GRADE 6 School: SAN VICENTE ELEMENTARY SCHOOL Grade Level: VI

PSYCHOSOCIAL SUPPORT- Key

DAILY LESSON LOG
Teacher: ANNABELLE L. MATAT-EN Learning Area: Stage 2: Grade 6
1ST QUARTER- Self Awareness,
Self Expression, Psychosocial
Competency- Self Regulation,
Problem Solving, Self-
AUGUST 22-26, 2022 (WEEK 1) confidence, Self- compasssion
Teaching Dates and Time: 7:40 – 8:40 am Quarter: and Empathy

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Learners are invited to reflect on In this activity, learners will This activity will allow In this activity, learners Through this activity,
Activity Description how feelings can exist experience stress release learners to practice will revisit experiences learners will reflect
simultaneously and deepen their and practice self- problem solving and where they were proud of on themselves- their
self-awareness. regulation through an reflect on their own themselves and identify traits, abilities and
interactive activity that abilities, as well as the their strengths from those strengths, present
involves movement and resources and support experiences. lives and hopes for
imagination available to them as they the future.
face challenges.
I. Title FEELINGS CIRCLE BODY MIRROR CAMERA CONFIDENCE DRAWINGS TREE OF LIFE

II. Recovery Develop self-awareness, self Gain awareness of the self Foster self-awareness and Deepen self-awareness, Cultivate self-
Objective expression, self-understanding and the body, experience a sense of self-efficacy in appreciation for the self, compassion and
stress release, and practice problem solving. and self-confidence empathy, and
self-regulation and enhance self-
empathy. awareness
III. Learning Practice basic math and language, Practice following Practice problem solving, Exercise fine motor and Practice writing skills,
Objective: fine motor, and visual-spatial skills instructions; encourage creativity, and visual thinking skills, language and
gross motor development collaboration explore use of symbols, storytelling skills.
 and creative expression language, and story telling
IV. Materials  Paper  Two sheets of  Paper  ¼ sheet of
Needed:  Crayons paper for each of  Drawing manila paper
 Markers your learner materials(e.g. per learner,
 Boxes of various crayons, oil pastels alternatively,
sizes for each or markers) a sheet of
group to choose 8”x11”paper
from, depending is adequate as
on how they want well
to design their  Coloring
camera, 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.
V. Duration: 60 minutes 30 minutes 60 minutes 40 minutes 60 minutes

VI. Activity Space: Space for everyone to sit in a Indoors or outdoors with On the floor with enough Learners can work on In the classroom with
circle and work with paper on the enough space for space for each group to their desk enough space for all
ground or on a desk participants to spread out create their cameras as learners to lay their
in pairs well as draw on sheets of sheets on the
paper. ground, preferably in
 a large circle.
VII. Groupings: Individual work within a larger Pairs (groups of 2) Groups of 4 to 5 learners Large group or smaller One large group with
group groups depending on the instructions given
size of the class and the step by step
time available
VIII. Instructions:  Review the guidelines for  Review the  Review the  Remind your  Review the
your PSS session: be guidelines for your guidelines for your learners of the guidelines for
curious, be respectful, PSS session: be PSS session: be guidelines for your your PSS
listen, take turns, avoid curious, be curious, be PSS session: be session: be
judgement, everything respectful, listen, respectful, listen, curious, be curious, be
shared is confidential. take turns, avoid take turns, avoid respectful, listen, respectful,
 Ask learners if they have judgement, judgement, take turns, avoid listen, take
ever felt more than one everything shared everything shared judgement, turns, avoid
feeling at once. Share with is confidential. is confidential. everything shared judgement,
them that this is normal,  Ask learners if they is confidential. everything
especially after an have ever felt more shared is
experience of a disaster than one feeling at confidential.
and/or emergency once. Share with  The teacher
 To deal with hard feelings, them that this is begins the
tell them that it’s helpful normal, especially activity by
to stop from time to time, after an experience giving
and try to understand of a disaster and/or preliminary
which are the different emergency instructions.
feelings they are  To deal with hard “Today, we
experiencing. feelings, tell them will draw our
that it’s helpful to own Tree of
stop from time to Life. As you
time, and try to draw each
understand which part of your
are the different tree, starting
feelings they are with the
 experiencing. roots. I will
read
something to
you that
might give
you ideas
about 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 Mirroring is helpful for For learners with visual For learners with visual
impairments, instead of drawing learners with special impairments, this activity impairments, the activity
their feelings circle, learners can needs. It can build can be modified and re- can be modified and
use coins, blocks, or pebbles to coordination and motor titled on “Power Phrase”. turned into a song. Their
quantify how much they feel each skills. Instead of imagining a answers to the prompts
feeling. For example, learners may For learners with scene from the past in or statements can be
be given 10 coins/ blocks/ difficulties maintaining eye which they were able to weaved together into a
pebbles, and they can represent contact, use movements solve a problem they song. Learners are
30% of their feelings by assigning that will direct the encountered, let the encouraged to create
3 coins/blocks/pebbles to it. attention on middle to learners recall a phrase or their own tune and share
lower extremities of the a quote that reminds it with their classmates.
body. Focus on hands, them of their ability to get
arms, legs, and feet through their problems.
instead of looking directly Learners may share the
at faces. meanings of these quotes
to their classmates. If
 they do not have a quote
or phrase, invite the
learners to make their
own.
X. Wrap – Up Synthesis Questions and Points: Synthesis Questions and Synthesis Questions and Synthesis Questions and Synthesis Questions
Discussions  What did you discover Points: Points: Points: and Points:
Guide: 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
your feelings? 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 feel like the mirror of your challenges you about themselves yourself in the
to give your listening ears 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 your like about
your classmates? find a solution to positive your tree?
 What resources do you your current qualities/strengths  Looking at
have to deal with your problem? 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
classmates share trees? What
about themselves are they?
and their positive
qualities?
Thank the learners
for their hard work
and for sharing
their works.
XI. Key Message: It is important to identify your Our energy and how we Everyone has a capacity You are enough just the The Forest of Life
feelings in order to deal with regulate our bodies affects to find creative solutions way you are. While we shows that no two
them. You may feel a lot of others. Our stress can to challenging situations. make space for hard trees are exactly the
different feelings at the same become their stress. It’s Sometimes, it is helpful to feelings in our lives, it’s same. Each tree, like
time, and that is okay; they are important for us to pay look back at who and good to also remember each one of you, has
valid. When we feel difficult attention to how our what helped us solve that there are many its own story,
feelings, there are many different bodies feel. When we pay problems in the past. things to be proud of in capabilities, gifts and
ways to help yourself feel better attention to ourselves and These do not only remind our lives as well. It is good potential. Being more
about difficult feelings. Some of our bodies, we are able to us of our own abilities to otice all the good aware about the
the things that can help us deal be present to others in an and strengths, but also things about yourself, good things about
with them include: sharing your honest and supportive the resources and including the things you yourself helps build
stories with a trusted friend or way. support available to us. love and the people who self-compassion,
adult, singing a song, taking a love you. Bringing these especially when we
walk, taking a nap, or exercising. It into awareness helps fell down or
is important to share uplifting build self-confidence. challenged. Knowing
feelings as well; its’ one way to and using our
support others and build abilities, as well as
friendships. the support we have
in our lives also helps
us shape our future.
XII. Follow-Up Let your learners’ parents or Share this activity with Let the parents know Let parents know you did
Activity and guardians know that you’re parents and ask them to about the activity and this activity and invite
 For Follow Up at exploring feelings this week. replicate the “game” at encourage them to learners to take their
Home Remind them, as they do the home. They can do this brainstorm with their work home and share it
following activity, to set guidelines also via exercise. If the children some simple with their parents.
that they will listen to each one parent exercises, they can steps towards problem
after they share, for opening up ask their learners/ sons to solving. These can include
about their feelings. If others join them and do the taking deep breaths in a
don’t want to share, it’s okay. same. All of this helps with challenging situation,
regulation and body asking for help, or
awareness. considering helpful
solutions from past
experiences.
XIII. Notes Share with your learners that they Observe the learners It would be helpful
can use this at different points in closely as they bring to to prepare extra
their week, or month as a check-in mind a challenges they’re sheets of paper in
and that it will most likely change currently facing. After case any of the
and look a little different each they draw their pictures, learners would need
time. consider doing one of the more space to draw
relaxation and self- during the activity.
regulation activities listed
in the Annex.
Prepared by:

ANNABELLE L. MATAT-EN
Teacher
Checked by:

JANET K. DAGDAGEN
Master Teacher II WILMA S. BITENG, EdD.
Principal II