DAILY LESSON
GRADE 12-STEM
PLAN School:
Teacher:
Teaching Dates
and Time:
I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
3. Textbook Pages
4. Additional Materials from
Learning Resource Portal
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
TABINA NATIONAL HIGH Grade
SCHOOL Level:
Learning PERSONAL
MICHELLE P. MIJAREZ
Area: DEVELOPMENT
MONDAY and WEDNESDAY
Quarter: 3RD QUARTER
March 4, 2024 (9:45-11:45)
MONDAY
The learners demonstrate an understanding of stress and its sources; various
stress response; and coping strategies for healthful living in middle and late
adolescence.
The learner shall be able to identify persona; ways of coping for healthful living.
Discuss that understanding stress and its sources during
adolescence may help in identifying ways to cope and
have a
healthful life. EsP—5.3PD11/12CS-If-5.1
At the end of the lesson, the students should be
able to:
1. Identify the causes and effects of stress;
2. Dramatize personal ways of coping with stress
for healthful living through role playing.
3. Appreciate the importance in one’s life
situation.
Coping with Stress in Middle and Late Adolescence
Curriculum Guide for Grade 12
Department of Education (2016). Personal Development
Reader
Pen, notebook, paper, portfolio
Power Point Presentation
Charts, Pictures, Video, Actual object, Guidebook, Internet
The Challenges of Middle and Late Adolescence
Motivation
Task 1. What causes you to “lose your cool”?
Do the following:
 Ask the students to determine what causes them to
“lose
their cool” by completing the activity below:
Place an X next to each factor that causes you stress.
There
are
blank spaces provided so you can add your
own.
______ too much homework
______ taking tests
______ speaking in public
______ arguments with friends
______ restrictions at home
______ no date for a dance
______ rude people
______ careless drivers
______ losing
______ interruptions while busy
______ parents fighting
______ loud people
______ a friend betrays you
______ arguments with parents

C. Presenting examples/instances
of the new lesson
D. Discussing New concepts
E. Discussing New concepts and
practicing new skills #2
______ force to do something you hate
______ fight with boyfriend/girlfriend
______having no boyfriend/girlfriend
______ not being included in a group
______ pleasing others
______ (Others, pls. specify)
(Localizing examples by using some of
the difficult experience by the learners)
Video presentation of the step-by-step procedures in performing plant
propagation.( Integration of Science)
Present/ Discuss the following in class:
(Video presentation samples in handling and coping up
stress. (ICT application and localizing)
I. What is Stress?
 Stress is the feeling one gets from prolonged, pent-up
emotions.
II. What are the Causes and Effects of Stress?.
Causes of Stress
 Everyday frustrations cause stress build-up
From the time you wake up until you go to sleep, you
may be confronted with a succession of stressful
situations.
Managing to get yourself (and possibly a spouse and
children)
out of bed and ready to face the day can be a challenge to
your patience and ingenuity.
 Problems in our personal life can be devastating
More serious stressful circumstances may include
separation from loved ones, personal illness, or illness of a
loved one, death of someone you care about, or conflict
with a
spouse or close friend. Other major causes of stress are
problems with drug and alcohol abuse, domestic violence,
care of children and elderly relatives, chronic mental
illness,
injury, physical handicaps, even moving to a new home, if
you’ve lived in the same place for more than 10 years.
 A common cause of stress is dealing with life’s
transitions
This is especially true when a person must cope with too
many transitions all at once.
Effects of Stress
Here are some words that describe the emotions
associated
with
the effects of stress.
Anxiety
Pressure
Misery
Strain
Desperation
Tension
Anger
Panic
Dejection
III. HOW TO COPE WITH STRESS?
There are many effective ways to handle stress.
o Understand the Causes of Stress
Understanding why you are under stress is
important. This may seem obvious, but it requires

F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
deliberate, conscious effort to pause and simply ponder
your situation.
Ask the students to go back to their group to prepare
for a short role-play about the following life stresses.
Tell them to show their personal ways on how to cope
with it. Give them 15 minutes to prepare.
Group 1. Forced by peers to do something in order
to become part of the group or
“barkada”.
Group 2. Anxiety or uncertainty about sexual
orientation
Group 3. Asked by someone to engage in premarital sex
Group 4. Rejected by friends because of being
killjoy (KJ)

Present the rubric in class

weigh
Criteria t
Exceptional Admirable Acceptable Attempted

 Indicates
 Good  Fair 
a clear
understandi understandi Presentatio
Message 40% understandi
ng ng n
ng
of topic of topic is off topic
of topic
 Accepts
 Accepts most
 Group
ideas ideas
 Unwilling does
of others; without
to not work
able negative
compromise together
Cooperation 30% to comments;
 Few  One
compromise able to
members person
 All compromise
contribute does all the
members  Some
work
contribute members
contribute
 Shows
confidence  Shows  Unsure of 
 low responsibilit Portrayal
Informative confidence y stalls
  Presents   Lacks
Entertaining some Somewhat information
; information informative 
engages  Engages  Engages Audience
Presentation 30%
audience audience audience bored
 Speaks  Can be intermittent  Mumbles
loudly heard ly  Body
and clearly  Some use  Hard to language is
 of hear lacking;
Appropriate body  Some inappropria
use of body language movement te
language
Ask each group to present it in class.
 After the presentation, ask this question: As a teenager,
why is it important for you to understand the causes and
effects of stress
H. Making generalizations and Let’s Remember:
abstractions about the lesson Ships don’t sink because of the water around them;
ships sink because of the water that gets in them. Don’t’
let
what’s happening around you get inside you and weigh
you
down
I. Evaluating learning

J. Additional activities for Advance Reading:

application or remediation Mental Health and Well-being in Middle and Late Adolescence
V. REMARKS
A. No. of learners who 5
earned 80% in the 4 Mean
evaluation 3 SD
2 MPS
1
0
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation.
E. Which of 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
learners?