Republic of the Philippines
Department of Education
Region IX, Zamboanga Peninsula
Division of Zamboanga City
Putik District
MARIA CLARA L. LOBREGAT NATIONAL HIGH SCHOOL
Zamboanga City
LESSON PLAN
 Psychological Support Activity Pack
 DISCIPLINE AND IDEAS IN SOCIAL SCIENCES
 Trends, Networks, and Critical Thinking in the 21st
Century
Republic of the Philippines
Department of Education
Region IX, Zamboanga Peninsula
Division of Zamboanga City
Putik District
MARIA CLARA L. LOBREGAT NATIONAL HIGH SCHOOL
Zamboanga City
March 21, 2021
Psychological Support Activity Pack
I OBJECTIVES
At the end of the lesson, 75% of the students are expected to:
1. Learners learn to identify their own feelings, discover new feelings, and explore how they are
expressed or visible in others.
2. Give the importance of understanding his or her own feelings.
3. Learners engage in language, and gross motor movement, listening and collaboration about
safety, self-awareness and self-expression.
SUBJECT MATTER
Topic: I am: able to acknowledge and express my feelings.
Instructional Materials:
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PowerPoint Presentation
Emotions pre-pasted on the blackboard, far apart. (prepared by the teacher)
Emotion cards (big size: 1 bond paper per emoticon, choose 4 emoticons from the
emoticon chart)
Emotion flash cards (small/1/4 size, 1 emotion per child)
References: https://drive.google.com/drive/folders/1ONYGk1zlfHAPrYmPVjaNSVuj1vkj2NtD
Values Integration: safety, self-awareness and self-expression.
Strategies: 4 A’s Approach (Activity, Analysis, Abstraction, Application)
IPreliminaries
a. Greetings Good morning class! Good morning, Ma’am!
b. Prayer
c. Checking of the attendance
d.. Motivation
about truut tr
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PRE-ACTIVITY PREPARATION BY THE TEACHER
20 minutes
1. Draw the following emoticons on the blackboard side by side, or cut out emoticons and
tape them on the board.
2. .Choose four or all of the above emotions, draw one each on a piece of short bond
paper.
3. Then photocopy your emotions of choice in the size of a flashcard or 1⁄4 bond paper
each. Make enough copies for each of your learners to have one out of the four
emotions. E.g. If you choose four emotions: happy, sad, angry, excited. For 20 learners,
make 5 copies per emotion. Or you can draw these also in 1⁄4 sheet paper instead of
photocopying.
II. LESSON PROPER
Review the guidelines for your PSS session: be curious, be respectful, listen, take turns, avoid
judgment, everything shared is confidential. Teacher tells the class we are exploring feelings
today. She can express that we may feel many feelings all at once. And to feel any feeling is
normal, and part of being human. It’s what we do with our feelings and how our feelings affect
others that we need to pay attention to.
E.g. When we are happy, we can sometimes help others feel better too because our joy can be
infectious. When we are angry, we may hurt others if our behaviors come out in a way that
attacks others e.g. hitting, or shouting. It is important to emphasize that all feelings are valid -it’s okay to be sad or angry or scared. Create a culture in your classroom where these feelings
are welcome and there is a sense of confidence in how to deal with hard feelings.
A. ACTIVITY
1. Ask each learner to stand up row by row (if you want there to be order in the classroom)
or randomly, to write their names underneath the emoticon that represents how they
are feeling in the moment. When everyone is done, ask them what they noticed about
the class, and how the class in general is feeling today. (They may say, some of us are
sad, some are happy, etc.)
2. You can have a brief discussion on how to support each other as classmates,especially
those who are not feeling so good. Ask for examples on how to help others feel better.
List these on the blackboard too.
B. ANALYSIS
1. Continue the exercise and ask for 4 volunteers. Give each one one of the emoji drawings you
prepared on the short bond paper or any large sheet of paper. Ask them to spread out and
stand wherever they like within visible range of their classmates in the activity space. Gather
the rest of your learners to the center of the area and then distribute one mall card to each
learner. Tell them not to look at their emoji yet, and that when you say ready, set, go – they
must run to the volunteer holding up the same emotion on their flash card. The first group that
completes their group wins.
2. Teacher stands at the center and gives instructions. Teacher will point to a group, and all
learners in the group together show the emotion they were assigned to with action and sound.
What does the emotion look like in your body? What sound would you make?
C. ABSTRACTION
DISCUSSION GUIDE
1.
2.
3.
4.
5.
What different emotions did you learn about today?
Tell a story about when you felt that emotion.
What does that emotion feel like in your body?
How do you feel when you are moving?
How do you feel when you are breathing?
D. APPLICATION
DIRECTIONS: Answer the following questions. Get your paper and write your answers.
1. How do you feel now?
2. What did you learn about emotions today?
Remember: It’s okay to feel different feelings, what’s most important is that you don’t hurt
yourself or anyone or destroy anything.
IV: ASSIGNMENT
Ask parents to create, with their learners, a list of “Ways to respond” to their hard feelings. If
the emotion they are exploring is sadness they can say to their child: “It’s okay to express your
anger as long as you don’t hurt anyone, or yourself or destroy anything.” Let’s think of ways you
can deal with your sadness. Make a list.
E.g.1. Talk to a friend or family member
2. Listen to music
3. Exercise, walk, jump rope
4. Take a nap
5. Make a list of things to be grateful for in your diary
Parent and child can put this list on the wall of their home. When their child is sad, they can
both look at the list together to help him/her choose an activity that will help him or her feel
better.
Prepared by:
Maria Elma Jane C. Quisel
SENIOR HIGH SCHOOL TEACHER-II
Approved:
LARMIE C. ABAD, Ed.D
PRINCIPAL-II
Republic of the Philippines
Department of Education
Region IX, Zamboanga Peninsula
Division of Zamboanga City
Putik District
MARIA CLARA L. LOBREGAT NATIONAL HIGH SCHOOL
Zamboanga City
March 21, 2021
DISCIPLINE AND IDEAS IN SOCIAL SCIENCES
LEARNING TARGETS:
1. Identify the meaning of Social Sciences and Applied Social Sciences.
2. Differentiate Social Sciences from Applied Social Sciences.
3. Demonstrate an understanding of Social Science and Applied Social Sciences.
4. Appreciate the essence of Social Sciences and Applied Social Science.
SUBJECT MATTER
Topic: Course Introduction
Instructional Materials:
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PowerPoint Presentation
LEARNING ACTIVITIES: Picture Drill, Word Map, Discussion, T-Chart, Oral Recitation, Quiz, Reflection
REFERENCE: Discipline and Ideas in Applied Social Sciences
Authors: Dela Cruz A.R.; Fernandez C.; Melegrito M.L. Valdez
Phoenix Publishing House
Pages 1-3
IPreliminaries
a. Greetings Good morning class! Good morning, Ma’am!
b. Prayer
c. Checking of the attendance
d.. Motivation
EXPLORE: A. Picture Drill
Review of Social Science Disciplines through Picture drill. Identify disciplines in social sciences through
presented pictures:
Anthropology
Economics
Geography
History
Linguistics
Political Science
Psychology
Sociology
Demography
I-
LESSON PROPER
A. ACTIVITY
Word Map
The class will be divided into two groups. Each group will be given a task to create word maps by
writing on color coded strips of paper to be posted on the board: Social Science and Applied
Social Sciences. Each group will assign a group representative to briefly explain their work.
B. ANALYSIS
The teacher will gather the work of the pupils and she will check if each group got the correct
answer Let’s begin with the group 1. Then GROUP 2
C. Abstraction
FIRM-UP: A. Discussion on the definition of Social Science and Applied Social Sciences. B. Further
discussion through T-chart technique. Cite differences through Social sciences and Applied Social
sciences.
D. APPLICATION:
A. Analysis on the relationship of Social Sciences and Applied Social Sciences 1. Is there a
relationship between Social Sciences and Applied Social Sciences?
II-
EVALUATION:
TRANSFER: Reflection:
Which discipline of Social Sciences were you able to find helpful in your life?
Maria Elma Jane C. Quisel
SENIOR HIGH SCHOOL TEACHER-II
Approved:
LARMIE C. ABAD, Ed.D
PRINCIPAL-II
Republic of the Philippines
Department of Education
Region IX, Zamboanga Peninsula
Division of Zamboanga City
Putik District
MARIA CLARA L. LOBREGAT NATIONAL HIGH SCHOOL
Zamboanga City
March 21, 2021
Trends, Networks, and Critical Thinking in the 21st Century
LEARNING OBJECTIVES
1.
2.
3.
4.
Define a trend and a fad; and
Distinguishes a trend from fad.
Demonstrate an understanding of innovation, versatile and flexible
. Learners engage in language, and gross motor movement, listening and collaboration
about fad and trends.
SUBJECT MATTER
Topic: Fad and trends
Instructional Materials:

PowerPoint Presentation
LEARNING ACTIVITIES: Picture Drill, Discussion, Oral Recitation, Quiz, Reflection
REFERENCE: Trends, Networks, and Critical Thinking in the 21st Century Quarter 1 – Module 2
Authors: Rolly P. Plaga, Dane Lyndelle Love A. Isagan, Rakma T. Salilawan
Pages 1-12
IIPreliminaries
a. Greetings Good morning class! Good morning, Ma’am!
b. Prayer
c. Checking of the attendance
d.. Motivation
Directions: Give your statement about the following items.
Tik-tok
Instagram
Facebook
III-
LESSON PROPER
A. ACTIVITY
.1: CIRCLE OF TREND Do it on a separate sheet of paper
. a. On the upper right corner, write one emerging trend.
b. On the lower right corner, write the things about that trend.
c. On the lower left corner, write the things that can be done for that trend.
d. On the upper left corner, write the concrete thing that you can actually do for that trend
B. ANALYSIS
GUIDE QUESTIONS:
Direction: Read the questions carefully and answer on a separate sheet of paper.
1. Observe your community, what do you think is trending today? Why do you say so?
2. If people embraces latest trends and ignore that tomorrow, do “Today is Friendster and
tomorrow is Facebook.” Is Friendster a trend today or is it a fad? How about Facebook.
C. Abstraction
Group presentation:
Choose one (1) from any of these lines and give your opinion. Provide separate sheet of
paper for your answer. a. Which Fad or Trend Shall I Accept or Reject? b. How Do I
Accept or Reject a Trend?
D. APPLICATION:
Spot, Look, and Drop!
Direction: Supply the empty leaves in the diagram below with the most spotted trend in
your locality today. Draw this on a separate sheet of paper for your answer.
E. EVALUATION:
FILL IT! Copy on a separate sheet of paper and fill in the blanks with the correct answer.
The beginning of a (1) __________ is often difficult to spot because it boils down to social
forces among which styles or taste change. Once the changes have been shared and
adopted by a critical mass, they gain a (2) ____________, become firmly implanted in the
persons’ (3) ________, and may even find themselves returning as part of a (4) __________
process. A writer once said, that there is nothing mysterious about trend and it never
happens out of the blue; though it may sometimes appear to be so. However, it is a social
process which means that it is created by (5)
Prepared by:
Maria Elma Jane C. Quisel
SENIOR HIGH SCHOOL TEACHER-II
Approved:
LARMIE C. ABAD, Ed.D
PRINCIPAL-II