School: SAN JOSE INTEGRATED SCHOOL Grade Level: 6

PSYCHOSOCIAL SUPPORT- Key

Teacher: MARILYN L. SERVAN Learning Area: Stage 2: Grade 6
1ST QUARTER- Self Awareness,
Self-Expression, Psychosocial
GRADE 6 Competency- Self Regulation,
DAILY LESSON LOG Problem Solving, Self-
confidence, Self- compassion
Teaching Dates and Time: August 28-September 1, 2023 (WEEK 1) Quarter: and Empathy

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

HOLIDAY Learners are invited to This activity will allow In this activity, learners Through this activity,
Activity Description reflect on how feelings can learners to practice will revisit experiences learners will reflect
exist simultaneously and problem solving and where they were proud of on themselves- their
depeen their self- reflect on their own themselves and identify traits, abilities and
awareness. abilities, as well as the their strengths from those strengths, present
resources and support experiences. lives and hopes for
available to them as they the future.
face challenges.
I. Title FEELINGS CIRCLE CAMERA CONFIDENCE DRAWINGS TREE OF LIFE

II. Recovery Develop self-awareness, Foster self-awareness and Deepen self-awareness, Cultivate self-
Objective self-expression, self- a sense of self-efficacy in appreciation for the self, compassion and
understanding problem solving. and self-confidence empathy, and
enhance self-
awareness
III. Learning Practice basic math and Practice problem solving, Exercise fine motor and Practice writing skills,
Objective: language, fine motor, and creativity, and visual thinking skills, language and
visual-spatial skills collaboration explore use of symbols, storytelling skills.
 language, and story telling
IV. Materials   Paper  Two sheets of  Paper  ¼ sheet of
Needed:  Crayons paper for each of  Drawing manila paper
Markers your learner materials(e.g. per learner,
 Boxes of various crayons, oil pastels alternatively,
sizes for each or markers) a sheet of
group to choose 8”x11”paper
from, depending is adequate as
on how they want well
to design their  Coloring
cameras, materials
alternately,
teachers may ask
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 60 minutes 40 minutes 60 minutes

VI. Activity Space: Space for everyone to sit in
a circle and work with
paper on the ground or on
a desk
On the floor with enough Learners can work on In the classroom with
space for each group to their desk enough space for all
create their cameras as learners to lay their
well as draw on sheets of sheets on the
paper. ground, preferably in
 a large circle.
VII. Groupings: Individual work within a Groups of 4 to 5 learners Large group or smaller One large group with
larger group groups depending on the instructions given
size of the class and the step by step
time available
VIII. Instructions:   Review the  Review the  Remind your  Review the
guidelines for your guidelines for your learners of the guidelines for
PSS session: be PSS session: be guidelines for your your PSS
curious, be curious, be PSS session: be session: be
respectful, listen, respectful, listen, curious, be curious, be
take turns, avoid take turns, avoid respectful, listen, respectful,
judgement, judgement, take turns, avoid listen, take
everything shared everything shared judgement, turns, avoid
is confidential. is confidential. everything shared judgement,
 Ask learners if they is confidential. everything
have ever felt more shared is
than one feeling at confidential.
once. Share with  The teacher
them that this is begins the
normal, especially activity by
after an experience giving
of a disaster and/or preliminary
emergency instructions.
 To deal with hard “Today, we
feelings, tell them will draw our
that it’s helpful to own Tree of
stop from time to Life. As you
time, and try to draw each
understand which part of your
are the different tree, starting
feelings they are with the
 experiencing.
IX. Modifications: For learners with visual
impairments, instead of
drawing their feelings
circle, learners can use
coins, blocks, or pebbles to
quantify how much they
feel each feeling. For
example, learners may be
given 10 coins/ blocks/
pebbles, and they can
represent 30% of their
feelings by assigning 3
coins/blocks/pebbles to it.
roots. I will
read
something to
you that
might give
your ideas
about what
you want to
include in
your drawing.
Feel free to
add words as
well as images
to your Tree
of Life.
For learners with visual For learners with visual
impairments, this activity impairments, the activity
can be modified and re- can be modified and
titled on “Power Phrase”. turned into a song. Their
Instead of imagining a answers to the prompts
scene from the past in or statements can be
which they were able to weaved together into a
solve a problem they song. Learners are
encountered, let the encouraged to create
learners recall a phrase or their own tune and share
a quote that reminds it with their classmates.
them of their ability to get
through their problems.
Learners may share the
meanings of these quotes
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 and Synthesis Questions and Synthesis Questions
Discussions Points: Points: Points: and Points:
Guide:  What did you  What was this  How often do you  What would
discover about activity like for think about your you like to
yourself as you you? positive qualities share about
were making it or  What helped you (things you are your work?
as you look at the find a solution to good at, people You can share
chart now? the problem you who love you, one or some
 Did the wheel remembered? etc.)? parts of your
make it easier for  Was there anyone  How did you feel tree.
you to talk about who helped you? drawing about  What was this
your feelings? Who were they? yourself and your activity like
What helped? -  What did you positive qualities? for you?
colors, having learn about  Ask the learners to  What did you
space for different yourself in share about discover
feelings to be in the recalling the something new about
same wheel, challenges you they have learned yourself in the
thinking about how managed to solve? about themselves process?
big the feeling is?  Who or what through the  What do you
 While listening to could help you activity. like about
your classmates find a solution to  How do yoour your tree?
share, what was your current positive  Looking at
going on in your problem? qualities/strengths your Forest of
mind? How did it help you Life, do you
feel like to give overcome notice any
your listening ears challenges in life similarities or
to your classmates? or in school? differences
  What did you learn
from your
classmates?
 What resources do
you have to deal
with your feelings?
XI. Key Message: It is important to identify
your feelings in order to
deal with them. You may
feel a lot of different
feelings at the same time,
and that is okay; they are
valid. When we feel
difficult feelings, there are
many different ways to
help yourself feel better
about difficult feelings.
Some of the things that
can 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
Everyone has a capacity
to find creative solutions
to challenging situations.
Sometimes, it is helpful to
look back at who and
what helped us solve
problems in the past.
These do not only remind
us of our own abilities
and strengths, but also
the resources and
support available to us.
 How did you feel
hearing your
classmates share
about themselves
and their positive
qualities?
Thank the learners
for their hard work
and for sharing
their works.
You are enough just the
way you are. While we
make space for hard
feelings in our lives, it’s
good to also remember
that there are many
things to be proud of in
our lives as well. It is good
to notice all the good
things about yourself,
including the things you
love and the people who
love you. Bringing these
into awareness helps
build self-confidence.
among the
trees? What
are they?
The Forest of Life
shows that no two
trees are exactly the
same. Each tree, like
each one of you, has
its own story,
capabilities, gifts and
potential. Being more
aware about the
good things about
yourself helps build
self-compassion,
especially when we
fell down or
challenged. Knowing
and using our
abilities, as well as
the support we have
in our lives also helps
us shape our future.
 others and build
friendships.
XII. Follow-Up Let your learners’ parents
Activity and or guardians know that
For Follow Up at you’re exploring feelings
this week. Remind them,
Home
as they do the following
activity, to set guidelines
that they will listen to each
one after 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-in and that it will
most likely change and
look a little different each
time.
MARILYN L. SERVAN
Teacher III
Let the parents know Let parents know you did
about the activity and this activity and invite
encourage them to learners to take their
brainstorm with their work home and share it
children some simple with their parents.
steps towards problem
solving. These can include
taking deep breaths in a
challenging situation,
asking for help, or
considering helpful
solutions from past
experiences.
Observe the learners It would be helpful to
closely as they bring to prepare extra sheets
mind a challenges they’re of paper in case any
currently facing. After of the learners would
they draw their pictures, need more space to
consider doing one of the draw during the
relaxation and self- activity.
regulation activities listed
in the Annex.
AGNES O TITULAR
Principal III