lower a quote that reminds it with their classmates.
feelings by assigning 3 extremities of the them of their ablity to get
coins/blocks/pebbles to it. body. Focus on hands, through their problems.
arms, legs, and feet Learners may share the
instead of looking meanings of these quotes
directly at faces. to their classmates. If they
do not have a quote or
phrase, invite the learners
to make their own.
X. Wrap – Up Synthesis Questions and Synthesis Questions Synthesis Questions and Synthesis Questions and Synthesis Questions
Discussions Points: and Points: Points: Points: and Points:
Guide:  What did you  How did you  What was this  How often do you  What would
discover about feel while doing activity like for think about your you like to
yourself as you were the activity? you? positive qualities share about
making it or as you  What did you  What helped you (things you are your work?
look at the chart like about the find a solution to good at, people You can
now? activity? the problem you who love you, etc) share one or
 Did the wheel make  What did you remembered?  How did you feel some parts
it easier for you to learn about  Was there anyone drawing about of your tree.
talk about yourself during who helped you? yourself and your  What was
yourfeelings? What this activity? Who were they? positive qualities? this activity
helped?-colors,  How did it feel  What did you learn  Ask the learners to like for you?
having space for like to take about yourself in share about  What did
different feelings to turns during the recalling the something new you discover
be in the same activity? challenges you they have learned about
wheel, thinking  What did you managed to solve? about htemselves yourself in
about how big the learn about  Who or what could through the the
 feeling is? your body and help you find a activity. process?
 While listening to ability to be the solution to your  How do yoour  What do
your classmates mirror of your current proble? positive you like
share, what was partner? qualities/sternghts about your
going on in your help you tree?
mind? How did it overcome  Looking at
feellike to give your challenges in life your Forest
listeningears to your or in school? of Life, do
classmates?  How did you feel you notice
 What did you learn hearing your any
from your classmates share similarities
classmates? about themselves or
 What resources do and their positive differences
you have to deal qualities? among the
with your feelings? Thank the learners trees? What
for their hard work are they?
and for sharing
their works.
XI. Key Message: It is important to identify Our energy and how Everyone has a capacity to You are enough just the The Forest of Life
your feelings in order to we regulate our bodies find creative solutions to way you are. While we shows that no two
deal with them. You may affects others. Our challenging situations. make space for hard trees are exactly
feel a lot of different stress can become their Sometimes, it is helpful to feelings in our lives, it’s the same. Each
feelings at the same time, stress. It’s important look back at who and good to also remember tree, like each one
and that is okay; they are for us to pay attention what helped us solve that there are many of you, has its own
valid. When we feel difficult to how our bodies feel. problems in the past. things to be proud of in story, capabilities,
feelings, there are many When we pay attention These do not only remind our lives as well. It is good gifts and potential.
different ways to to ourselves and our us of our own abilities and to notice all the good Being more aware
helpyourself fell better bodies, we are able to strengths, but also the things about yourself, about the good
about difficult feelings. be present to others in resources and support including the things you things about
Some of the things that can an honest and available to us. love and the people who yourself helps build
 help us deal with them
include: sharing your stories
with a trusted friend or
adult, singing a song, taking
a walk, taking a nap, or
exercising. It is important to
share uplifting feelings as
well; its’ one way to support
others and build
friendships.
XII. Follow-Up Let your learners’ parents or
Activity and guardians know that you’re
For Follow Up exploring feelings this week
remind them, as they do the
at Home
following activity, to set
guidelines that they will
listen to each one afetr they
share, for opening up about
their feelings. If others don’t
want to share, it’s okay.
XIII. Notes
Share with your learners
that they can use this at
different points in their
week, or month as a check-
supportive way.
Share this activity with Let the parents know
parents and ask them about the activity and
to replicate the “game” encourage them to
at home. They can do brainstorm with their
this also via exercise. If children some simple
the parent exercises, steps towards
they can ask their Problem solving. These
learners/ sons to join can include taking deep
them and do the same. breaths in a challenging
All of this helps with situation, asking for help,
regulation and body or considering helpful
awareness. solutions from past
experiences.
Observe the learners
closely as they bring to
mind the challenges
they’re currently facing.
love you. Bringing these self-compassion,
into awareness helps especially when we
build self-confidence. feel down or
challenged.
Knowing and using
our abilities, as well
as the support we
have in our lives
also helps us shape
our future.
Let parents know you did
this activity and invite
learners to take their
work home and share it
with their parents.
It would be helpful
to prepare extra
sheets of paper in
case any of the
 in and that it will most likely
change and look a little
different each time.
Checked by:
DANAH ANN L. PLATON
Principal II
After they draw their learners would
pictures, consider doing need more space to
one of the relaxation and draw during the
self-regulation activities activity.
listed in the Annex.
Prepared by:
EVELYN V. DEL ROSARIO
Teacher In-charge