GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
Write the LC code for each
School: Cantapoy Elementary School
Teacher: Ria Biong-Taripe
Teaching Dates
and Time: SEPTEMBER 4-8, 2023 (WEEK 2)
Grade Level: VI
Learning Area: All Subjects
Quarter: 1ST QUARTER
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
Identifying feelings/reactions related to the pandemic/or any form of disaster.
Accept that all feelings and reactions are normal and valid.
The learner
demonstratesan
understanding
ofvalidating feelings
andnormalizing
emotions.
The learner writes
areflection after
learning thathis/her
reactions to
thestressful events of
thepandemic or any
other formof disaster
were normal andvalid
The learner demonstrates
anunderstanding of
calmingdown and managing
one’semotions and thoughts
• Identify
feelings/reactionsrelate
d to the
pandemic/anyform of
disaster • Accept that
all feelings
andreactions are
normal and valid
• Identify positive ways to
manage one’s emotions.
• Practice calming down
usinga diaphragmatic
breathing andthe 3C’s of
Feelings and Thoughts
 Be able to practice
reframing one’s self
The learner
distinguishesemotions that
they felt beforeand after the
peak of thepandemic by
fillingout/answering the table
andmakes reflective
activitiesabout managing
theiremotions and thoughts
The learner
demonstrates
anunderstanding of
identifyingand
addressing one’s
needs.
The learner creates a
list ofemergency
contact
numbersinformation,
fills out the needsform
table and
makesreflective
essays and
activitiesabout
identifying
andaddressing needs.
• Identify one’s current
needsand those of
one’s family
• Become aware of the
various institutions,
departments, and
centers present within
the school
environment or the
immediate community.
 Take note of the
important number
and information
regarding who to
approach for needs.
FRIDAY
The learner
demonstrates
anunderstanding of
identifyinghis/her
sources of strengths.
The learner
demonstrates
anunderstanding of
identifyinghis/her
sources of strengths.
The learner
expresses
his/herthoughts about
his/her sourceof
strength through
drawing, writing a
poem and
reflectiveessays
The learner expresses
his/herthoughts about
his/her sourceof
strength through
drawing, writing a poem
and reflectiveessays
• Identify personal,
social, andemotional
sources ofstrengths
during and in
theaftermath of
thedisaster/stressful
situation
 Identify your internal
and external
sources of strength.
• Identify personal,
social, andemotional
sources ofstrengths
during and in
theaftermath of
thedisaster/stressful
situation.
 Identify your internal
and external sources
of strength.
II. CONTENT
(Subject Matter)
III. Learning Resources
A.References
B. Materials
C. Strategies
Module I: Validating
Feelings and
Normalizing
Reactions
Module II on PFA: Calming
Down and Managing one’s
Emotions and Thoughts
Module III on PFA:
Identifying and
Addressing Needs
Module IV on PFA:
Sources of
Strengths
Module IV on PFA:
Sources of Strengths
Psychological First
Aid(PFA) Modules
Pen, paper, crayons,
scissors, ruler
Reflective
essays,demonstration,
groupsharing, lecture
method
Psychological First Aid(PFA)
Modules
Pen, paper, crayons, scissors,
ruler
Reflective essays,
lecturemethod, simulation
Psychological First
Aid(PFA) Modules
Pen, paper, crayons,
scissors, ruler
Reflective essays,
lecturemethod, inquirybasedlearning
Psychological First
Aid(PFA) Modules
Pen, paper, crayons,
scissors, ruler
Reflective essays,
lecturemethod,
inquirybasedlearning, poetry
writing
Psychological First
Aid(PFA) Modules
Pen, paper, crayons,
scissors, ruler
Levels of reflection
chart, KWLchart, reflect
and sketch,quotes in
songs
IV.PROCEDURES
CONDUCT OF PFA/MENTAL HEALTH AND PSYCHOLOGICAL SUPPORT SERVICES (MHPSS)
ACTIVITIES

Introduction
The teacher will ask
thelearners on what do
theyfeel now. The
teacher will listen to
the learners’
responses. The
teacher will then
explain to the learners
that they will be
accomplishing
modules that will let
them talk about their
experiences during the
months of lockdown
due to the pandemic or
maybe due to another
disaster such as
Typhoon Odette. The
aim of the activities of
the modules is to help
the learners feel better
as they are provided
with ways to react to
all the disruptions
caused by the
pandemic or the
The teacher will ask the
learners to remember the
routines and feelings that they
have during the past few
months of pandemic. Explain
to the learners that for this
session, the focus is on how
to manage their feelings.
PFA Module 2 p. 8
The teacher will ask
the learners about
what have been
discussed last session.
The teacher will
explain to the laerners
that since we have
already discussed
feelings, thoughts, and
how to accept and
reframe them. Today,
we will learn about
how to refer people in
need.
PFA Module 3 p.8
The teacher reviews
the topics discussed
for the past 3
sessions. Today, we
will focus on your
sources of strength.
PFA Module 4 p. 8
Learners will be given
tasks that they need to
accomplish at home.
The following tasks
should be submitted on
Monday the following
week.
 Using the levels of
reflection chart,
make a reflection on
what you have
learned on Module I:
Validating Feelings
and Normalizing
Reactions.
 Using the KWL chart,
make a reflection on
what you have
learned on Module II:
Calming Down and
Managing one’s
Emotions and
Thoughts

Activity
disaster. After they are
done answering all 4
modules, the learners
will need to submit
these modules back to
the teacher/adviser so
that the
teacher/adviser can
give them feedback on
the laerners’ answer.
PFA Module 1 p.8
Let the learners do the
first activity. Learners
will write toa friend
about the following:
1.During the months
and years of lockdown
due the peak of
COVID 19 cases and
after Typhoon Odette,
what were the 5
routines you did at
home? Number them
from 1-5, and write
them down on the front
part of your letter.
2. On the back page of
your letter, write to
your friend about your
feelings towards your
reactions or routines.
Once the learners are
done writing. Discuss
the information about
“Common Reactions of
Students to Stressful
Events”. Let the
learners compare their
feelings to the feelings
mentioned. Are there
commonalities? Were
there feelings that the
learners also felt?
K-W-L Chart
Topic:_____________
KNO
W
Let the learners do the “Catch
the Paper Ball” activity.
Instruct the learners to do the
following:
•Make a paper ball.
•Throw the ball upwards then
catch it.
Tell them:
•Imagine that what you are
catching are feelings. Those
were some of the feelings you
caught during the
lockdown/pandemic/disaster.
They are feelings of fear,
boredom, anxiety, etc. “
•Stop holding the ball for a
moment. You stare at the
paper ball. Hold it. Look at it.
Accept the feeling. Say to
yourself, “Yes, I was feeling
afraid.” Or “Yes, I was feeling
anxious.”
•” Catching your feelings, it is
always good to catch what
you are feeling. It is a normal
and valid feeling. It’s okay to
Not feel okay. But they are
real and true only as the not
so-normal situation that
triggers it.”
•” It is ok to not feel okay, in a
not-so-ok-situation like the
pandemic or any disaster. “
Let the learners do the
activity
“Saan Ka Pupunta?”
Let the learners fill in
the table below:
Instruct the learners to
place the list in their
homes where it would
be visible to all
members of your
household.
• Discuss the List of
Common Needs of
Survivors after a
Disaster or Pandemic
• Discuss the List of
Common Needs
During a Pandemic
and How to Access
Them
Let the learners do
the following:
• Draw a kite.
• Instruct and tell the
learners:
Just like a kite, you
too have what it
takes to fly. On each
part of the kite’s
diamond, kindly write
down what you think
are your sources of
strength. What
makes you strong
despite what you
have gone through
during the past few
months of pandemic?
Can you also identify
what or who acts like
the wind for you?
Who provides you
with support? Who or
what helps you soar?
On the areas outside
WHAT
LEARNED
REFLECT ‘N’ SKETCH
Sketch the learnings
and reflection you had
for Module III on PFA:
Identifying and
Addressing Needs
 Find a song where the
singer uses lyrics that
describe your what
you have learned on
Module IV on PFA:
Sources of Strengths
It does not need to be
a whole song but the
lyrics in a song.
Common Reactions
of Students to
Stressful Events
•feel a strong
responsibility to the
family.
•feel anxious brought
about by uncertainty of
the future.
•feel intense or
prolonged grief for not
being able to wake.
•may become selfabsorbed and feel selfpity. May experience
changes in their
relationships with other
people.
•may also start taking
risks, engage in selfdestructive behavior,
have avoidant
behavior, and become
aggressive.
•may experience major
shifts in their view of
the world accompanied
by a sense of
hopelessness about
the present and the
future.
•may become defiant
authorities and parents
while they start relying
on peers for socializing
through social media.
•may feel guilty and
anxious having been
separated from their
loved ones due to
lockdown.
PFA Module 1 pp. 9-10
•” Now, I want to invite you to
do some diaphragmatic
breathing.”
• Breathe in (Inhalation of Air).
A very slight pause before
you exhale. Breathe out
(exhalation of air). Breathe in
(inhalation of Air). A very
slight pause before you
inhale. Breathe out
(exhalation of air). Release all
the feelings.
•Check your Feelings Were
those feelings helpful to me?
You will probably answer with
both a yes and a no. That
means that some of your
feelings were helpful, but
others were not.
For instance, if you keep
feeling fearful, do you need to
stay in fear for long? How
helpful is fear to you? How
accurate or appropriate is the
feeling of anxiety, now? How
helpful is it to always be
worrying about things? While
thinking about this, breathe in
and Breathe out (5x).
•Change that Feeling In this
part, I want you to think of
something else to help you
feel better. This means that
you can replace that feeling.
Some feelings are productive
and useful while some may
be unproductive and useless.
It is because they are no
longer appropriate to the
situation. You have the power
to change your feelings by
actually changing your
thoughts about the feeling.
This process is called
REFRAMING. Where is the
• Fill out the Needs
Form
the kite, write down
the names of these
people or things that
act like the wind for
you. Take time to
color your drawing.
Below it, write a brief
explanation about
your sources of
strength and the
people and things
who act like the wind
to help you fly or
soar.
PFA Module 4 pp. 89

Analysis
The teacher will then
ask the learners about
the following:
1. What are the
common feeling/s
about the usual
routines of your
everydaylife?
2. What are your
shared human
experiences of Covid19 or of the disaster
that hit your town?
Are they similar? Are
they dissimilar? The
teacher will explain to
the learners that they
were not alone. They
can empathize with
each other. They
accept each other.
These are all normal
feelings to stressful
situations. Discuss the
Module I Handout:
When Terrible Things
Happen
• Positive and
negative reactions
that students can
experience during and
immediately after
crisis situations.
feeling coming from? Or, you
can ask, “Where is the ball
coming from?” Why did it hit
you? How do you manage
your feelings? You can
manage it by changing the
name of the ball into feelings
of gratefulness,
understanding, happiness,
and contentment. Breathe in.
Breathe out (5x)
Ask the learners on the
following guide questions and
have a group sharing.
1.What do you feel? What do
you think was the point of
Catching, Checking and
Changing your feelings?
2. What was the reason why
you had to reframe your
thoughts?
PFA Module 2 p. 9
Ask the learners on
the following guide
questions and have a
group sharing.
1.Why do you think it
is important for all of
you to learn about
whom you can go to
for your own needs
and the needs of
yourfamily?
2.Why do you think it
is important for you to
learn about whom
you can go to for
your own needs and
the needs of your
family?
PFA Module 3 p. 12
Ask the learners on
the following guide
questions and have a
group sharing.
What have you
realized about
yourself after drawing
the kite?
PFA Module 4 p. 10
•Common negative
reactions that may
continue
•Positive changes in
priorities, worldview,
and expectations
•When a Loved One
Dies, Common
Reactions
•What Helps
•What Helps
•What Helps?
•What Doesn’t Help
PFA Module 1 pp. 1013

Abstraction
•Ask the learners how
they feel now about
themselves after
knowing what they
were feeling or how
they were reacting was
similar to the one that
has been discussed.
Remind the learners
that their reactions to
stressful situations are
normal at the moment.
•Demonstrate the
breathing exercise for
relaxation.
PFA Module 1 p. 14

Application
Let the learners write
are flection about the
Instruct the learners the
following:
Use the columns below
labeled with the words
“Before” on one side and
“After” on the other side.
Under the Column Before,
write your feelings during the
pandemic/disaster.
Under the column After, write
your feelings at this very
moment, after going through
the Catch, Check and Change
Exercise.
BEFORE
(my feelings
during the
activity)
AFTER
(my feelings
after the
activity)
Instruct the learners to
answer the following
Ask the learners on the
following guide
questions and have a
group sharing. Think
about news reports
that showed how at
times, even these
linkages could not do
their responsibilities
efficiently.
Why do you think
these groups had a
hard time?
Can you also recall
some great or good
stories about how
other groups were able
to help you very well?
Ask the learners on
the following guide
questions and have a
group sharing. How
are you similar to the
kite? What are your
strengths as a
person?
PFA Module 4 p. 10
Let the learners write
a poem (with one
stanza and 4lines)
lesson by answering
the following:
•Today you learned
that our reactions to
the stressful events of
a pandemic or any
other form of disaster
were normal and valid.
How does this new
learning that my
reactions and feelings
toward Covid19/disaster were
normal after all help
me?
•How can you apply
this learning to your life
especially after
experiencing such a
pandemic?
Closure:
Let the learners read
their letters again. Let
them compare their
feelings now that they
know that those
feelings were normal
and valid. Let the
learners say to
themselves: “My
feelings are valid. My
reactions are normal.
My feelings and
reactions are valid and
normal.”
questions on a clean sheet of
paper:
1. How can you apply your
new found knowledge to your
daily life? After going through
the activity, I learned that the
feelings that ICAUGHT could
be…
2.After a while, I CHECKED
the feelings and realized that
I could…
3. And so I CHANGED my
feelings into the following:
Then ,tell yourself: The next
time when I experience
intense feelings, I would take
a deep breath 5X to calm
down, and then check,
change the feelings by
reframing my thoughts.
Closure:
As a way to close the
session, repeat this line to
yourself: “Emotions can be
caught (like in a ball),
checked (on helpfulness or
usefulness and accuracy)
and changed.”
about his/her sources
of strength.
Closure: Instruct the
learners:
Face the mirror, read
and recite out loud
the poem you have
written about your
sources of strength.
PFA Module 4 p. 10
PFA Module 2 pp. 10-11
PFA Module 1 p. 14
V. Remarks
Prepared by:
Checked and Reviewed by:
RIA BIONG-TARIPE
MARILOU A.
BECINA
Teacher
Principal II