lOMoARcPSD|17400660
DLL-Psycho-social - Lesson plan with activities in
Psychosocial support
General Psychology (University of Southern Mindanao)
Scan to open on Studocu
Studocu is not sponsored or endorsed by any college or university
Downloaded by Diana Valiente (diana.valiente@deped.gov.ph)
lOMoARcPSD|17400660
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
School: GINATILAN NATIONAL HIGH SCHOOL
JADE JIREH DELIGHT P. MONTERO
Teacher:
Teaching Dates and AUGUST 22-26, 2022 (WEEK 1)
Time:
MONDAY
TUESDAY
share experiences at home
to encourage language
development, selfexpression, and selfconfidence
develop healthy relationships
with peers, neighbor in the
community and imagine a bright
future for self
Mental Health and
Psycho-social Activities
Grade Level: 11
Mental Health and Psycho-
Learning Area: social Activities
Quarter: 1ST QUARTER
WEDNESDAY
THURSDAY
FRIDAY
create a book of their life in
the time of the COVID-19
pandemic
fantasize feelings and
empowed to make
changes in the future
given the overwhelming
effect of pandemic
able to relax for a feeling of
calm in the body
Mental Health and Psychosocial Activities
Mental Health and Psychosocial Activities
Mental Health and
Psycho-social Activities
Mental Health and
Psycho-social Activities
Psychosocial Support Pack
Psychosocial Support Pack
Psychosocial Support Pack
Psychosocial Support Pack
Psychosocial Support Pack
1. Greetings
2. Check in: How is
everybody today?
3. Use emoticon chart: Ask
what are their emotions.
4. Energizer
5. Setting of guidelines.
Let them know that since
they were learning from
home, it was a new
experience for everyone,
1. Greetings
2. Check in: How is everybody
today?
3. Use emoticon chart: Ask what
are their emotions.
4. Energizer
5. Setting of guidelines.
Assign the learners into groups of
4 or 5 and give them poster-board
or cardboard (large hard textured
paper), paper of different colors,
1. Greetings
2. Check in: How is everybody
today?
3. Use emoticon chart: Ask
what are their emotions.
4. Energizer
5. Setting of guidelines.
Provide the learners with paper
of different sizes, colors,
textures, etc. as well as
crayons, paints, glue, and other
1. Greetings
2. Check in: How is
everybody today?
3. Use emoticon chart: Ask
what are their emotions.
4. Energizer
5. Setting of guidelines.
Tell learners to pretend
they are a magician who
can do anything he or she
wants
1. Greetings
2. Check in: How is
everybody today?
3. Use emoticon chart: Ask
what are their emotions.
4. Energizer
5. Setting of guidelines.
Teacher invites learners to be
in a comfortable
seated position.
B.Performance Standards
C. Learning Competencies/ Objectives
Write the LC code for each
II. CONTENT
(Subject Matter)
III. Learning Resources
A.References
1.Teacher’s Guide Pages
2.Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from Learning
Resources (LR) Portal)
B.Other Learning Resources
IV.PROCEDURES
A.Review Previous Lessons
B. Establishing purpose for the Lesson
C. Presenting examples /instances of the new
lessons
Downloaded by Diana Valiente (diana.valiente@deped.gov.ph)
lOMoARcPSD|17400660
even for the teachers!
textures, and shapes, crayons,
paints, glue, cotton balls, and
other art supplies.
decorations. Also provide a
hole punch (if learners are very
young, the teacher should
assist them with its
use) and string for binding the
books.
D. Discussing new concepts and practicing
new skills #1.
Ask them how they felt
about learning at home and
who helped them?
Ask the learners what a
neighborhood is. Have a
conversation about all the things
that exist in a neighborhood
(places where people live, go to
school, buy groceries, park cars,
walk and play, have fun, etc.).
Introduce the theme of the
book - their lives during the
pandemic. Theymay talk about
one circumstance or the event
as a whole.
E. Discussing new concepts & practicing and
concern to new skills #2
Ask them to think about
what they want to share
about the object that helped
them feel better while
they were studying in a new
way from home.
Invite volunteers to come to
the front and share. Remind
classmates to listen to their
classmates’ story.
Ask the learners to create their
neighborhood (if the learners live
in different areas they can
combine elements from their
different areas).
Have the learners make their
own books (with or without
help from the teacher
depending on their age and
abilities).
After the learners are finished
constructing their neighborhoods.
Have the entire class walk around
to each neighborhood and ask
that group to show the class their
construction and explain the
various elements of their
neighborhood. During this
process, the teacher can ask
questions to expand the
conversation such as:
 What is the story of your
neighborhood?
 What is your favorite
part of the neighborhood
Have the learners sit in a circle
and ask if anyone would like to
share his/her book. Let each
learner (who shares) present
the book, share its title, and
explain it (either by
summarizing it or reading
through it and showing each
page).
F.Developing Mastery (Leads to Formative
Assesment 3
Downloaded by Diana Valiente (diana.valiente@deped.gov.ph)
Ask the magicians the
question: What would you
do to change the world
and make it a better
place? (This can be one,
two or however many
things. But even one will
suffice.)
Each learner will share
their answers. After that,
ask the class how they
would go making these
changes.
The teacher invites learners
to breathe gently, relaxing
their chest and shoulders as
they do so, and noticing how
their stomachs expand when
they inhale, and contract as
they exhale; they may even
want their learners to check
if they are breathing
correctly by putting their
hands on their bellies to
check.
Teacher reads the script in a
soothing, soft tone, giving
instructions gently and
slowly, to encourage
relaxation. Teacher needs to
keep eyes open.
After the activity, pupils will
be asked:
 How do you feel?
 How does your body
feel? What did you
notice about your
breath?
lOMoARcPSD|17400660



G. Finding Practical Applications of concepts
and skills in daily living
H. Making Generalizations & Abstractions
about the lessons
I.Evaluating Learning
V.REMARKS
VI. Reflection


Ask: What problems do we
usually encounter with our
friends or neighbors?
Remind the class that there
are different ways of coping
during different times.
People can bring us comfort,
e.g. their parents or
guardians, but sometimes
we can also find comfort
insmall things, and most of
all in each other as they
share stories.
Pupils will answer the
question:
Which is better, studying at
home or going to school?
J. Additional activities for application or
remediation
and why?
Who lives in your
neighborhood?
What can you do to
improve your
neighborhood?
What can you contribute
to your neighborhood?
Conduct a concluding discussion.
Conduct a lecture on different
ways to cope up with the
pandemic stress
Pupils will draw their school
community after COVID19”
focusing on specifically what they
believe the best learning
environment would be for them.
Pupils books will be evaluated
through a rubric.
Ask your learner to share his
/ her story with her mom
and dad and the rest of
thefamily.
Downloaded by Diana Valiente (diana.valiente@deped.gov.ph)
What do you think
about breathing?
How important is it?
Ask: What changes do you
like to have after the
COVID hit our world?
What realizations have
you made after seeing the
effect of the pandemic in
our community?
Ask: Why we need to relax?
How did you relax during the
stressful pandemic time?
Pupils will write their
reflection about the
activity
Pupils will list activities that
makes them relax.
Guide question: What
should you think needs to
be improved in our
community after the
pandemic affected many
lives?
Conduct a lecture on stress
management.
lOMoARcPSD|17400660
A.No. of learners who earned 80% in the
evaluation
B. No. of learners who requires additional
acts.for remediation who scored below 80%
C. Did the remedial lessons work? No. of
learners who caught up with the lessons
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which my
principal/supervisor can help me solve?
G. What innovations or localized materials did I
used/discover which I wish to share with other
teachers?
Prepared by:
Checked by:
Monitored by:
JADE JIREH DELIGHT P. MONTERO
Teacher I
DANIEL N. PANOLINO, MAED-ELM
School Head
_________________________________________________
Downloaded by Diana Valiente (diana.valiente@deped.gov.ph)