lOMoARcPSD|16331998

Downloaded by Patrick Paraguya (patrick.paraguya@deped.gov.ph)

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LESSON PLAN
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LESSON PLAN
SUBJECT: PERSONALITY
DEVELOPMENT CORE SUBJECT

WEEK 2

I. Objective:
At the end of the lesson, the students should be able to:
a. Discuss that understanding stress and its sources during adolescence may
help in identifying ways to cope and have a healthy life.
b. Identify sources of one’s stresses and illustrate the effects of stress on
one’s system; and
c. Demonstrate personal ways of coping with stress for healthful living.

II. CONTENT: COPING WITH STRESS IN MIDDLE AND LATE ADOLESCENCE:

a. CONTENT STANDARD:
Stress and its sources, various stress response and coping strategies for
healthy living in middle and late adolescence.

b. PERFORMANCE STANDARD:
The learners shall be able to
• Identify personal ways of coping for healthy living.

c. LEARNING COMPETENCY:
The learners shall be able to
• Define stress.
• Demonstrate personal ways of coping with stress for healthy living. EsP-
pd11/12CS-If-5.3

d. LEARNING RESOURCES:
i. References
• Teachers Guide: p. 42-51.
• Learners Materials: p. 36-44
• Textbook: Vibal Group Inc., Perez, Personality Development, p.62-71 &
page 87.
ii. Other Learning Resources
• Visual Aid, Pictures, Cutting Letters, Cutting Words, Colored paper,
Cartolina, and Permanent marker

III. PROCEDURE
• Prayer
• Checking of Attendance

a. ENGAGE:
1. Ask the students how their day is going.
2. Perform and supervise a breathing yoga.
3. Process the thought and feelings of students after yoga using the following
questions.
a. Is there any difference in your body after doing yoga?
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b. Did the activity make you feel better physically?

b. PRESENTATION
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The teacher will be showing the class pictures and vectors showing stressors experience by adolescents.
1. Base on the picture shown to you. What would be our lesson for today?

2. Flash the word stress and let a volunteer define stress in their own word.

C. EXPLORE
❖ Group Activity – (Act Me Up) – Deepening of discussion sources and effects of stress.
The class will be divided into five (4) groups. Each group will have a representative to pick a
scene that they’re going to act. And they are going to show the difference stress experienced by an
adolescent as well as how they could possibly manage it (meeting or courting your crush, being
selected as a school representative for a debate for the first time, poverty, and family expectations.
The learners will be given 8 (eight) minutes to complete the task. Five (5) minutes to practice and the
remaining three (3) minutes is for the final performance.

❖ Group Activity- (Guessing Game) – Symptoms of stress in an individual.

The learners will be divided into (4) groups. Each group will be given an imaginary backpack
containing different symptoms of stress as manifested in the different aspect of a person. They will
be task to discuss for a minute and guess where these symptoms belong. After which, they will be
posting it on the fish bone chart posted on the blackboard which is divided into four (4) different
quadrants.
After the activity the teacher will process the thoughts of the students.

D. EXPLAIN
Show a flow chart connecting the source, symptoms and how to manage stress.

E. ELABORATE
1. What is Stress and how does it affect the life of an adolescent?
2. Why is it important to know your stressor and develop a coping mechanism?
3. Activity (Stress bing-o)
Have students walk around and find someone who participates in one of the activities
listed on the Bingo sheet. The student will then ask the person to sign his/her name in the
appropriate box. Try to find a different person for each activity. You may call out different types
of Bingo: straight line, diagonal line, all spaces filled out, etc. After a few minutes, end the
activity and ask the students how they found the activity. Was it stressful? How did they cope
with the stress? Debrief: Students may realize that most people cope with stress similarly.
F. EVALUATION
Direction: Indicate if the statement is TRUE or FALSE. Write the word True is the statement
is true and False if the statement is false.
1. Every person has her or his own coping style.
2. There are two types of stress, Eustress, and distress.
3. Body pains are physical symptoms of stress.
4. Stress is the reaction of the mind and body to an event that disturbs the
well-being, state of calm, or equilibrium of a person.
5. It is important to identify your stressors for you to be able to handle them.
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G. ASSIGNMENT

Make a list and draw all the emotions you feel during a good and bad day.
Prepared by:
PATRICK A. PARAGUYA
Teacher

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