DETAILED

LESSON PLAN
IN HEALTH 7
(Third Quarter)

i | Region V/Daily Lesson Plan/2019-2020

 Table of Contents

The learner explains the factors that affect the promotion of good mental health
(H7PH-IIIa-b-28) ................................................................................................................. 1

Explains that stress is normal and inevitable (H7PH-IIIa-b-29) ......................................... 8

Differentiates eustress from distress. (H7PH-IIIa-b-30) ....................................................... 8

Iidentifies situations that cause feelings of anxiety or stress (H7PH-IIIa-b-31). ............ 8

Identifies the common stressors that affect adolescents (H7PH-IIIc-32) ...................... 13

Identifies physical responses of the body to stress (H7PH-IIIc-33) ................................ 13

Identifies people who can provide support in stressful situations H7PH-IIIc-34 ........ 16

Differentiates healthful from unhealthful strategies in coping with stress H7PH-IIId-e-

35 .......................................................................................................................................... 16

Demonstrates various stress management techniques that one can use every day in
dealing with stress H7PH-IIId-e-36 ............................................................................. 16

Explains the importance of grieving- (H7PHIIId-e-37) ........................................................ 19

Demonstrates coping skills in managing loss and grief. (H7PHIIId-e-38) ..................... 19

Recognizes triggers and warning signs of common mental disorders (H7PHIIIf-h-39)

............................................................................................................................................... 21

Discusses the types, sign, symptoms, and prevention, treatment and professional
care in managing common mental health disorders (H7PHIIIf-h-40) ................ 21

ii | Region V/Daily Lesson Plan/2019-2020

SCHOOL GRADE Seven
TEACHER LEARNING AREA HEALTH. 7
DATE AND TIME QUARTER Q3,Week 1 LC 28

I.OBJECTIVES
A. Content The learner demonstrates understanding of mental
Standards health as a dimension of holistic health for a healthy
life.
B. Performance The learner consistently demonstrates skills that
Standards promote mental health.
.
C. Learning The learner explains the factors that affect the
Competencies/ promotion of good mental health (H7PH-IIIa-b-28)
Objectives
II. CONTENT A. Mental Health (An Introduction)
III. LEARNING
RESOURCES
A. References
1. Teacher’s None
Guide pages
2. Learner’s Pages 339 – 347 LM
Material Pages
3. Textbook
Pages
4. Additional None
Materials from
Learning
Resources
B. Other Pictures, manila paper, metacards, marking pen,
Learning masking tape, laptop
Resources
IV. PROCEDURES AVERAGE LEARNER ADVANCE LEARNER

A.Reviewing
previous lesson
T H E H A L
or presenting
the new lesson Rearrange the scrambled letters in the correct order to
make the right word.
Clue: well-being or free from illness

The teacher will present scrambled letters to the class.

1. Let the learners rearrange the scrambled
letters in order to get the right word.
2. Answers will vary, but the teacher should
facilitate the activity so that the learners may
arrive to the correct word.

HEALTH

1 | Region V/Daily Lesson Plan/2019-2020

 3. What is Health?
“Health is a resource for everyday life, not
the objective of living” (WHO, 1986)

4. There are six (6) dimensions of health which

contribute to the total well-being of a person.
The teacher will let the learners recall these
dimensions by completing the diagram
below.

P_ _S _C_L

E_V_R _ NM _ _ T_L
E_ _T_ _N_L

M_ _T_L
M_R_L-SP_ _ _T_ _L

S_C__L

Sources:
https://www.google.com/search?q=image+of+boy+and+girl&tbm=isch&so
urce=iu&ictx=1&fir=CQPGk_kfClo91M%253A%252CqsRBGxgAC175gM
%252C_&vet=1&usg=AI4_-kTu1ayIz7ty4gShdU1x906L5CR-
7g&sa=X&ved=2ahUKEwir0tmZ2f3kAhWBMt4KHUu7BAYQ9QEwAHoEC
AcQBA&biw=1366&bih=659#

B. Establishing a Suggested activity:

purpose for the The teacher will call a volunteer to enumerate the
lesson six (6) dimensions of health:
a. Physical
b. Emotional
c. Mental
d. Social
e. Moral-spiritual
f. Environmental

Guide Questions:
1. Which dimension means being a lifelong
learner by continuously wanting to learn new
things and improve one’s skills?
2. Is mental health important? Why?

2 | Region V/Daily Lesson Plan/2019-2020

C. Presenting Activity: Let’s Brainstorm
examples/instan 1. Divide the class into different groups with 6
ces of the new members.
lesson 2. Let each group to give words that are related to
mental health.
3. Let them write their responses on the semantic
web shown below. (the web maybe written on
the board or can be copied in a manila paper by
each group)

Mental
Health

4. AVERAGE LEARNER – The teacher let the

learners read their answers.

ADVANCE LEARNER – The teacher let the

learners read their answers and explain each
word.

D. Discussing The teacher will ask the The teacher presents a

new concepts learners:
and practicing
new skill #1 What is good mental
health?
(The teacher will guide
the learners to arrive in
the following answers.)
“Good mental health is
more than just the
absence of mental illness.
It can be seen as a state
of mental health that
allows one to flourish and
fully enjoy life”.
metacard to the learners
with the question:
What is good mental
health?
(Divide the class into
groups to answer the
question and let them write
their ideas in a separate
metacard. Let selected
learners present their
answers in front of the
class).
(Assign a group to explain
each of the characteristics

3 | Region V/Daily Lesson Plan/2019-2020

 Good mental health is
characterized by a
person’s ability to fulfil a
number of key functions
and activities, including:
1. the ability to learn
2. the ability to feel,
express and manage
a range of positive
and negative
emotions
3. the ability to form and
maintain good
relationships with
others
4. the ability to cope with
and manage change
and uncertainty.
Sources:
https://www.google.com/url?sa=t&
rct=j&q=&esrc=s&source=web&cd
=1&cad=rja&uact=8&ved=2ahUKE
wjLnerl0P7kAhVMfXAKHXQgB7w
QFjAAegQIARAB&url=http%3A%
2F%2Fcanwetalk.ca%2Fabout-
mental-illness%2Ffactors-
affecting-mental-
health%2F&usg=AOvVaw2ODcIT
hYEVgpNh7norhQIb
https://www.google.com/url?sa=t&
rct=j&q=&esrc=s&source=web&cd
=3&cad=rja&uact=8&ved=2ahUKE
wjp9aDmy_7kAhVGIIgKHXIxCBw
QFjACegQIDhAG&url=https%3A
%2F%2Fwww.mentalhealth.org.uk
%2Fyour-mental-health%2Fabout-
mental-health%2Fwhat-good-
mental-
health&usg=AOvVaw2AQugxoL5f
hy8-njTzfKiN
of a person with good
mental health).
Good mental health is
characterized by a
person’s ability to fulfil a
number of key functions
and activities, including:
1. the ability to learn
2. the ability to feel,
express and manage a
range of positive and
negative emotions
3. the ability to form and
maintain good
relationships with
others
4. the ability to cope with
and manage change
and uncertainty.
Sources:
https://www.google.com/url?sa=t&rc
t=j&q=&esrc=s&source=web&cd=1&
cad=rja&uact=8&ved=2ahUKEwjLn
erl0P7kAhVMfXAKHXQgB7wQFjAA
egQIARAB&url=http%3A%2F%2Fc
anwetalk.ca%2Fabout-mental-
illness%2Ffactors-affecting-mental-
health%2F&usg=AOvVaw2ODcITh
YEVgpNh7norhQIb
https://www.google.com/url?sa=t&rc
t=j&q=&esrc=s&source=web&cd=3&
cad=rja&uact=8&ved=2ahUKEwjp9
aDmy_7kAhVGIIgKHXIxCBwQFjAC
egQIDhAG&url=https%3A%2F%2F
www.mentalhealth.org.uk%2Fyour-
mental-health%2Fabout-mental-
health%2Fwhat-good-mental-
health&usg=AOvVaw2AQugxoL5fhy
8-njTzfKiN

E. Discussing Factors affecting mental health:

new concepts 1. Self-esteem.
and practicing This is the value we place on ourselves, our positive
new skill #2 self-image and sense of self-worth. People with
high self-esteem generally have a positive outlook
and are satisfied with themselves most of the time.

2. Feeling loved.
Children who feel loved, trusted and accepted by
their parents and others are far more likely to have
good self-esteem.

4 | Region V/Daily Lesson Plan/2019-2020

 3. Confidence.
Youth should be encouraged to discover their own
unique qualities and have the confidence to face
challenges and take risks.

4. Family breakup or loss.

Separation or divorce or the loss of a parent or
sibling is extremely painful. Finding ways to cope
and adjust to the changes wrought by these events
is critical for everyone.

5. Difficult behavior.
When people are unhappy, they either internalize
their unhappiness or act out.

6. Physical ill health.

Diseases, injuries and other physical problems
often contribute to poor mental health and
sometimes mental illness.

7. Abuse.
The mental health of abused children is at great
risk. Abuse may be physical, sexual, psychological
or verbal.

Let the learners read and explain each factors.

Further discussion/explanation must be provided by the

teacher to deepen understanding
Sources:
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&
cad=rja&uact=8&ved=2ahUKEwjLnerl0P7kAhVMfXAKHXQgB7wQFjAAeg
QIARAB&url=http%3A%2F%2Fcanwetalk.ca%2Fabout-mental-
illness%2Ffactors-affecting-mental-
health%2F&usg=AOvVaw2ODcIThYEVgpNh7norhQIb
F. Developing Activity 1: Form A Sentence
mastery (leads Work individually or as a group. Select at least 10
to Formative words related to our lesson on mental health. Form a
Assessment) sentence out of the words selected.

Sources:
https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=
&ved=2ahUKEwiY_73z1_7kAhWEA4gKHVRuCr4QjRx6BAgBEAQ&url=ht
tps%3A%2F%2Fthelinksfoundation.com%2Fhow-leaders-can-influence-
mental-health-in-the-work-place%2F&psig=AOvVaw0iTa3WQUlVSj0q-
Y3xffq1&ust=1570143688289564

5 | Region V/Daily Lesson Plan/2019-2020

 1. Form groups of 6-7 members.
2. Let the students select words individually or as
groups.
3. The learners share with each other what they
know about the words. Let them use manila
paper and marking pen for this activity.
4. Use the words they chose and their related
ideas to form a sentence.
5. Have the groups their output to the class.
G. Finding Activity 2: Check Your Ways On Mental Health
practical Directions: Read each item carefully. Study the list
applications of and check if you are doing these practices.
concepts and
skills in daily Ways You Can
living Improve Your I am doing this I plan to do this
Mental Health
1. Tell yourself
something
positive.
2. Write down
something
you are
grateful for.
3. Focus on
one thing (in
the
moment).
4. Exercise.
5. Eat a good
meal.
6. Open up to
someone.
7. Do
something
for someone
else.
8. Take a
break.
9. Go to bed on
time.
Sources:
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&c
ad=rja&uact=8&ved=2ahUKEwjEnouW1_7kAhXH62EKHaYzBVwQnLoE
MAV6BAgOEBI&url=https%3A%2F%2Fwww.psychologytoday.com%2Fu
s%2Fblog%2Fwomen-s-mental-health-matters%2F201510%2F9-ways-
you-can-improve-your-mental-health-
today&usg=AOvVaw3qIY4t6C9aCgCmGJaRV9TX
H.Making Mental health is an important component of a person’s
generalizations well-being. It translates to an individual’s balance of
and actions, thoughts, and feelings. It is also about how
abstractions person views himself and how s/he looks at other
about the people. An individual’s mental health also deals with
lesson

6 | Region V/Daily Lesson Plan/2019-2020

 the way s/he handles challenges – whether positive or
negative – and how to overcome them
I.Evaluating Let the learners answer the following questions:
Learning 1. What are the six (6) dimensions of health?
2. How do you define mental health?
3. What are the factors affecting mental health?
4. Enumerate some ways to improve your mental
health.
J.Additional
activities for
application or
remediation
V.REMARKS

7 | Region V/Daily Lesson Plan/2019-2020

School Grade Seven
Teacher Learning Area Health 7
Date and Time Quarter Q3, Week 1 LC29,30,31

I.OBJECTIVES
A. Content The learner demonstrates understanding of mental
Standards health as a dimension of holistic health for a healthy life
B. Performance The learner consistently demonstrates skills that promote
Standards mental health
C. Learning The learner
Competencies/ Explains that stress is normal and inevitable (H7PH-IIIa-
Objectives b-29)
Differentiates eustress from distress. (H7PH-IIIa-b-30)
Iidentifies situations that cause feelings of anxiety or
stress (H7PH-IIIa-b-31).
II. CONTENT B. Understanding stress
1. Eustress
2. Distress
III. LEARNING
RESOURCES
A. References
1. Teacher’s None
Guide pages
2. Learner’s Pages 347 – 353 LM
Material Pages
3. Textbook
Pages
4. Additional None
Materials from
Learning
Resources
B. Other Learning Pictures, manila paper, marking pen, masking tape,
Resources laptop
IV. PROCEDURES AVERAGE LEARNER ADVANCE LEARNER
A. Reviewing
previous lesson or Activity: LET’S CHECK
presenting the new (Reference: P.E. and Health, LM – pages 347 – 348)
lesson
5. Ask the learners to do the activity on pages
mentioned above.
6. After doing the activity, let the learners read
and explain their answers.

8 | Region V/Daily Lesson Plan/2019-2020

C. Establishing
purpose for the
lesson

Sources:
https://www.google.com/imgres?imgurl=https%3A%2F%2Fwww.irishexami
ner.com%2Fremote%2Fcontent.assets.pressassociation.io%2F2018%2F1
0%2F31164504%2F1d41303e-caf6-4cef-8cb4-
b672dbf64713.jpg%3Fcrop%3D0%2C211%2C2121%2C1404%26ext%3D.
jpg%26width%3D648%26s%3Die-
884062&imgrefurl=https%3A%2F%2Fwww.irishexaminer.com%2Fbreakin
gnews%2Flifestyle%2Fhealthandlife%2Fwhat-happens-to-your-body-
when-you-live-without-stress-for-a-week-884062.html&docid=VWIB6X-
Qoy6JNM&tbnid=gLO7sRpEejNadM%3A&vet=10ahUKEwivu5bc-
_7kAhUD7mEKHf1PDTkQMwg9KAAwAA..i&w=648&h=364&bih=659&biw
=1366&q=image%20of%20person%20without%20stress&ved=0ahUKEwiv
u5bc-_7kAhUD7mEKHf1PDTkQMwg9KAAwAA&iact=mrc&uact=8

https://www.google.com/search?q=stressed+people&tbm=isch&source=iu
&ictx=1&fir=ZJUCYuY3091SHM%253A%252CSkLN31NmWdOMKM%252
C_&vet=1&usg=AI4_-
kTYVygGt7Dj6PTlj2QEsz0TUw6XKg&sa=X&ved=2ahUKEwj_jc_m_P7kAh
VReXAKHcyKCtQQ9QEwA3oECAUQDw&biw=1366&bih=659#imgrc=ZJU
CYuY3091SHM:

Suggested activity:
The teacher will post pictures on the board showing
two people with different mental reactions.
Let the learners differentiate the pictures above.

Guide Questions:
3. How do you react when you have a problem?
4. Do you fell stress?
5. Do you think that stress is always something
negative?
D. Presenting Ask the learners the following questions:
examples/instan 1. What is stress?
ces of the new 2. What is the cause of stress?
3. What is the meaning of the word “stressor”?
lesson
Stress is defined as the physiological (or
physical) and emotional responses to a significant or
unexpected change or disruption in one’s life (Payne, et
al., 2005).
It may also refer to “what you feel when you react to
pressure, either from the outside world (school, family,
friends) or from you yourself i.e. wanting to fit, wanting
to do well in school.
The word “stressor” refers to the things that make
a person stressed.

9 | Region V/Daily Lesson Plan/2019-2020

E. Discussing new  Some Examples of Stressors:
concepts and 1. Being unhappy in your job.
practicing new skill 2. Having a heavy workload or too much
#1 assignment.
3. Working long hours.
4. Working under dangerous conditions.
5. Poor grades in school.
6. Heavy traffic.
7. Having to give speeches in front of colleagues
or report in class.
8. The death of a loved one.
9. Loss of a job.
10. Increase in financial obligations.
11. Getting married.
12. Moving to a new home.
13. Chronic illness or injury.
14. Emotional problems.
15. Taking care of an elderly or sick family
member
16. Traumatic event.

AVERAGE LEARNER – The teacher let the learners

read and explain.
ADVANCE LEARNER – The teacher let the learners give
some experiences and explain.

F. Discussing new There are two different kinds of stress:

concepts and 1. Eustress
practicing new skill 2. Distress
#2

Eustress – refers to a positive and healthy responses of

the body from a stressor. It produces good effects to
one’s well-being.
For example, a person who studied for long hours then
took and got outstanding grade in the exam, may feel
happiness and enjoyment.

Distress – refers to a negative reaction of the body

towards a given stressor. It may cause problems in
health, alter the mood and emotions, and even affect the
way a person thinks.
For example, when a person woke up late for work, he or
she may feel anger and disappointment.

(Reference: P.E. and Health, LM; pages 348 – 349)

10 | Region V/Daily Lesson Plan/2019-2020

G. Developing Activity 3: EUSTRESS AND DISTRESS
mastery (leads to (Refer to P.E. and Health, LM; pages 349 – 350)
Formative  Draw a smiling face I you consider it as a source
Assessment) of eustress and a sad face if it causes distress.

Eustress Distress

1. _____ Choosing a gift to a friend.

2. _____ Arguing with classmates.
3. _____ Going to a new place.
4. _____ Having a new born sibling.
5. _____ Getting a failing mark.
6. _____ Losing your money.
7. _____ Getting a birthday surprise.
8. _____ Attending a party.
9. _____ Witnessing a tribal dance.
10. _____ watching a traditional play.

H. Finding practical Activity: How Are You Going to Manage Stress

applications of Directions:
concepts and skills 1. Listed below are some stressful situations faced by
in daily living most students. Let them select circumstances and
motivate the learners to have a meaningful dialogue
among their group members in order to come up
ideas on how to manage the problem.

a. Dealing with new relationships.

b. Balancing academic life with social life.
c. Living with or without family members.
d. Adjusting to the new environment.
e. Strict schedules of classes.
f. Deadlines of assignments.
g. Getting low grades.
h. Quarterly examinations
i. Poor time management.
j. Daily commuter in going to and from school.
k. Financial burden.

2. Start the activity by dividing the class into groups of 4-

5 members.
3. The teacher must post these situations in the board
or in a manila paper.
4. Supervise the students during their group dialogue.
5. Let the learners report in front of the class.
6. Continue the activity in the next session if time does
not warrant.

11 | Region V/Daily Lesson Plan/2019-2020

I. Making Mental health plays an important role in the overall
generalizations well-being of a person. One concept linked to mental
and abstractions health is stress. Contrary to the common misconception
about the lesson that stress is always negative, it is actually both positive
and negative.

Stress is defined as the physical response of an

individual’s body to a specific event or situation at a
certain period of time.

Eustress is the positive physical and healthy

responses of the body from a stressor. It produces good
effects to one’s well-being.

Distress is the negative reaction of the body towards

a given stressor. It may cause problems in health, alter
the mood and emotions, and even affect the way a
person thinks.

Activity 4: JIGSAW PUZZLE

J. Evaluating (Refer to P.E. and Health, LM; pages 352 – 353)
Learning

A. Additional Homework: UNLOCK THE JIGSAW

activities for (Refer to P.E. and Health, LM; page 353)
application or
remediation

V.REMARKS .

12 | Region V/Daily Lesson Plan/2019-2020

SCHOOL GRADE Seven
LEARNING Health 7
TEACHER
AREA
DATE AND TIME QUARTER Q 3, W1

I.OBJECTIVES
A. Content The learner demonstrates understanding of mental
Standards health as a dimension of holistic health for a healthy life.
B. Performance The learner consistently demonstrates skills that
Standards promote mental health.
C. Learning Identifies the common stressors that affect adolescents
Competencies/ (H7PH-IIIc-32)
Objectives with Identifies physical responses of the body to stress
the LC code (H7PH-IIIc-33)
II. CONTENT Common Areas of Stressor that Affects Adolescents
(peer, family, school, community )
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide K to 12 Curriculum Guide in HEALTH 7
pages
1. Learner’s Physical Education and Health Module pages 352-354.
Materials pages
2. Textbook pages
3. Additional
Materials from
Learning
Resources (LR)
Portal
https://www.wisegeek.com/what-are-the-most-common-
B. Other Learning stressors.htm
Resources https://www.webmd.com/balance/guide/causes-of-stress
IV.
ADVANCE LEARNER AVERAGE LEARNER
PROCEDURES:
A. Reviewing The teacher will ask the students to analyze the
previous following situations and will classify it with EUSTRESS
lesson or and DISTRESS. Using an emoji, students will draw a
presenting the happy face to eustress and a sad face to distress
new lesson situations.
1. Receiving a birthday gift from a friend.
2. Attending a party.
3. Losing your money.
4. Losing one of your loved ones.
5. Passing a board exam.
B. Establishing The teacher will ask the students some things that
a purpose for usually makes them stressed. (at least 10 students will
the lesson be asked) Possible answers: love, family, work, school,
community, loss of loved ones, etc.

13 | Region V/Daily Lesson Plan/2019-2020

 C. Presenting In connection with your answers on the given question a
examples/ while ago, what can we call to love, work, family and
instances of the school problems and loss of loved ones? (Their
new lesson answers should come up into STRESSOR)

D. Discussing The students will be The teacher will let the

new concepts grouped into four. Each
and practicing group will be given a
new skills #1 topic to be discussed in
front of the class
regarding their thoughts
about how the following
terms causes stress.
 Group 1: Family
 Group 2: Peers
 Group 3: School
 Group 4:
Community
Explain how your topic
contributes to stress.
students read the
information about the
common stressors on PE
and Health Module pages
353-354. The discussion of
the topic will follow to
elaborate the lesson. The
teacher will also add some
information for better
understanding of the topic.
He/ she may add the
following as the stressors:
 Divorce
 Loss of a job
 Increase in financial
obligations
 Getting married
 Chronic illness
 Emotional problems

E. Discussing new ▸Presentation of the Let them watch a video

concepts and common stressors’ output presentation about
practicing new per group. stressors and how it affects
skills #2 ▸Let them present their an individual.
output in 5-10 minutes.
F. Developing 1. How do stressors affect mental and emotional
mastery (Leads health problems?
to Formative 2. What can we do so we can avoid this health
Assessment )
problem?

G. Finding From the given discussion, ask the students to cite

practical symptoms or physical responses of our body to stress.
applications of Some possible answers were:
concepts and a. Low energy g. Aches, pains and tense
skills in daily living muscle
b. Insomnia h. Chest pain and rapid
heartbeat
c. Headaches
d. Frequent colds
e. Upset stomach including diarrhea, constipation
f. h. Frustrated or feeling bad

14 | Region V/Daily Lesson Plan/2019-2020

 H. Making The students will be asked to answer the following
generalization questions:
and abstraction 1. What is the significance of discussing the topic?
about the lesson 2. What are the ways on how we can deal with the
stressors?
I. Evaluating • In a ¼ sheet of paper, let the student write 1
learning stressor and explain how it affects the
adolescents.
• What is/are the common physical response to
stressors that we usually do?
J. Additional List down some things that you do to relieve oneself
activities for from stress.
application or
remediation
V. REMARKS

15 | Region V/Daily Lesson Plan/2019-2020

SCHOOL GRADE Seven
TEACHER LEARNING AREA Health 7
DATE AND TIME QUARTER Q 3, Week 2

I. OBJECTIVES
A. Content The learner demonstrates understanding of
Standards nutrition for a healthy life during adolescence
B. Performance The learner makes informed decisions in the
Standards choice of food to eat during adolescence
C. Learning Identifies people who can provide support in
Competencies/Obj stressful situations H7PH-IIIc-34
ectives Differentiates healthful from unhealthful strategies
in coping with stress H7PH-IIId-e-35
Write the LC code Demonstrates various stress management
for each techniques that one can use every day in dealing
with stress H7PH-IIId-e-36
II. CONTENT Coping with Stress
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide K to 12 PE and Health Teacher’s Guide pages
pages 400-405c
2. Learner’s Materials pages 357-364
pages
3. Textbook pages None
4. Additional Materials None
from the Learning
Resource (LR)
Portal
B. Other Learning IMs: visual aids
Resources
IV. PROCEDURES ADVANCE LEARNER SLOW/AVERAGE
LEARNER
A. Reviewing  What are the common stressors among
previous lesson or adolescents?
presenting new  What are the physical responses of the body to
lesson stress?
B. Establishing the  Ask the students to identify top 3 ways/activities
purpose of the that they do whenever they experience stress.
lesson  How do these activities reduce your stress?
 State the objectives of the lesson.
(Some of them may answer that they look for
someone to talk to and share their stress. This can
lead to the next activity)

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C. Presenting  One of the best ways to cope up with stress is
examples/instance to look for someone to talk to and share your
s of the new lesson stress.
 Ask the students to identify people who they
think can provide support in their stressful
situations.
D. Discussing new  Ask them why they think that those people can
concepts and provide them support in their stressful
practicing new situations.
skills #1  Perform activity 1: Give different activities or
strategies to cope up with stress.
 EXAMPLES:
 Get plenty of rest
 Manage your time
 Set time for yourself
 Not being able to say no
 Favorite childhood activity
 Breathing exercises
 Exercise
 Bottling up your emotions
 Work out
 Caffeine
 Play video games
 Drugs or alcohol
 Listen to music
 Physical violence
 Eat healthy food
 Drink water
 Taking it out on others
 Talk to friends
 Meditate
 Watch a movie
 Smoking
 Spend time with a pet
 Unhealthy food
 Take a bath or shower
 Leave the situation
 Focus on the good things
 Use a positive affirmation
 Watch a funny video
 Set realistic expectations
 Ask for help
 Be organized
 Spend time with others
 Venting
 Let the students identify each activity or
strategy as healthy or unhealthy.

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E. Discussing new  Perform Activity 2 “A-Okay Steps” (TG: p.401;
concepts and LM: p. 357-358)
practicing new  Ask them to share their answers on the activity
skills #2 among their classmates
 Discuss more about stress management skills.
F. Developing  Perform Activity 3” My RRS” (TG: p. 401-402,
mastery (Leads to LM: p. 359)
Formative  How important is to share your stress to
Assessment 3) someone who can give you support?
 How important is physical activity in reducing
your stress?

G. Finding practical  What are the things you plan to do and to

applications of change in yourself especially in dealing with
concepts and skills stress?
in daily living  Do you think you can handle now your stress?
In what way? Why do you say so?
H. Making  Who can provide us support in different
generalization and stressful situations that we experienced?
abstraction about  What are the different healthful and unhealthful
the lesson strategies in coping with stress?
 What stress management skills can we used in
dealing with daily stressors?
I. Evaluating learning  In a ½ crosswise, plan different activities that
they can participate once a week especially on
weekends.
 Cite an activity in each dimension of holistic
health especially physical, emotional, mental,
social and moral-spiritual.
 They can perform completion of the table.
 Example:
Dimensions Week 1 Week 2 Week 3 Week 4
of Holistic
Health
Physical
Mental
Emotional
Social
Moral-
Spiritual
(This activities are ways to cope up with stress
and/or stress management skills)
J. Additional
activities for
application for
remediation
V. REMARKS

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 SCHOOL GRADE Seven
TEACHER LEARNING AREA Health 7
DATE AND TIME QUARTER Q3,W2 LC37,38

I.OBJECTIVES
A. A. CONTENT STANDARD  The learner demonstrates understanding of
mental health as a dimension of holistic
health for a healthy life.
B. B. PERFORMANCE  The learner consistently demonstrates skills
STANDARDS that promote mental health.
C. C. LEARNING COMPETENCIES/ Explains the importance of grieving-
OBJECTIVES (H7PHIIId-e-37)
WRITE THE LC CODE FOR Demonstrates coping skills in managing
EACH loss and grief. (H7PHIIId-e-38)
II. CONTENT COPING WITH DYING AND STRESS.
III. LEARNING RESOURCES
A. A. REFERENCES
1. TEACHERS GUIDE PAGES
2. LEARNERS MATERIAL PAGES  pg. 354-355
3. TEXTBOOK PAGES
4. ADDITIONAL MATERIALS FROM
LEARNING RESOURCES (LR)
PORTAL
B. B. OTHER LEARNING
RESOURCES
IV. IV. PROCEDURES
A. A. REVIEWING PREVIOUS The teacher will post two pictures that the
LESSON OR PRESENTING THE students will describe to the class.
NEW LESSON

https://www.google.com/search?q=grief&rlz=1C1CHZL_e
nPH822PH822&source=lnms&tbm=isch&sa=X&ved=0ah
UKEwj41Yaf9_XkAhVJPnAKHbTJAc8Q_AUIEigB&biw=1
366&bih=657#imgrc=UeaF7ECt3GdJwM:

https://www.google.com/search?q=grief&rlz=1C1CHZL_e
nPH822PH822&source=lnms&tbm=isch&sa=X&ved=0ah
UKEwj41Yaf9_XkAhVJPnAKHbTJAc8Q_AUIEigB&biw=1
366&bih=657#imgrc=yXQkQs-bciNRjM:

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 B. B. ESTABLISHING A PURPOSE The teacher will ask some students the
FOR THE NEW LESSON following questions:
1. Have you ever experienced losing
someone or something that is very
important to you?
2. How did you cope up or move on?
C. C. PRESENTING 3. Let some of the students share their
EXAMPLES/INSTANCES OF experiences to the class.
THE NEW LESSON
D. D. DISCUSSING NEW Using the pictures from the first activity the
CONCEPTS AND PRACTICES teacher will explain to the class the
NEW SKILLS # 1 meaning of death, loss and grief.
E. E. DISCUSSING NEW Discuss to the class the importance of
CONCEPTS AND PRACTICING grieving to one’s well-being.
NEWSKILL # 2
F. F. DEVELOPING 1. Group activity:
MASTERY(LEADS TO 2. Procedure:
FORMATIVE ASSESSMENT3) 3. 1. Form a group with 4-5 members.
4. 2. Assign numbers 1-5 to each member.
5. 3. Members 1 and 5 are the reporter and
documentarian respectively.
6. 4. At the signal of the teacher, member 1
shares his/her thoughts about loss and grief
then followed by the next members.
G. G. FINDING PRACTICAL After 10 minutes of sharing.
APPLICATIONS OF CONCEPTS 1. The reporter and documentarian of
AND SKILLS IN DAILY LIVING each group will share to the class
their thoughts about loss and grief.
2. H. MAKING GENERALIZATION The teacher will call students who will
AND ABSTRACTION ABOUT volunteer to summarize the importance of
THE LESSON coping skills in managing loss and grief.

3. I. EVALUATING LEARNING Journal notebook:

1. What important things I learned
today?
2. Why is it important to know coping
skills in managing loss and grief?
4. J. ADDITIONAL ACTIVITIES FOR
APPLICATION OR .
REMEDIATION
V. V. REMARKS

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SCHOOL GRADE Seven
TEACHER LEARNING AREA Health 7
DATE AND TIME QUARTER Q3, W2 LC 39,40

I. OBJECTIVES
A. Content Demonstrates understanding of mental health as a
Standards dimension of holistic health for a healthy life
B. Performance Consistently demonstrates skills that promote mental
Standards health
C. Learning Recognizes triggers and warning signs of common
Competencies/ mental disorders (H7PHIIIf-h-39)
Objectives: Discusses the types, sign, symptoms, and prevention,
treatment and professional care in managing
Write the LC code common mental health disorders (H7PHIIIf-h-40)
for each Cite some ways on how to cope with Mental Disorder
II. CONTENT Types and Management of Common Mental
Disorders
III. LEARNING
RESOURCES

A. References
1.Teacher’s Guide Grade 7-Physical Education and Health, pages 364-
Pages 366.
2. Learner’s Grade 7-Physical Education and Health, pages 406-
material Pages 408
3. Textbook
Pages
4. Additional
Materials from
Learning
Resource (LR)
Portal

B. Other Visual Aids

Learning
Resources
IV. PROCEDURES AVERAGE LEARNER ADVANCE LEARNER
A. Reviewing -What is stress?
previous lesson -How to cope with stress?
or presenting
the new lesson

B. Establishing a Activity 1.1. Arrange Me. Activity 1.2. Concept Map

purpose for the (Arrange the following
lesson letters to form a word.)

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 Enumerate some words
TGRGIERS in connection with Mental
Illnesses
MNETAL NEISLSLES

SID- RDOERS
Mental
Illnesses
ABHEVIORS

C. Presenting The teacher will prepare any of the following for

examples/instan motivation:
ces of the new a. Video-story on a person who has gotten mentally
lesson. ill
b. Short story of a person who has gotten mentally
ill
c. News clipping on mental diorder
d. Role play script about mental illness/dis order

Guide questions:
a. How will you described the mental and emotional
health of the character/s in the story?
b. What are the examples of mental illnesses and
disorders that you know?
c. Why do people acquire these?

Define:
A. Mental Illnesses
B. Triggers
D. Discussing new The teacher will discuss the triggers and warning
Concepts and signs of common mental disorders.
practicing new
skills #1

E. Discussing new The teacher will discuss the types, symptoms,

Concepts and prevention care in managing common mental health
practicing new skills disorders.
#2 A. Major Depressive Disorder
B. Bipolar Disorder
C. Schizophrenia
D. Post-traumatic stress

F. Developing What are the situation and symptoms that may lead
mastery ( Leads to to Mental disorder?
formative
Assessment )

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G. Finding practical As a student, how can As a student, how can
application of you cope with stressors you cope with stressors
concepts and skill that may lead to mental that may lead to mental
in daily living. illnesses? illnesses?
A. School
B. Peer
C. Family
D. Loved ones
H. Making Based from the activities and lessons, how are you
generalization going to cope with the difficult situation?
and abstraction A. Failure in grades
about the lesson. B. Having a broken family
C. Misunderstanding with your Best friend
D. Broke Up
E. Loss of loved one because of accident
I. Evaluating Short Quiz:
learning
Put a check (/) if it is a sign and sypmtoms of Mental
Disorder and (x) if it is not.
1. Lack or loss of Motivation
2. Loss of appetite
3. Being optimistic
4. Good in Decision making
5. Extreme irritability
6. Loss of Weight
7. Seeking advice with the parents
8. Slow to react
9. Being active
Being paced out (tulala)
J. Additional Journal writing
activities for
applications or Think for a difficult situation that you already
remediation encountered and cite the ways on how you deal with
it.
V.REMARKS

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