CLASSROOM OBSERVATION SY: 2023-2024

MINDANAO STATES UNIVERSITY- Grade

School CETD &Section 7
DAILY Learning
LESSON Teacher QUILO-QUILO, DYSHIEL ROSE Area MAPEH (HEALTH)
PLAN FEBRUARY 29, 2024
Teaching Dates Quarter
& Time 2:30-4:00PM 3
Week No. Day Duration 45 mins

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and
if needed, additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed
I. OBJECTIVES using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guide.

The learner demonstrates understanding of mental health as a dimension of

A. Content
holistic health for a healthy life .
Standards
B. Performance The learner consistently demonstrates skills that promote mental health.
Standards
C. Learning The learner….
Competency/is ● Differentiates healthful from unhealthful strategies in coping with
stress (H7PH-IIId-e-35).
Write the LC
Code for each.
At the end of the period, the learners are expected to:
1. differentiate the healthy and unhealthy strategies in coping with stress;
D. Learning 2. recognize the importance of knowing healthy and unhealthy strategies
Objectives in coping with stress;
3. create a personal stress management plan incorporating the healthy
strategies discussed.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC
Healthy VS. Unhealthy Strategies in Coping with Stress

III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a
mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide None
pages
2. Learner’s None
Materials pages
3. Textbook pages None
4. Additional CO_Q3_Health 7_ Module 7 PAGES 2-9
Materials
from
Learning
Resource
(LR)
Portal
https://za.pinterest.com/pin/501940320978963870/
https://images.app.goo.gl/cWfe5CsfmSVxVXBy7
https://images.app.goo.gl/jTCSFS6YHnrEfkC38
https://images.app.goo.gl/koomhu5Ufvg7zvdj6
B. Other Learning https://images.app.goo.gl/motVRYYKrJ8hZDnG8
Resources https://images.app.goo.gl/FTcEJtYMFkbvNarp8
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn
IV. PROCEDURES new things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.

A. Reviewing previous A. PREPARATORY ACTIVITIES

A
lesson or presenting ● Prayer Displayed
W
the new lesson. A proficient
CLASSROOM OBSERVATION SY: 2023-2024
R ✔The teacher asks the learners to stand for the prayer use of
ELICIT (The activities in this section E
will evoke or draw out prior concepts of or and the prayer leader to lead. Mother
experiences from the students) N
E ● Greetings Tongue,
S ✔The teacher greets the learners with the different Filipino and
S dialects used in the locality. English to
● Daily Quotes facilitate
✔The teacher shares a quote to positively start the day teaching
of the learners. and
● Checking of Attendance learning.
✔The teacher asks the class monitor who is absent (PPST
today. 1.6.2)
● Setting of classroom rules (INDICATOR 5) INDICATO
✔The teacher asks the learners to read the classroom R4
rules.
✔Come to class on time.
✔Listen when others are talking.
✔Raise your hand to speak.
✔ Be respectful to everyone.
✔Keep your area clean.
✔Be responsible
✔Do your best. Established
● Energizer safe and
✔The teacher asks the class to stand and do the secure
“Karate Dance” by following the teacher. Do an environmen
“inhale and exhale” exercise afterwards. Active and ts to
participative learners will be recognized and granted enhance
with special points. learning
● Addressing Learners Special Needs (INDICATOR 4) through the
✔Learners who are near sighted are encouraged sitting consistent
down in front row and those who are far sighted are implementa
at the back of the class. tion of
✔Learners who have difficulty in hearing are policies,
encouraged to sit where they can listen well and are guidelines
comfortable with. and
procedures.
HULAAN MO AKO! (PPST
To recall the previous lesson, let the students answer the 2.1.2)
following questions by guessing the word using clues from INDICATO
the picture and description in the box below. R5

1. Provides encouragement and self-efficacy, helps

maintain a positive outlook, and allows an individual to talk
about and find ways to deal with the stressor.
CLASSROOM OBSERVATION SY: 2023-2024

2. A group of people, usually of the same blood who

genuinely love, trust, care about, and look out for each
other.

3. People having mutual feelings of care, respect,

admiration, concern, and love.

4. A professional who helps students acquire knowledge,

competence, and virtue.
CLASSROOM OBSERVATION SY: 2023-2024
B. Establishing a
purpose for the
lesson.
ENGAGE (The activities in this section
will stimulate their thinking and help them
access and connect prior knowledge as a
jumpstart to the present lesson.)
5. People in-charge of a religious church or congregation
who you can depend on in times of stressful situation.
Process Questions:
1. What was our lesson last meeting?
2. Do you think these social support has a great impact in
our life on promoting healthiness?
(5 minutes)
Learning Task 1 “Colored Paper Strips”
Direction: "The teacher will give four paper strips that have
different colors. Each color has a different meaning. Put
your name on the paper strips. And then, the students will
give the strips of paper to the person to whom they think
the meaning of the paper applies."
Colored Paper Strips Meanings:
Orange- Who have sense of humor that helps you
overcome minor stressors.
Green- Who prefers coffee or any drinks with
caffeine over soda and juices whenever stress.
Red- Who maintains daily routine and hates
procrastination even if stress.
Pink- Who exercise regularly or engage in different
sports whenever stress.
Process Questions:
1. What do you think the meaning of colored paper strips
is all about?
2. Have you been practicing these strategies up until
now?
(3 minutes)
CLASSROOM OBSERVATION SY: 2023-2024
C. Presenting ACTIVITY: HEP-HEP, HOORAY INDICATO
examples/instance s R1
of the new lesson.
Direction: Students will do “hep-hep” action once if they (PPST
think the statement describes unhealthy ways and “hooray” 1.1.2)
action if they think the statement describes healthy ways. Applied
knowledge
1. One way to relieve stress is by listening to music. MUSIC of content
2. Exercises and engaging in physical activities like sports within and
can help to relieve stress. P.E across
3. To escape from a problem, going out with friends and curriculum
getting drunk is good. VALUES ED teaching
4. Liza was stress eating which leads to digestive haywire, areas
causing diarrhea, stomach upset, and excessive urination.
SCIENCE
5. Painting can help a person relieve stress. ARTS

(3 minutes)

D. Discussing the new “SAAN AKO LULUGAR?” INDICATO

A
concepts and C R9
practicing new
Direction: Read the situations provided and differentiate
T (PPST
skills #1. I
them by assessing if it is a healthy or unhealthy strategy in 5.3.2)
V
EXPLORE (In this section, students will coping
I
with stress. At this
be given time to think, plan, investigate, point, the
and organize collected information; or the T
performance of the 1.Y Exercise teacher will
planned/prepared activities from the student’s
manual with data gathering and 2. Drug or alcohol use provide
3. Sleeping too much or too little positive
4. Seeking professional health comment to
A
5. Violence the learner.
C
6. Healthy eating (constructiv
T
e feedback)
I
Healthy Strategy Unhealthy Strategy Then,
V
1. 1. reinforces
I
2. 2. by giving
T
Y 3. 3. the learner
positive
Guide Question: comment.
1. What should you do to maintain healthy strategies in
coping with stress?
2. What should you do to avoid unhealthy strategies in
coping with stress?

(3 minutes)

E. Discussing the new INTERACTIVE DISCUSSION

concepts and The teacher will discuss through a PowerPoint presentation
practicing new
skills #2.
Strategies in Coping Stress
Therapist Aid LLC. “Healthy vs. Unhealthy Coping
Strategies.”
CLASSROOM OBSERVATION SY: 2023-2024

(10 minutes)

F. Developing Learning Task 2: “X-AMPLE” INDICATO

mastery Directions: Based on the pictures that will be presented R 3 (PPST
(Leads to formative
assessment 3).
later on, stand if the picture describe healthy strategy in 1.5.2)
coping stress and sit if it describes unhealthy strategy in Applied a
EXPLAIN (In this section, students will be coping stress. range of
involved in an analysis of their exploration. teaching
Their understanding is clarified and modified
because of reflective activities)/Analysis of 1. strategies
the gathered data and results and be able to
answer the Guide Questions leading to the to develop
focus concept or topic of the day. critical and
A
N creative
A thinking, as
L well as
Y other
S higher-
I order
S 2. thinking
skills.
Y
.
CLASSROOM OBSERVATION SY: 2023-2024
3.

4.

5.

6.

Process Questions:
1. Do you now understand the difference between the two
strategies?
2. What do you think would be the effects of these
strategies to your health?

(5 minutes)
CLASSROOM OBSERVATION SY: 2023-2024
G. Making Learning Task 3 “PAMA Effects”
generalization and
abstraction about
the lesson.
Directions: Describe the effects of healthy strategy and
unhealthy strategy to the physical and mental aspect of the
ELABORATE (This section will give person.
students the opportunity to expand and INDICAT
solidify / concretize their understanding
of the concept and / or apply it to real – OR 3
world situation) A (c)
B Students
S will test its
thinking
T skills
R through
A the
activity
C
given
T
Process Questions:
I
1. Do you think being aware of the effects would help
O you to be healthy?
N 2. How can your social support help you to cope with
stress healthily?

(3 minutes)

H. Finding practical Establishe

application of da
concepts and skills “STRESS MANAGEMENT PLAN”
learner-
in daily living.
centered
Direction: Students will make a stress management plan
culture by
that would help them cope with stress in a healthy way.
using
Identify at least three (3) stressors. Write it in a ½ crosswise
teaching
A paper. strategies
P that
respond to
P Stressors Possible Social Plan to
their
Causes Support Relieve
L linguistic,
Stress
I cultural,
ex. Too many Family, Listening
socio-
C Academic tasks Friends to music
economic
A and
religious
T
backgroun
I ds
(8 minutes)
O (PPST
3.2.2)
N INDICAT
OR 7
CLASSROOM OBSERVATION SY: 2023-2024
I. Evaluating MULTIPLE CHOICE: INDICATO
learning. Directions: Multiple Choice. Choose the letter of the R 2 (PPST
EVALUATION (This section will provide
correct answer. (5pts) 1.4.2)
for concept check test items and answer key _____________1. It is defined as the physiological and
which are aligned to the learning objectives emotional responses to significant or unexpected change The
- content and
performance standards and address or disruption in one’s life. teacher will
misconceptions – if any) test the
a. Anger c. Happiness
b. Depression d. Stress literacy
A _____________2. These are actions we take consciously skills of the
or unconsciously in dealing with stress, problems, learners
S concerns and uncomfortable emotions. through the
S a. Coping Strategies c. Management Strategies assessmen
b. Learning Strategies d. Planning Strategies
E t given.
_____________3. This strategy most commonly gives
S you a good feeling for a moment but it has long-term
S consequences.
a. Healthy Strategy c. Planning Strategy
M b. Coping Strategy d. Unhealthy Strategy
E _____________4. This strategy may not have the
immediate enjoyment, but it has long lasting positive
N outcomes.
T a. Healthy Strategy c. Planning Strategy
b. Coping Strategy d. Unhealthy Strategy
_____________5. Which of the following examples is
NOT a healthy strategy in coping stress?
a. Eating nutritious foods c. Drinking alcohol
b. Engaging in regular exercise d. Meditating

(3 minutes)

J. Additional Activity: INFOGRAPHIC INDICAT

activities for OR 8
application or Direction: Create an infographic about ways to have
remediation. healthy strategies and avoid unhealthy strategies for (PPST
coping with stress. 3.5.2)
EXTEND (This sections give situation that The
explains the topic in a new context,
or integrate it to another discipline / A Example: teacher
societal concern)
will
S
embrace
S diversity
I of
G learners
through
N reflecting
M on the
E different
dance
N
forms
T studied.

Criteria
Creativity-----------------------------40%
Presentation-------------------------20%
CLASSROOM OBSERVATION SY: 2023-2024
Relevance to the Topic------------20%
Overall Impact-----------------------20%
Total-----------------------------------100%

(2 minutes)

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.

A. No. of learners who earned

80% on the
formative assessment
B. No. of learners who require
additional activities
for remediation
C. Did the remedial lesson work?
No. of learner who
caught up with the lesson
D. No. of learner 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
material did I use/discover.

Prepared by: Observed by:

DYSHIEL ROSE S. QUILO-QUILO JOFRANCO G. LOZANO

Student Teacher INSTRUCTOR
CLASSROOM OBSERVATION SY: 2023-2024
CO2- indicators 1,2,3,7,8,9