School: Nueva Vida National High School Grade Level : 10

Teacher: JESSEL P. PALERMO Learning Area: MATH

Teaching
time and 6:45-7:00 AM Quarter: Day 1
date:
To meet the objectives, necessary procedures must be followed and if needed, additional lessons. Exercises and remedial activities may be
I. OBJECTIVES done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objective
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived fron the curriculum guides.

A. Content Standard
B. Performance
Standard
C. Learning The learners reflect on how to act differently or similar to different life situation.
Competencies/Objective
s Write the LC code for
each
Content is what the lesson is all about. It pertainings to the subject matter that the teacher aims to teach. In the CG, the content can be
takled in a week or two.
II. CONTENT
PHSYCOSOCIAL SUPPORT
List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure
III. LEARNING that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept
development.
RESOURCES
PHSYCOSOCIAL SUPPORT MANUAL AND LEARNING ACITIVITY
A. References
1. Teacher's Guide
Pages Page 9-10
2. Learner's Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resources
(LR) portal
B. Other Learning
Resources
These steps should be done across the week. Spread out out the activities appropriately so that the students will learn well. Always be
guided by demonstration of learning by the students which you can infer from formative assessement activities. Sustain learning
IV. PROCEDURES systematically by providing students with multiple ways to learn new things, practice their learning question their learning processes, and
draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.

Greeting: Warm greeting to the learners

ACTIVITY Check in:

1. How is everyone today?
2. Students show their emotions with the use of emoticons.

ENERGY CHECK Let students do a brief measuring of stress level from 0-10 with the use of the scale.

Get to know activity

SET GUIDELINES
Orientation of House Rules

Introduction to Psychosocial Support

Main Activity: “I AM ABLE TO ACKNOWLEDGE AND EXPRESS MY FEELINGS”.

MAIN ACTIVITY Refer on page 9-10 of Psychosocial support manual

Instruction:
Divide the learners in teams; you may have 2 or more teams depending on the size of the class.
Ask for a volunteer timer to keep the time 2 minutes per round of pantomime acting.
Each member of each team gets to pick and act out a situation for the other team. The other
team guesses.

 What is it like to act out various feelings?

 What did you learn about yourself as you reacted to different situations?
DISCUSSION GUIDE  What did you learn about your peer’s feelings in different situation?
 How can we support each other especially during the difficult times?
 WRAP UP DISCUSSION / ACTIVITY

Cite the importance of respect to others people’s feelings.

SYNTHESIS
Value the empathy and support of each other especially when learners experiencing difficulty.
Show support to learners, let them know that we are there for them as a friend.

Close the with an uplifting or grounding activity in a form of dance.

CLOSING Can’t stop the feeling dance video

Source: https://www.youtube.com/watch?v=TedYZ5hctAQ
NOTE THE RED FLAGS
If you notice any red flags and that someone needs extra care, follow the agreed on protocols for
reporting in the school for psychosocial support.

Prepared by: Checked by:

JESSEL P. PALERMO NELLIE L. OMISOL

Teacher I MT-I

Noted by:

BETTY G. CABANGON
Asst. Principal for Academics

Monitored by:

MARIA RHONDA D. LOBATON

Principal