DLL-1ST WEEK Psychosocial

GRADE 11 School Zaragoza National High Grade 11 Section STEM -LAVOISIER
DAILY School
LESSON PLAN
Date August 22, 2022 Subject Psychosocial Support Time 2:00-3:00 pm
Aid
Week 1 Quarter 1 Semester 1st Semester
LEARNING COMPETENCY Psychosocial Competency: Self-awareness and Self-expression
I. OBJECTIVES Recovery Objective: Develop self-awareness, self-expression, and empathy towards others.
Learning Objective: Practice language skills, storytelling and acting skills, conceptual skills and
explore creativity.
II. CONTENT
A. Subject Matter Making Mask
Psychosocial Aid Teachers Guide
B. References
Laptop, PowerPoint, Paper plates or paper, string or rubber bands, glue, scissors, coloring
C. Materials materials and other assorted materials (e.g. buttons, feathers, ribbons, colored paper etc.) to
decorate their masks with different design that will represent their feelings.
III. PROCEDURES
A. Daily Routine Prayer, checking of attendance, classroom management
B. Review Preparational of Emotional Space:
Using Emotion Chart
To take the activity further: ask each one to mimic each feeling, or to show the feeling
they’re feeling in the moment by making that specific facial reaction at the same time.
You can count: one, two, three - then have each one shows their emotion through
their facial expression
C. Dev. of Lesson Ask the learners to create masks using the paper plates or paper. They can use any shape for the
1. Motivation mask that they want. The mask can be an eye mask, or a full-face mask. Remind learners to cut
holes for the eyes, and for the mouth if it is a full-face mask. Make a small slit on the sides of the
masks, and attach a piece of string or rubber bands, so that the mask can be worn. A template for
the mask can be provided so that the learners can prepare this at home.
2. Presentation/ Teacher tells the class we are exploring our feelings for today. Ask the learners if they have ever felt
Pre Activity more than one feeling at a time. Share with them that this is normal, especially in the time of a
pandemic or disaster, and other transitions we might be going through. It is also normal for us to
feel more comfortable sharing only some of our feelings to others and keeping certain emotions to
ourselves.
3. Activity In order to deal with these feelings, tell them that it would first be helpful to identify and name them.
1. Ask the learners to think about all the feelings they have today, recognizing that most people feel
multiple feelings at the same time. List down these different emotions on a piece of paper.
2. Ask the learners to think about which feelings on the list they are comfortable sharing with others.
Then, ask them to draw and decorate the front of their masks to represent these feelings.
3. After, ask the learners to flip their masks and draw/decorate on its inside to represent the feelings
which they would rather keep to themselves. Once they finish, invite them to share their mask and
why/how it represents their feelings for the day. Give learners the option to choose whether they
would like to talk about both sides of the mask or the front side.
4. Post Activity WRAP-UP DISCUSSION GUIDE: SYNTHESIS QUESTIONS AND POINTS:
1. What was it like to draw your feelings on your masks?
2. What do you notice about the feelings on the front and on the inside of your mask? What
difference did you feel while you were decorating the front part of your mask, compared to the back
part of your mask?
3. What feelings did we see in our masks today? Do you notice any similarities / common
emotions? What was it like to see your classmates’ masks?
4. What was it like wearing your mask and acting out your feelings? (if role plays were done) What
would help you feel safe to tell others about how you feel?
5. Application In asking learners to reflect on the feelings on either side of their masks, allow them to describe
what they notice about the feelings in general. Learners may choose to name the feelings on the
inside of the mask only if they are ready. If they are uncomfortable with sharing, do not force them
but rather assure them that it’s okay not to share, and that the space is safe.
D. Generalization Reflect on the given activity.
How can you describe “positive” and “negative” feelings.
E. EVALUATION *Psychosocial Aid is not ended to measure the student’s intelligence.
IV. Agreement
(follow DepEd Memo No. 392 s.
2010)
V. REMARKS
The students began to recognize that everyone experiences both pleasant and unpleasant feelings.
VI. REFLECTION That feelings provide us information so we can better take action.
Prepared by: Checked by: Noted by:
DIANNE MAE G. DAGA JENNY F. BADUA GLENN C. COLOMA ANGELITA L. DELA FUENTE
Teacher II Master Teacher II Assistant School Principal II School Principal IV
GRADE 11 School Zaragoza National High Grade 11 Section STEM 11- Mendeleev
DAILY School
LESSON PLAN
Date August 23, 2022 Subject Student’s Orientation Time 8:30-9:30 am
LEARNING COMPETENCY
I. OBJECTIVES 1. To introduce the School Head, Faculty and non-teaching personnel to the students.
2. To orient the students on the different school policies.
3. To conduct a Classroom Students Officers Election
4. To discuss the different agenda regarding the teaching and learning process
5. To cater questions intended to clarify about the said agenda.
II. CONTENT
A. Subject Matter Student’s Orientation
B. References
C. Materials Laptop, PowerPoint Presentation

III. PROCEDURES
B. Review
C. Dev. of Lesson
1. Motivation
2. Presentation/
Pre Activity
3. Activity 1. Introduction of the School Head, Faculty and non-teaching personnel to the students.
2. Explanation about the different school policies.
3. Election of Students Classroom Officers
3. Discussion about the different agenda regarding the teaching and learning process
4. Post Activity Cater questions intended to clarify about the said agenda.
5. Application
D. Generalization
E. EVALUATION
IV. Agreement
2010)
V. REMARKS
The student’s orientation promotes awareness about the school policies and began to familiarize
VI. REFLECTION the persons involve in the school and it widen their understanding about the teaching and learning
process for the whole school year.
DIANNE MAE G. DAGA JENNIFER F. BADUA PEÑAFLOR U. BUENDIA GLENN C. COLOMA ANGELITA L. DELA FUENTE
Teacher II Master Teacher II Assistant School Principal Assistant School Principal II School Principal IV
GRADE 11 School Zaragoza National High Grade 11 Section ABM-TAYLOR
DAILY School
LESSON PLAN
Date August 24, 2022 Subject Psychosocial Support Time 10:50-11:50 am
Aid
LEARNING COMPETENCY Psychosocial Competency: Problem Solving
I. OBJECTIVES Recovery Objective: Practice self-awareness, self-compassion, and empathy; develop

perseverance
Learning Objective: Exercise skills in listening, analyzing situations, and creative expression.
II. CONTENT
A. Subject Matter We Can Work It Out
B. References
C. Materials Laptop, PowerPoint, Colored papers (If none, use any paper) and Writing materials
III. PROCEDURES
B. Review
C. Dev. of Lesson Create notecards by cutting out papers (colored or not colored) into pieces. The cutouts or
1. Motivation notecards must be large enough for learners to be able to write a sentence or two.
2. Presentation/ Review the guidelines for your PSS session: be curious, be respectful, listen, take turns, avoid
Pre Activity judgment, everything shared is confidential
3. Activity 1. Distribute 3 to 5 paper cutouts or notecards to each learner.
2. In the piece of paper, ask your learners to reflect and write their answers to the question:
What do you find most challenging about school and learning? (Limit the scenario to
school or learning-related challenges only)
3. Learners should write 1 answer per card. Ensure that learners reflect first about their
answers, before writing them down. This will help them prioritize by being more attuned to
their thoughts and feelings.
4. Give the learners time to finish writing.
5. After, divide the learners into groups. In their own groups, ask for volunteers to share what
they have written. Remind the class about creating safe spaces for each other. No one is
forced to share. As the sharing happens, go around the classroom and observe. Check if
there are groups that will need assistance, or learners who will need support.
6. After the small group sharing, ask the learners to identify a common challenge they found
amongst each other.
7. Invite your learners to brainstorm on a solution to that common challenge. Remind the
learners that solutions do not have to be big gestures; solutions can come from small steps
that can create a bigger impact eventually.
8. If learners did not find any common challenges, ask the group to identify a priority
challenge that they would like to solve together.
9. After coming up with an idea for the solution to their challenge, instruct the learners that
they will role play the scenario from challenge to resolution. Give time for them to plan and
remind the groups to assign roles to each member.
10. When they are ready, let each group present their role play and then ask the larger group
for comments, or other ideas on how to solve the issue.
4. Post Activity SYNTHESIS QUESTIONS AND POINTS:

1. What was it like to be able to write down your challenges on a sheet of paper?
2. How was the experience communicating with your peers and sharing about a challenge you are
experiencing in school? How was it like to hear the challenges of your peers?
3. How does working together solve problems? What do you think about the problem-solving steps?
4. How would these help you in your daily life?
5. Application Communication and determination are key skills in problem solving. We find that when we express
the challenges we experience, we are not often alone, and that there will be people who will help
out.
Discuss some suggested solutions on how to solve certain school challenges.
IV. Agreement Let the learners share their experiences with their parents and/or guardians. Through the sharing,
2010)
the parents and/or guardians can get to know them better and support them through their problems.
V. REMARKS
VI. REFLECTION CLASSES ARE SUSPEND DUE TO THE TYPHOON.
DIANNE MAE G. DAGA JENNIFER F. BADUA PEÑAFLOR U. BUENDIA GLENN C. COLOMA ANGELITA L. DELA FUENTE
GRADE 11 School Zaragoza National High Grade 11 Section ABM-WEBER
DAILY School
LESSON PLAN
Aid
LEARNING COMPETENCY Psychosocial Competency: Self-confidence
I. OBJECTIVES Recovery Objective: Exercise self-awareness, self-expression, empathy, perseverance, and hopeful
thinking.
Learning Objective: Practice visual-spatial, conceptual, fine motor, language, math, problem
solving, and listening skills; develop sense of imagination, collaboration, and cooperation
II. CONTENT
A. Subject Matter Build your neighborhood
B. References
Laptop, PowerPoint, A large piece of cardboard to serve as a stable base for their community, or a
sheet of flip chart paper; recycled materials such as empty boxes, natural materials (e.g. leaves,
C. Materials
seeds, etc.) and other assorted supplies, ribbons, old newspapers, glue, tape, scissors, paint
crayons, modeling clay, etc
III. PROCEDURES
B. Review
C. Dev. of Lesson
1. Motivation
Pre Activity judgment, everything shared is confidential.
3. Activity 1. Assign the learners into groups of 4 or 5 and give them poster-board or cardboard (large
hard textured paper), paper of different colors, textures, and shapes, crayons, paints, glue,
cotton balls, and other art supplies.
2. 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.)
3. Ask the learners to create their neighborhood (if the learners live in different areas they
can combine elements from their different areas).
4. 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 and why?
 Who lives in your neighborhood?
 What can you do to improve your neighborhood? What can you contribute to your
neighborhood?

1. What was your favorite part in the process of building your neighborhood? While observing, what
were your favorite parts from your classmates' works?
2. What is your best hope for your neighborhood?
3. What can you do to improve your neighborhood? Now that you are in senior high school, you
have chosen tracks that will pave the way for your future.
5. Application Through your chosen career tracks, how do you think you can contribute to your neighborhood or
community?
How can you contribute to your community?
Ask learners to imagine what they might be able to do at home to help their parents or their
IV. Agreement guardians. Encourage them to share this with their parents/guardians. Inform the parents and
2010)
encourage them to listen openly as we are trying to strengthen the sense of agency/capacity in their
learners.
V. REMARKS
The students began to realize that they can create change and contribute meaningfully to them
VI. REFLECTION neighborhood or community, even with the smallest actions.
CAROL B. CINENSE JENNIFER F. BADUA PEÑAFLOR U. BUENDIA GLENN C. COLOMA ANGELITA L. DELA FUENTE
GRADE 11 School Zaragoza National High Grade 11 Section GAS 11-
DAILY School MACHIAVELLI
LESSON PLAN
Date August 26, 2022 Subject Psychosocial Support Time 7:30-8:30am
Aid
LEARNING COMPETENCY Psychosocial Competency: Self-confidence
I. OBJECTIVES Recovery Objective: Exercise self-awareness, self-expression, empathy, perseverance, and hopeful
thinking.
Learning Objective: Practice visual-spatial, conceptual, fine motor, language, math, problem
solving, and listening skills; develop sense of imagination, collaboration, and cooperation
II. CONTENT
A. Subject Matter Build your neighborhood
B. References
Laptop, PowerPoint, A large piece of cardboard to serve as a stable base for their community, or a
sheet of flip chart paper; recycled materials such as empty boxes, natural materials (e.g. leaves,
C. Materials
seeds, etc.) and other assorted supplies, ribbons, old newspapers, glue, tape, scissors, paint
crayons, modeling clay, etc
III. PROCEDURES
E. Daily Routine Prayer, checking of attendance, classroom management
F. Review
G. Dev. of Lesson
1. Motivation
3. Activity 5. Assign the learners into groups of 4 or 5 and give them poster-board or cardboard (large
hard textured paper), paper of different colors, textures, and shapes, crayons, paints, glue,
cotton balls, and other art supplies.
6. 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.)
7. Ask the learners to create their neighborhood (if the learners live in different areas they
can combine elements from their different areas).
8. 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 and why?
 Who lives in your neighborhood?
 What can you do to improve your neighborhood? What can you contribute to your
neighborhood?

1. What was your favorite part in the process of building your neighborhood? While observing, what
were your favorite parts from your classmates' works?
2. What is your best hope for your neighborhood?
3. What can you do to improve your neighborhood? Now that you are in senior high school, you
have chosen tracks that will pave the way for your future.
5. Application Through your chosen career tracks, how do you think you can contribute to your neighborhood or
community?
H. Generalization Reflect on the given activity.
How can you contribute to your community?
Ask learners to imagine what they might be able to do at home to help their parents or their
IV. Agreement guardians. Encourage them to share this with their parents/guardians. Inform the parents and
2010)
encourage them to listen openly as we are trying to strengthen the sense of agency/capacity in their
learners.
V. REMARKS
VI. REFLECTION
DIANNE MAE G.DAGA JENNIFER F. BADUA PEÑAFLOR U. BUENDIA GLENN C. COLOMA ANGELITA L. DELA FUENTE
DAILY School
LESSON PLAN
Date August 26, 2022 Subject Psychosocial Support Time 7:30-8:30am
Aid
LEARNING COMPETENCY Psychosocial Competency: Self-regulation
I. OBJECTIVES Recovery Objective: Develop self-awareness, self-expression, self-understanding and empathy

Learning Objective: Practice language, reading, listening, and problem-solving skills; develop
creative thinking and expression
II. CONTENT
A. Subject Matter Bag of Feelings
B. References
C. Materials Laptop, PowerPoint, A sheet of paper for each of your learners

III. PROCEDURES
I. Daily Routine Prayer, checking of attendance, classroom management
J. Review
K. Dev. of Lesson Bring 1-2 large bags (plastic or cloth) that can hold crumpled paper that you can hang on the door
1. Motivation of your classroom, or a box or container (e.g., a recycled cardboard box) that can hold crumpled
paper from each learner. This activity will explore the problems of learners. Should problems
concerning child rights and child protection (i.e., violence against children) arise during the activity,
the teacher must work with the school’s guidance counselor or advocate and be able to refer the
learner to the appropriate and available local institutions for reporting incidents of violence against
children (e.g., barangay, local police, local women and child protection unit, etc.), and seek advice
for proper next steps.
3. Activity 1. Ask learners to write on a sheet of paper a problem they are carrying with them from the
time of COVID-19. Ask them not to put their names on their sheet.
2. Ask them to crumple the sheet of paper and throw their paper to the front of the room or
shoot it in the box you prepared. Create a pile or use the box.
3. Ask each learner to come to the front and read one problem of their classmate by picking a
random crumpled paper from the box.
4. Remind classmates to listen attentively to their peers’ concerns.
5. Then collect all the papers and put them in the plastic / cloth bags. Hang them on the
classroom door. Tell learners that every time they enter class from here on, they can leave
their problems at the door.
6. Empty the bags after class and then keep the bag at the door for the next day.

1. Why do you think it was important that I asked you not to write your names on your sheet of
paper? 2. What is the importance of keeping a safe space in our class?
3. How did it feel like to share your problems by writing them down?
4. What was it like to hear about your classmates’ problems?
5. How do you feel knowing what your classmates are going through?
6. What can you do to support each other now that you know what your classmates are going
through?
7. If you were to create a slogan for the class after what you’ve heard, what would it be? Gather
suggestions then decide on one.
5. Application Stand in a large circle. Have each learner touch his or her elbow to their classmate on the right and
the left. Then do the butterfly hug (details provided in the Annex) and guide the class to thank
themselves for being brave enough to share their problem. End with each learner giving the feelings
clap (waving to each classmate in the circle with their wiggly fingers)
L. Generalization Reflect on the given activity.
How can do you handle the problems on your life?
IV. Agreement Let the parents’ learners know that you have a bag that you hang on your classroom door where
(follow DepEd Memo No. 392 s. learners can drop crumpled paper containing their problems. It may be helpful for all family
2010) members to do something similar at home.
V. REMARKS
The students began to realize that they all carry different problems, and all our problems are valid.
Problems exist because they are also opportunities for growth. With belief in ourselves and support
VI. REFLECTION from others, we can get through our problems.
GRADE 11 School Zaragoza National High Grade 11 Section GAS - MACHIAVELLI
DAILY School
LESSON PLAN
Aid
LEARNING COMPETENCY Psychosocial Competency: Self-awareness and Self-expression
I. OBJECTIVES Recovery Objective: Develop self-awareness, self-expression, and empathy towards others.
Learning Objective: Practice language skills, storytelling and acting skills, conceptual skills and
explore creativity.
II. CONTENT
A. Subject Matter Making Mask
B. References
Laptop, PowerPoint, Paper plates or paper, string or rubber bands, glue, scissors, coloring
C. Materials materials and other assorted materials (e.g. buttons, feathers, ribbons, colored paper etc.) to
decorate their masks with different design that will represent their feelings.
III. PROCEDURES
B. Review Preparational of Emotional Space:
Using Emotion Chart
To take the activity further: ask each one to mimic each feeling, or to show the feeling
they’re feeling in the moment by making that specific facial reaction at the same time.
You can count: one, two, three - then have each one shows their emotion through
their facial expression
C. Dev. of Lesson Ask the learners to create masks using the paper plates or paper. They can use any shape for the
1. Motivation mask that they want. The mask can be an eye mask, or a full-face mask. Remind learners to cut
holes for the eyes, and for the mouth if it is a full-face mask. Make a small slit on the sides of the
masks, and attach a piece of string or rubber bands, so that the mask can be worn. A template for
the mask can be provided so that the learners can prepare this at home.
2. Presentation/ Teacher tells the class we are exploring our feelings for today. Ask the learners if they have ever felt
Pre Activity more than one feeling at a time. Share with them that this is normal, especially in the time of a
pandemic or disaster, and other transitions we might be going through. It is also normal for us to
feel more comfortable sharing only some of our feelings to others and keeping certain emotions to
ourselves.
3. Activity In order to deal with these feelings, tell them that it would first be helpful to identify and name them.
1. Ask the learners to think about all the feelings they have today, recognizing that most people feel
multiple feelings at the same time. List down these different emotions on a piece of paper.
2. Ask the learners to think about which feelings on the list they are comfortable sharing with others.
Then, ask them to draw and decorate the front of their masks to represent these feelings.
3. After, ask the learners to flip their masks and draw/decorate on its inside to represent the feelings
which they would rather keep to themselves. Once they finish, invite them to share their mask and
why/how it represents their feelings for the day. Give learners the option to choose whether they
would like to talk about both sides of the mask or the front side.
1. What was it like to draw your feelings on your masks?
2. What do you notice about the feelings on the front and on the inside of your mask? What
difference did you feel while you were decorating the front part of your mask, compared to the back
part of your mask?
3. What feelings did we see in our masks today? Do you notice any similarities / common
emotions? What was it like to see your classmates’ masks?
4. What was it like wearing your mask and acting out your feelings? (if role plays were done) What
would help you feel safe to tell others about how you feel?
5. Application In asking learners to reflect on the feelings on either side of their masks, allow them to describe
what they notice about the feelings in general. Learners may choose to name the feelings on the
inside of the mask only if they are ready. If they are uncomfortable with sharing, do not force them
but rather assure them that it’s okay not to share, and that the space is safe.
How can you describe “positive” and “negative” feelings.
IV. Agreement
2010)
V. REMARKS
The students began to recognize that everyone experiences both pleasant and unpleasant feelings.
VI. REFLECTION That feelings provide us information so we can better take action.
DIANNE MAE G. DAGA JENNY F. BADUA GLENN C. COLOMA ANGELITA L. DELA FUENTE
Teacher II Master Teacher II Assistant School Principal II School Principal IV
DAILY School
LESSON PLAN
Date August 26, 2022 Subject Parents and Time 1-3pm
Teachers Meeting
LEARNING COMPETENCY
I. OBJECTIVES
1. To orient the parents on the different school policies that their students should follow.
3. To discuss matters about the teaching and learning Process (schedule, subjects, etc. of their
students)
4. To conduct PTA election of officers
5. To discuss about some project proposal (Television, TV bracket, Fixation of Chairs, Podium and
Bulletin Board)
5. To cater questions intended to clarify about the said agenda.
II. CONTENT
A. Subject Matter Parents and Teachers Meeting
B. References
C. Materials Laptop, PowerPoint Presentation

III. PROCEDURES
A. Daily Routine Prayer, checking of attendance
B. Review
C. Dev. of Lesson
1. Motivation
2. Presentation/
Pre Activity
3. Activity 1. Orientation of the parents on the different school policies that their students should follow.
3. Discussion of the different matters about the teaching and learning Process (schedule, subjects,
etc. of their students)
4. PTA election of officers
5. Project proposal (Television, TV bracket, Fixation of Chairs, Podium and Bulletin Board)
4. Post Activity Cater questions intended to clarify about the said agenda.
5. Application
D. Generalization
E. EVALUATION
IV. Agreement
2010)
V. REMARKS
VI. REFLECTION

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GRADE 11 School Zaragoza National High Grade 11 Section STEM -LAVOISIER

LEARNING COMPETENCY Psychosocial Competency: Self-awareness and Self-expression

Prepared by: Checked by: Noted by:

C. Materials Laptop, PowerPoint Presentation

Prepared by: Checked by: Noted by:

LEARNING COMPETENCY Psychosocial Competency: Problem Solving

I. OBJECTIVES Recovery Objective: Practice self-awareness, self-compassion, and empathy; develop

4. Post Activity SYNTHESIS QUESTIONS AND POINTS:

Prepared by: Checked by: Noted by:

LEARNING COMPETENCY Psychosocial Competency: Self-confidence

4. Post Activity WRAP-UP DISCUSSION GUIDE: SYNTHESIS QUESTIONS AND POINTS:

Prepared by: Checked by: Noted by:

LEARNING COMPETENCY Psychosocial Competency: Self-confidence

4. Post Activity WRAP-UP DISCUSSION GUIDE: SYNTHESIS QUESTIONS AND POINTS:

Prepared by: Checked by: Noted by:

LEARNING COMPETENCY Psychosocial Competency: Self-regulation

I. OBJECTIVES Recovery Objective: Develop self-awareness, self-expression, self-understanding and empathy

C. Materials Laptop, PowerPoint, A sheet of paper for each of your learners

4. Post Activity WRAP-UP DISCUSSION GUIDE: SYNTHESIS QUESTIONS AND POINTS:

Prepared by: Checked by: Noted by:

LEARNING COMPETENCY Psychosocial Competency: Self-awareness and Self-expression

Prepared by: Checked by: Noted by:

C. Materials Laptop, PowerPoint Presentation

Prepared by: Checked by: Noted by:

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