School: SILAD MAHOGANY ELEMENTARY SCHOOL
GRADE 6
DAILY LESSON LOG
Teacher: ANALYN W. CALABROSO
Teaching Dates and Time: AUGUST 22-26, 2022 (WEEK 1)
Activity Description
I.
Title
II.
Recovery
Objective
III.
Learning
Objective:
Grade Level: VI
PSYCHOSOCIAL SUPPORT- Key
Learning Area: Stage 2: Grade 6
1ST QUARTER- Self Awareness,
Self Expression, Psychosocial
Competency- Self Regulation,
Problem Solving, Selfconfidence, Self- compasssion
Quarter: and Empathy
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Learners are invited to reflect on
how feelings can exist
simultaneously and depeen their
self-awareness.
In this activity, learners will
experience stress release
and practice selfregulation through an
interactive activity that
involves movement and
imagination
In this activity, learners
will revisit experiences
where they were proud of
themselves and identify
their strengths from those
experiences.
Through this activity,
learners will reflect
on themselves- their
traits, abilities and
strengths, present
lives and hopes for
the future.
FEELINGS CIRCLE
BODY MIRROR
This activity will allow
learners to practice
problem solving and
reflect on their own
abilities, as well as the
resources and support
availbale to them as they
face challenges.
CAMERA
CONFIDENCE DRAWINGS
TREE OF LIFE
Deepen self-awareness,
appreciation for the self,
and self-confidence
Cultivate selfcomapssion and
empathy, and
enhance selfawareness
Practice writing skills,
language and
storytelling skills.
Develop self-awareness, self
expression, self-understanding
Gain awareness of the self Foster self-awareness and
and the body, experience
a sense of self-efficay in
stress release, and practice
problem solving.
self-regulation and
empathy.
Practice basic math and language, Practice following
Practice problem solving,
fine motor, and visual-spatial skills instructions; encourage
creativity, and
gross motor development collaboration
and creative expression
Exercise fine motor and
visual thingking skills,
explore use of symbols,
language, and story telling



IV.
Materials
Needed:
V.
Duration:
60 minutes
VI.
Activity Space:
Space for everyone to sit in a
circle and work with paper on the
ground or on a desk

Paper
Crayons
Markers
30 minutes
Indoors or outdoors with
enough space fpr
particpants to spread out
in pairs
Two sheets of
 Paper
 ¼ sheet of
paper for each of
manila paper
 Drawing
your learner
per learner,
materials(e.g.
alternatively,
 Boxes of various
crayons, oil pastels
a sheet of
sizes for each
or markers)
8”x11”paper
group to choose
is adequate as
from, depending
well
on how they want
to design their
 Coloring
camers,
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.
60 minutes
40 minutes
60 minutes
On the floor with enough
space for each group to
create their cameras as
well as draw on sheets of
paper.
Learners can work on
their desk
In the classroom with
enough space for
alllearners to lay
their sheets on the
ground, preferably in
a large circle.
VII.
Groupings:
VIII.
Instructions:
Individual work within a larger
group
 Review the guidelines for
your PSS session: be
curious, be respectful,
listen, take turns, avoid
judgement, everything
shared is confedential.
 Ask learners if they have
ever felt more than one
feeling at once. Share with
them that this is normal,
especially after an
experience of a disater
and/or emergency
 To deal with hard feelings,
tell them that it’s helpful
to stop from time to time,
and try to understand
which are the different
feelings they are
experiencing.
Pairs (groups of 2)
 Review the
guidelines for your
PSS session: be
curious, be
respectful, listen,
take turns, avoid
judgement,
everything shared
is confedential.
 Ask learners if they
have ever felt more
than one feeling at
once. Share with
them that this is
normal, especially
after an experience
of a disater and/or
emergency
 To deal with hard
feelings, tell them
that it’s helpful to
stop from time to
time, and try to
understand which
are the different
feelings they are
experiencing.
Groups of 4 to 5 learners
 Review the
guidelines for your
PSS session: be
curious, be
respectful, listen,
take turns, avoid
judgement,
everything shared
is confedential.
Large group or smaller
groups depending on the
size of the class and the
time available
 Remind your
learners of the
guidelines for your
PSS session: be
curious, be
respectful, listen,
take turns, avoid
judgement,
everything shared
is confedential.
One large group with
instructions given
step by step
 Review the
guidelines for
your PSS
session: be
curious, be
respectful,
listen, take
turns, avoid
judgement,
everything
shared is
confedential.
 The teacher
begins the
activity by
giving
preliminary
instructions.
“Today, we
will draw our
own Tree of
Life.As you
draw each
part of your
tree, starting
with the
roots. I will
read
something to
you that
might give
you ideas
abot what
you want to
include in
your drawing.
Feel free to
add words as
well as images
to your Tree
of Life.
IX.
Modifications:
For learners with visual
impairments, instead of drawing
their feelings circle, learners can
use coins, blocks, or pebbles
toquantify 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.
Mirroring is helpfulfor
learners with special
needs.It can build
coordination and motor
skills.
For learners with
difficulties maintaining eye
contact, use movements
that will direct the
attention on middle to
lower extremities of the
body. Focus on hands,
arms, legs, and feet
instead of looking directly
at faces.
For learners with visual
impairments, this activity
can be modified and retitled on “Power Phrase”.
Instead of imagining a
scene from the past in
which they were able to
solve a proble they
encountered, let the
learners recall a phrase or
a quote that reminds
them of their ablity to get
through their problems.
Learners may share the
meanings of these quotes
to their classmates. If
they do not have a quote
For learners with visual
impirments, the activity
can be modified and
turned into a song. Their
answers to theprompts or
statements can be
weaved together into a
song. Learners are
encouraged to create
their own tune and share
it with their classmates.
X.
Wrap – Up
Discussions
Guide:
or phrase, invite the
learners to make their
own.
Synthesis Questions and Points:
Synthesis Questions and
Synthesis Questions and
Synthesis Questions and
Synthesis Questions
 What did you discover
Points:
Points:
Points:
and Points:
about yourself as you were
 How did you feel
 What was this
 How often do you
 What would
making it or as you look at
while doing the
activity like for
think about your
you like to
the chart now?
activity?
you?
positive qualities
share about
 Did the wheel make it
 What did you like
 What helped you
(things you are
your work?
easier for you to talk about
about the activity?
find a solution to
good at, people
You can share
yourfeelings? What
 What did you learn
the problem you
who love you, etc)
one or some
helped?-colors, having
about yourself
remembered?
 How did you feel
parts of your
space for different feelings
during this activity?
 Was there anyone
drawing about
tree.
to be in the same wheel,
 How did it feel like
who helped you?
yourself and your
 What was this
thinking about how big the
to take turns during
Who were they?
positive qualities?
activity like
feeling is?
the activity?
 What did you
 Ask the learners to
for you?
 While listening to your
 What did you learn
learn about
share about
 What did you
classmates share, what
about your body
yourself in
something new
discover
was going on in your
and ability to be
recalling the
they have learned
about
mind? How did it feellike
the mirror of your
challenges you
about htemselves
yourself in the
to give your listeningears
partner?
managed to solve?
through the
process?
to your classmates?
 Who or what
activity.
 What do you
 What did you learn from
could help you
 How do yoour
like about
your classmates?
find a solution to
positive
your tree?
 What resources do you
your current
qualities/sternghts
 Looking at
have to deal with your
proble?
help you
your Forest of
feelings?
overcome
Life, do you
challenges in life
notice any
or in school?
similarities or
 How did you feel
differences
hearing your
among the
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 helpyourself fell 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
tosupport others and build
friendships.
Our energy and how we
regulate our bodies affects
others. Our stress can
become their stress. It’s
important for us to pay
attention to how our
bodies feel. When we pay
attention to ourselves and
our bodies, we are able to
be present to others in an
honest and supportive
way.
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.
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
feelongs 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 otice all the good
things about yourself,
including the things you
love and the people who
love you. Bringing these
into qawreness helps
build self-confidence.
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. Beeing
more aware about
the good things
about yourselfs helps
build selfcompassion,
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.
XII.
Follow-Up
Activity and
For Follow Up at
Home
Let yoour learners’ parents or
guardians know that you’re
exploring feelings this
week.remind them, as they do the
following activity, to set guidelines
that they will listen to each one
afetr 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.
Share this activity with
parents and ask them to
replicate the “game” at
home. They can do this
also via exercise. If the
parent exercises, they can
ask their learners/ sons to
join them and do the
same. All of this helps with
regulation and body
awareness.
Let the parents know
about the activity and
encourage them to
brainstorm with their
childre some simple steps
towards proble solving.
These can include taking
deep breaths in a
challenging situation,
asking for help, or
considering helpful
solutions from past
experiences.
Observe the learners
closely as they bing to
mind a cjhallenges they’re
currenctly facing. After
they draw their pictures,
consider doing one of the
relaxation and selfregulation activities listed
in the Annex.
Let parents know you did
this activity and invite
learners to take their
work home and share it
with their parents.
Prepared by:
ANALYN W. CALABROSO
Teacher In-charge
Checked by:
LUZMINDA L. BONGLAY
Principal II
It would be helpful
to prepare extra
sheets of paper in
case any of the
learners would need
more space to draw
during the activity.