St.

John Paul II College of Davao

Ecoland Drive, Matina, Davao City

WEEKLY LESSON PLAN

This course makes senior high school
students aware of the developmental
Sub Code 7012D Subject Description stage that they are in, for them to
better understand themselves and the
significant people around them as they
make important career decisions as
adolescents.
Discuss that understanding stress and
Time 4:00 PM- Learning Competency its sources during adolescence may
5:00 PM help in identifying ways to cope and
have a healthful life;
Coping with Stress in Middle and Late
Credit Units Lesson Title Adolescence

At the end of the class, the students will be able to:

 Identify the type of stress and its sources.

I: Objectives
 Reflect the effect of stress on one’s system.
 Practice the healthy ways in coping with stress.

Topic:
Coping with Stress in Middle and Late Adolescence
Materials:
PowerPoint presentation, activity sheet, pen, manila paper, balloon, balloon
inflater, marker
II: Subject Matter References:
Boston Scientific Corporation (2017). The difference between distress and
eustress. Retrieved from https://www.painscale.com/article/the-
differencebetween-distress-and-eustress
The University of Regina (1998). What is stress? Retrieved from
https://www.uregina.ca/student/counselling/assets/docs/pdf/what-isstress.pdf
https://www.verywellmind.com/stress-and-health-3145086

I: LEARNING PROCEDURE
A. Preliminary Activities
A1- Prayer
A2- Greetings
A3- Attendance
A4- Classroom Management
B. Review:
The teacher will ask the following question to the students:
 Last time we have discussed the Developmental Stages in Middle and Late
Adolescence. Could someone tell me about the various developmental tasks of
middle and late adolescence?
 What are some ways to become a responsible adolescent prepared for adult life?

C. Lesson Proper
C1-Activity
Activity: “That Really Stressed Me Out”
 The teacher will provide the activity sheet
  Each student would will check each one that they’ve experienced within the last
year. Mark whether the situation led to good stress or bad stress.
 Have them cut the paper into 4 and put the pieces of paper inside the balloon.
Inflate the balloon, then pop the balloon using hands or feet.

C2-Analysis
Ask students the following questions:
 Did you have fun during this activity?
 What are your stressors?
 What will happen to you if you will not deal with your stressors?

C3-Abstraction
1. The students will have an activity. Divide the class into 4 and have each group discuss
the 3 healthy ways and 3 unhealthy ways in coping with stress and write it on manila
paper.

2. Each group will choose a representative to report on class.

3. The teacher will discuss the following:

 Definition of stress:
STRESS: It is an individual’s response to change in circumstance or to a
threatening situation
 Two (2) Types of Stress
 Distress – It is a negative stress that causes feelings of worry, fear, or
anxiety.
 Eustress - Positive stress, promote feelings of energy, focus, excitement, or
fulfillment.

C4-Application
The teacher will ask the students:
 Who can share about a stressful situation that you have experienced in school and
how did you handle it?
 What are some hobbies that will help you avoid stress?

II: EVALUATION
Instruction: Each student will make an inspiring poem about Stress Relief, minimum of 2
stanzas.

III: ASSIGNMENT
Instruction: Make a research and study about The Brain Dominance Theory. (Next
meeting’s topic)

Prepared by:
JESA MAY A. ALCANTARA
Pre-Service Teacher

Checked and Verified by:

Cooperating Teacher
MARY JO M. MAGHINAY