GRADE 6 School: ASPANG ELEMENTARY SCHOOL Grade Level: VI

Teacher: ANALYN W. CALABROSO Learning Area: PSYCHOSOCIAL SUPPORT- Key Stage 2: Grade 6
DAILY LESSON LOG
Teaching Dates and 1ST QUARTER- Self Awareness, Self-Expression, Psychosocial Competency- Self
Time: AUGUST 22-26, 2022 (WEEK 1) Quarter: Regulation, Problem Solving, Self-confidence, Self- compassion and Empathy

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

This activity will allow
In this activity, learners will Through this activity,
learners to practice In this activity, learners
experience stress release learners will reflect
Learners are invited to reflect on problem solving and will revisit experiences
and practice self- on themselves- their
how feelings can exist reflect on their own where they were proud of
Activity Description regulation through an traits, abilities and
simultaneously and deepen their abilities, as well as the themselves and identify
interactive activity that strengths, present
self-awareness. resources and support their strengths from those
involves movement and lives and hopes for
available to them as they experiences.
imagination the future.
face challenges.
I. Title FEELINGS CIRCLE BODY MIRROR CAMERA CONFIDENCE DRAWINGS TREE OF LIFE
Gain awareness of the self Cultivate self-
II. Recovery and the body, experience Foster self-awareness and Deepen self-awareness, compassion and
Develop self-awareness, self-
Objective stress release, and practice a sense of self-efficacy in appreciation for the self, empathy, and
expression, self-understanding
self-regulation and problem solving. and self-confidence enhance self-
empathy. awareness
Practice following Exercise fine motor and
Practice problem solving, Practice writing skills,
III. Learning Practice basic math and language, instructions; encourage visual thinking skills,
creativity, and language and
Objective: fine motor, and visual-spatial skills gross motor development explore use of symbols,
collaboration 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,
a sheet of
 sizes for each
group to choose
from, depending
on how they want
to design their
cameras,
alternately,
teachers may ask 8”x11”paper
learners to bring is adequate as
the boxes by or markers) well
group  Coloring
 Coloring materials, 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
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
VI. Activity Space: 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.
Individual work within a larger Pairs (groups of 2) Groups of 4 to 5 learners Large group or smaller One large group with
VII. Groupings: 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

For learners with visual
impairments, instead of drawing
their feelings circle, learners can
use coins, blocks, or pebbles to
quantify how much they feel each
feeling. For example, learners may
be given 10 coins/ blocks/
pebbles, and they can represent
30% of their feelings by assigning
IX. Modifications: 3 coins/blocks/pebbles to it.
X. Wrap – Up Synthesis Questions and Points:
Mirroring is helpful for
learners with special
needs. It can build
coordination and motor
skills.
For learners with
difficulties maintaining eye
contact, use movements
that will direct the
attention on middle to
lower extremities of the
body. Focus on hands,
arms, legs, and feet
instead of looking directly
at faces.
Synthesis Questions and
For learners with visual
impairments, this activity
can be modified and re-
titled on “Power Phrase”.
Instead of imagining a
scene from the past in
which they were able to
solve a problem they
encountered, let the
learners recall a phrase or
a quote that reminds
them of their ability to get
through their problems.
Learners may share the
meanings of these quotes
to their classmates. If
they do not have a quote
or phrase, invite the
learners to make their
own.
Synthesis Questions and
your ideas
about what
you want to
include in
your drawing.
Feel free to
add words as
well as images
to your Tree
of Life.
For learners with visual
impairments, the activity
can be modified and
turned into a song. Their
answers to the prompts
or statements can be
weaved together into a
song. Learners are
encouraged to create
their own tune and share
it with their classmates.
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?

XI. Key Message: It is important to identify your
feelings in order to deal with
them. You may feel a lot of
different feelings at the same
time, and that is okay; they are
valid. When we feel difficult
feelings, there are many different
ways to help yourself feel better
about difficult feelings. Some of
the things that can help us deal
with them include: sharing your
stories with a trusted friend or
adult, singing a song, taking a
walk, taking a nap, or exercising. It
is important to share uplifting
feelings as well; its’ one way to
support others and build
friendships.
XII. Follow-Up Let your learners’ parents or
Activity and guardians know that you’re
For Follow Up at exploring feelings this week.
Remind them, as they do the
Home
following activity, to set guidelines
that they will listen to each one
after they share, for opening up
Our energy and how we
regulate our bodies affects
others. Our stress can
become their stress. It’s
important for us to pay
attention to how our
bodies feel. When we pay
attention to ourselves and
our bodies, we are able to
be present to others in an
honest and supportive
way.
Share this activity with
parents and ask them to
replicate the “game” at
home. They can do this
also via exercise. If the
parent exercises, they can
ask their learners/ sons to
Everyone has a capacity
to find creative solutions
to challenging situations.
Sometimes, it is helpful to
look back at who and
what helped us solve
problems in the past.
These do not only remind
us of our own abilities
and strengths, but also
the resources and
support available to us.
Let the parents know
about the activity and
encourage them to
brainstorm with their
children some simple
steps towards problem
solving. These can include
Thank the learners
for their hard work
and for sharing
their works.
You are enough just the
way you are. While we
make space for hard
feelings in our lives, it’s
good to also remember
that there are many
things to be proud of in
our lives as well. It is good
to notice all the good
things about yourself,
including the things you
love and the people who
love you. Bringing these
into awareness helps
build self-confidence.
Let parents know you did
this activity and invite
learners to take their
work home and share it
with their parents.
The Forest of Life
shows that no two
trees are exactly the
same. Each tree, like
each one of you, has
its own story,
capabilities, gifts and
potential. Being more
aware about the
good things about
yourself helps build
self-compassion,
especially when we
fell down or
challenged. Knowing
and using our
abilities, as well as
the support we have
in our lives also helps
us shape our future.
 about their feelings. If others
don’t want to share, it’s okay.
XIII. Notes Share with your learners that they
can use this at different points in
their week, or month as a check-in
and that it will most likely change
and look a little different each
time.
Checked by:
RICKY B. NIÑO
School Head
join them and do the
same. All of this helps with
regulation and body
awareness.
taking deep breaths in a
challenging situation,
asking for help, or
considering helpful
solutions from past
experiences.
Observe the learners It would be helpful
closely as they bring to to prepare extra
mind a challenges they’re sheets of paper in
currently facing. After case any of the
they draw their pictures, learners would need
consider doing one of the more space to draw
relaxation and self- during the activity.
regulation activities listed
in the Annex.
Prepared by:
KAREN D. TOLEDO
Teacher I