COL.
LAURO DIZON ELEMENTARY SCHOOL
GRADES 5
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. MELC/ Objectives
II. CONTENT (Subject Matter)
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from Learning
Resource(LR)portal
B. Other Learning Resources
III. PROCEDURES
A. Reviewing previous lesson or
presenting new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new lesson
Grade Level:
Teacher:
Teaching Dates and Time:
MONDAY
 Improve fine motor skills; explore resourcefulness and ingenuity
PSYCHOSOCIAL SUPPORT ACTIVITIES
Powerpoint
Greetings with grade 5 learners
Getting to know each other
through singing
“Kamusta, Kamusta”
Teacher invites learners to be in a
comfortable seated position.
The teacher invites learners to
breathe gently, relaxing their chest
5
LICHELLE U. BALAGTAS Learning Area: PSYCHOSOCIAL SUPPORT
AUGUST 22– 26, 2022 (WEEK 1) Quarter: 1st QUARTER
TUESDAY WEDNESDAY THURSDAY FRIDAY
Psychosocial Support Activity Pack/Handouts of the Conduct and Facilitation of PPS Activities
Powerpoint Powerpoint
Greetings with grade 5 learners
Show a picture of helping hands 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 show their emotion through
their facial expression
Ask your learners: Activity: Animal safe
when you look at your “helping
hands” See page 2-3 for instruction of this
“what do you think about the

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
and shoulders as they do so, and
noticing how their stomachs
expand when they inhale, and
contract as they exhale; they may
even want their learners to check
if they are breathing correctly by
putting their hands on their bellies
to check ( and then reminding
them they can let go of their
bellies when the script begins).
Teacher reads the script in a
soothing, soft tone, giving
instructions gently and slowly, to
encourage relaxation. Teacher
needs to keep her eyes open
Activity: Cloud relaxation?
See page 8 for instruction of this
activity.
Ask the students
How do you feel? How does your
body feel? What did you notice
about your breath? What do you
think about breathing? How
important is it?
Say: sometimes when we are
stressed our bodies feel tight, and
our breath is short; it comes only
to our chest. One way to relax is to
breathe. It helps all our organs
function well, and helps us to be
healthy, when we breathe
properly, all the way to our
stomachs. We may also want to
talk about other emotions and
how this affects our breathing
patterns (i.e. when we feel angry
people in your life? When you
turn to these persons, how do
they make you feel?
Emphasize the importance of
having a support system of
people they can trust, who have
their best interests at heart in
order to work through difficult
times.
Activity: Ask learners to trace
around their hands on either
paper (bond or construction
paper) or recycled cardboard.
Then ask them to cut this out.
Remind your learners that they
can work with a friend if they
need help with this.
Ask them to make at least 2-3
sets of hands, or a total of at
least 6 hand cut-outs.
Let each group present their role
play and then ask the larger
group for comments, or other
ideas on how to solve the issue.
activity.
Discuss about the importance of
safety and what steps they can
take when they don’t feel safe in
their bodies or in their
environment.
Activity: Body Mirror
See page 30 for instruction of this
activity.
How did you feel while doing the
activity?
What did you like about the
activity?
What did you learn about yourself
during this activity? How did it feel
like to take turns during the
activity? What did you learn about
your body and ability to be the
mirror of your partner?
Activity: Feelings Circle
See page 26 for instruction of this
activity.
What did you discover about
yourself as you were making it or
as you look at the chart now?
Did the wheel make it easier for
you to talk about your feelings?

F. Developing Mastery
(Lead to Formative Assessment)
G. Finding practical application of
concepts and skills in daily living.
H. Making Generalizations and
Abstraction about the Lesson
or scared, our breathing pattern is
short and fast). Breathing deeply is
a way for us to regulate our
emotions. Shortness of breath can
lead to impulsive actions such as
shouting or throwing so breathing
can help us preempt this. You may
also want to integrate this into
check in activities -- if they’re
feeling 8 to 10 in the stress
spectrum, they can do deep
breathing as a way to regulate.
Activity: How are you today?
See page 11 for instruction of this
activity
What was fun about
collaborating?
What was not so fun about
collaborating?
How was your experience of
finding a solution to a problem?
How did role playing the solution
make you feel?
How does working together solve
problems?
What different emotions did you
learn about today? Tell a story
about when you felt that emotion.
What does that emotion feel like
in your body? How do you feel
when you are moving? How do
you feel when you are breathing?
How did you feel about the
activities
What was the most difficult part?
Activity: We can work it out
As a class, ask learners about the
various conflicts they encounter
in the classroom. Let them share
how they work out their
problems.
Role play their situation using the
steps on the poster or
blackboard.
What was it like to role play the
problem and find solutions?
How was it to experience
communicating with your peers
and trying to manage conflict?
What do you think about the
problem solving steps?
How would these help you in
your daily life?
Offer learners feedback on your
observations about how they
addressed the issues that each
What helped? - colors, having
space for different feelings to be in
the same wheel, thinking about
how big the feeling is?
While listening to your classmates
share, what was going on in your
mind?
How did it feel like to give your
listening ears to your classmates?
What did you learn from your
classmates?
What resources do you have to
deal with your feelings?
Activity: Camera
See page 34-35 for instruction of
this activity.
What helped you find a solution to
the problem you remembered?
Was there anyone who helped
you? Who were they?
What did you learn about yourself
in recalling the challenge you
managed to solve?
Who or what could help you find a
solution to your current problem?
Activity: Confidence drawings
See page 38 for instruction of this
activity.
How often do you think about
your positive qualities?
a. How do your positive

I. Evaluating Learning
What did you like most about this
activity?
How do you feel now? What did
you learn about emotions today?
Remember: It’s okay to feel
different feelings, what’s most
important is that you don’t hurt
yourself or anyone or destroy
anything
In a piece of paper write a list of
“Ways to respond” to their hard
feelings.
group had. Stress the importance
of listening, taking turns,
cooperation, determination and
patience in problem solving.
Ask learners to create a poster
they can bring home and share
this with their family.
qualities/strengths help
you overcome challenges
in life or in school? How
did you feel hearing your
classmates share about
themselves and their
positive qualities?
Activity: Tree of life
See page 41-42 for instruction of
this activity.

What would you like to share

about your work? You can share
one or some parts of your tree.
What was this activity like for you?
What did you discover about
yourself in the process?
What do you like about your tree?

J. Additional Activities for Create a puppet using supot ng

Application or Remediation bigas.
IV. REMARKS
V. REFLECTION
A. No. of learners earned
80% in the evaluation
B. Number of learners who
are required additional activities for
remediation who scored below 80%
C. Did the remedial lesson work? No.
of learners who have caught up with the
lesson
D. Number of learners who continue
to require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor help
me solve?
G. What innovation or localized
materials/discover which I wish to share
with other teachers?