PSS - Grade 5 - One Week Plan

SDO SAN ISIDRO ANNEX
SAN ISIDRO CENTRAL SCHOOL

POLICARPIO STREET, POBLACION, SAN ISIDRO, NUEVA ECIJA
PSYCHOSOCIAL SUPPORT ACTIVITY

GRADE 5
Daily Summary of Activities
August 22-26, 2022 (Day 1)
DATE: August 22-26, 2022 Grade Level: FIVE
Day Time Objectives Topic/s Materials Description Direction

1-  Indoor/Classroom: Learners will be asked 1. Divide the learners into groups of four. They
Monday masking tape to reflect on what they will be working in a circle.
(August  Outdoor: masking need for safety and 2. As they are standing in their groups of four,
22, 2022) 7:30-8:30 To Desert Island tape or soil survival. say: “imagine you are on a deserted island,
AM acknowledge  Paper and any and there is water all around you. What will
(60 Minutes) and express drawing materials you need to be safe there? What would you
feelings  Natural materials: need to survive?”
twigs, rocks,
stones, other (see pages 24-25 of the PSS activity pack for
found objects the continuation)
 Recycled
materials: paper,
cardboard, boxes,
water bottles and
caps, string
8:30-9:10 To There’s an  A pretend This role play for 1. Let the learners know that they are safe with
AM acknowledge Emergency telephone emergency situations you.
(40 Minutes) and express  A can with string can be a dry run for an 2. Do a grounding/breathing exercise.
feelings  Or a small actual situation. 3. Let them know you are going to practice
cardboard box (if Teacher needs to handling emergency situations to prepare
you do role plays) watch out for learners them in case something happens.
who may get triggered. (see pages 26-27 of the PSS activity pack for
Address: Policarpio St., Brgy. Poblacion, San Isidro, Nueva Ecija 3106 105687
Tel. No.: (044) 333-4072/09175153786
SCHOOL ID
Email Address: sanisidrocentralschool2015@gmail.com
the continuation)
9:10-9:30 To Cloud  Relaxing Music Relaxation activity for 1. Teacher invites learners to be in a comfortable
AM acknowledge Relaxation a feeling of calm in the seated position.
(20 Minutes) and express body. 2. The teacher invites learners to breathe gently,
feelings relaxing their chest and shoulders as they do
so, and noticing how their stomachs expand
when they inhale, and contract (see pages 28-
30 of the PSS activity pack for the
continuation)
9:30-10:00 BREAK TIME

AM
(30 Minutes)
10:00-11:00 To Feeling Circle  Paper Learners are invited to 1. On a sheet paper, ask learners to think of the
AM (60 acknowledge  Crayons reflect on how feelings different feelings they have at this moment.
Minutes) and express  Pentel pen can exist Ask them to take a sheet of paper and divide
feelings simultaneously and it in half. On the left side, ask them to write
deepen their self- down all the feelings they feel in the moment
awareness. and assign a color of each.
(see pages 35-37 of the PSS activity pack for
the continuation)
11:00-11:40 To Feelings  A box or basket Learners are invited to 1. Explain to your learners that in the game of
AM (40 acknowledge Charades with the charades reflect on how we can charades you cannot use your voice but must
Minutes) and express prompts above. act differently or communicate with your face and body
feelings similarly to different motions. You may pantomime and give some
life situations. examples, e.g. eating a meal, or putting on
your shoes.
the continuation)
Tel. No.: (044) 333-4072/09175153786
SCHOOL ID
11:40 AM – Lunch Break

1:00 PM
1:00-1:30 PM To regulate Let’s Use Our  Voice A listening and vocal 1. Learners stand in a circle around the teacher.
(30 Minutes) emotions and Voice  Presence activity that teaches The teacher holds his/her hand at his/her waist
find solutions regulation. (middle) and learners begin to sing a note at
to challenges. medium (normal) volume. The teacher
provides the example for the medium tone.
the continuation)
1:30-2:00 PM To regulate Tense and Relax  No materials This is a simple 1. Gather the learners and ask them if they ever
(30 Minutes) emotions and required relaxation technique to feel like they’re going to explode. Do they
find solutions relieve stress in school ever feel nervous or upset? Let the learners
to challenges. or at home. share what they do when they get nervous.
the continuation)
2:00-2:30 PM To regulate Body Mirror  Indoors or An interactive that 1. Ask learners to get into pairs (groups of 2)
(30 Minutes) emotions and outdoors with involves movement and stand anywhere in the room (or have
find solutions enough space for and imagination, helps them line up in parallel lines with the partners
to challenges. participants to with stress release and in facing each other and a few feet space
spread out in regulations. between each neighboring person). (see pages
pairs. 50-51 of the PSS activity pack for the
continuation)
2:30-3:00 PM To regulate Let’s Dance  A playlist for a An interactive activity 1. Start with warm-up – explore different parts
(30 Minutes) emotions and dance party. that involves of the body.
find solutions  Option: you may movement and the 2. Ask the learners to walk around in a circle-
to challenges. want to use body to help deal with taking turns leading the class.
Tel. No.: (044) 333-4072/09175153786
SCHOOL ID
scarves. stress, regulation and (see pages 54-55 of the PSS activity pack for
to strengthen social the continuation)
interaction.
3:00-3:30 PM Break Time
3:30-4:30 PM To regulate Bag of Feelings  A sheet of paper Learners are invited to 1. Ask learners to write on a sheet of paper a
(60 Minutes) emotions and for each of the share their feelings and problem they are carrying with them from the
find solutions learners to listen to their time of Covid. Ask them not to put their
to challenges. classmates’ feelings. 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.
the continuation)
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SCHOOL ID
GRADE 5
August 22-26, 2022 (Day 2)

2-  Classroom or A problem solving 1. As a class, ask learners about the various
Tuesday outside in a large guide for learners to conflicts they encounter in the classroom. Let
(August space where become empowered to them share how they work out their problems.
23, 2022) 7:30-8:30 To regulate We Can Work it learners can sit work out their own 2. Divide into groups. Choose a problem they
AM emotions and Out together and conflicts; they will want to solve.
(60 Minutes) find solutions brainstorm, and learn that words are (see pages 60-261 of the PSS activity pack
to challenges. then do role better than violence; for the continuation)
playing. by negotiating
everyone will feel
good.
8:30-9:30 To do the Fitness Trail  Recycled There is a positive 1. Have a discussion with your learners about
AM best in cardboard relationship between the importance of exercise.
(60 Minutes) school,  Pentel pen self-esteem and how 2. Brainstorm about the different ways people
develop  Tape learners look and feel. exercise.
healthy By discussing the (see pages 63-64 of the PSS activity pack for
relationships importance of fitness the continuation)
with my peer, and making an
and imagine a exercise trail, learners
bright future develop self-
for myself. confidence, self-
compassion and
strength in their
bodies. Doing this
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SCHOOL ID
together with peers

develops empathy.
AM
(30 Minutes)
10:00-11:00 To help Confidence  Paper Learners are asked to 1. Give your learners paper and crayons.
AM (60 learners grow Drawings  Crayons think of a time they 2. Ask the learners to draw something about
Minutes) in confidence  Oil pastels were proud of themselves.
as they reflect  Pentel pen themselves to take (see pages 65-66 of the PSS activity pack for
on one of the time to honor their the continuation)
following: strength, reinforcing
something their growth in
I’m good at, confidence.
something I
love,
someone who
loves me, my
favorite
things.
11:00-11:40 To do the Comfort from  Pre-activity: ask Storytelling about their 1. Let them know that since they were learning
AM (40 best in Home learners to bring experience at home in from home, it was a new experience for
Minutes) school, an item from the time of Covid to everyone, even for the teachers!
develop home that gave encourage language 2. Ask them how they felt about learning at
healthy them comfort as development, self- home and who helped them?
relationships they were doing expression, and self- (see pages 67-68 of the PSS activity pack for the
with my peer, classes at home confidence. continuation)
and imagine a during the time of
bright future Covid. Anything
for myself. is okay as long as
it’s not a
computer, phone,
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SCHOOL ID
or tablet.
1:00 PM
1:00-2:00 PM To do the Scribble Drawing  Paper A drawing activity that 1. Give each learner paper and crayons or
(60 Minutes) best in Storyline  Crayons gives learners the pastels.
school,  Pastels opportunity to practice 2. Ask them to take one pastel or crayons and
develop collaboration, scribble on the paper until you tell them to
healthy storytelling, develop stop. This can take 1.5 minutes or so. You can
relationships self-expression and prompt them to draw fast or slow, etc. Then
with my peer, confidence. ask them to find an image in their drawing
and imagine a and color it in.
bright future (see pages 69-71 of the PSS activity pack for
for myself. the continuation)
2:00-3:00 PM To do the Build Our  Large piece of Learners are invited to 1. Assign the learners into groups of 4 or 5 and
(60 Minutes) best in Neighborhood cardboard create an actual give them poster-board or cardboard (large
school, Activity  Sheet of flip chart representation of their hard textured paper), paper of different colors,
develop paper community or textures, and shapes, crayons, paint, glue,
healthy  Recycled material neighborhood, or their cotton balls, and other part supplies.
relationships such as empty vision for their ideal (see pages 72-74 of the PSS activity pack for
with my peer, boxes, natural community. This the continuation)
and imagine a materials promotes
bright future collaboration, and
for myself. forward thinking,
experiencing how they
might make a
difference in their
community.
3:30-4:30 PM To do the A Book About  Paper Learners create a book 1. Provide the learners with paper of different
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SCHOOL ID
(60 Minutes) best in My Life in The  Crayons of their life in the time sizes, colors, textures, etc. as well as crayons,
school, Time of Covid -  Markers of the covid-19 paint, glue, and other decorations. Also
develop 19  Hole Puncher pandemic. provide a hole punch.
healthy  String 2. Introduce the theme of the book – their lives
relationships  Ribbon during the pandemic. They may talk about
with my peer,  Glue one circumstance or the event as a whole.
and imagine a  Scissors (see pages 75-77 of the PSS activity pack for
bright future the continuation)
 Decorating
for myself.
materials
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SCHOOL ID
GRADE 5
August 22-26, 2022 (Day 3)

 One pre-prepared Given how things 1. Tell learners to pretend they are a magician
large poster paper have been in the time who can do anything he or she wants.
To do the or recycled of Covid, learners may 2. Ask the magicians the question: What would
7:30-8:00 best in If I Could cardboard you can still feel overwhelmed. you do to change the world and make it a
AM school, Change the put on your This activity will better place? (This can be one, two or
(30 Minutes) develop World classroom wall allow them to however many things. But even one will
healthy with “If I Could fantasize their feelings suffice.)
relationships Change the and empower them to (see pages 78-79 of the PSS activity pack
with my peer, World” at the top make changes in the for the continuation)
and imagine a of the poster. future.
3- bright future
Wednesday for myself.
(August 24,
2022) 8:00-9:30 To release Make a Recycled  Cardboard There is a positive 1. Take your carboard and determine how long
AM creativity by Desk Organizer  Gluestick way on creating and wide you’ll want it.
(90 Minutes) means of  Tape something through 2. Then taking some tape, tape the corners of
imagination  Scissors imagination. Learners the box to reduce the bulkiness of the folded
 Thin Cardboard can create a colorful sides.
boxes and recycled desk (see pages 42-43 of the FWSS Booklet-
 Wrapping Paper organizer which later English for the continuation)
can be used for their
stuff.
AM
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SCHOOL ID
(30 Minutes)
10:00-11:30 To release Make a Recycled  Measuring cups There is a positive 1. Use the hammer and nail to make four holes
AM (90 creativity by Plastic from liquid cough way of creating in the large slid. Set the lid aside.
Minutes) means of Windchime and cold medicine something through 2. Thread the needle with a piece of string. The
imagination  Milk jug lids imagination. Learners amount of string you use is up to you, it just
 Syrup bottle lids can create a colorful depends on how long you want your chimes
 Water bottle lids and recycled plastic to be.
 Soda bottle lids windchime that they (see pages 47-48 of the FWSS Booklet-
 Top from can of can use in decorating English for the continuation)
whipped cream their house or the
 The top of wind classroom.
chime is from a
coffee mate
powdered creamer
container
 Pony beads
 Jingle bells
 String
 Needle
 Flat Nose Pliers,
thimble, hammer
and a nail
1:00 PM
1:00-1:30 PM To develop a Copying  None are needed The learners 1. Have the learners sit or stand in a circle.
(30 Minutes) concentration Rhythms participate in a short 2. Clap a simple rhythm that can easily be
and listening musical clapping repeated continuously
skills. activity without (see page 22 of the Psychosocial Support
needing any Recreational Activities Resource Guide)
instruments.
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SCHOOL ID
1:30-2:00 PM To feel a The Egg  Any safe place (as Learners relax and feel 1. Ask the learners to sit in curcle, to bring their
(30 Minutes) sense of flat and clean as a sense of protection knees to the chest, to hug their legs, to rest
clam, to feel possible) through this short their head on their knees and to close their
protected in a  If the class size is facilitated activity. eyes. Ask them to imagine that they are very
safe space. large (over 35) a small, so small that they can fit in an egg
larger space may with a very strong shell.
be required. (see page 23 of the Psychosocial Support
Recreational Activities Resource Guide)
2:00-3:00 PM To solve a Seeing from  AT least one Learners explore other 1. Ask the students to sit comfortably on the
(60 Minutes) problem Different piece of writing people’s perspectives floor (or at their desk), and give each of them
dealing with Perspectives paper through writing. a piece of paper and a pencil or pen.
relationship  Pen or pencil for (see page 161 of the Psychosocial Support
between each student. Recreational Activities Resource Guide)
people.
To develop
tolerance and
empathy for
others
3:30-4:30 PM To express Different Ways  Marker board Students learn about 1. Ask the students to sit in 6 small groups and
(60 Minutes) imagination to Handle  Markers and practice different place the marker board where they can see it.
through Conflict strategies for handling (see page 154 of the Psychosocial Support
creativity and resolving conflict. Recreational Activities Resource Guide)
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SCHOOL ID
GRADE 5
August 22-26, 2022 (Day 4)

4-  Hula-hoops Students overcome a 1. Ask the students to stand in a circle. Explain
Thursday  Length of rope of challenge as a group that the most important rule for this game is
(August To encourage material about 1.5 in this fun game that you must always hold hands.
25, 2022) 7:30-8:00 cooperation, Wondering m long and tied in where students have 2. Ask the students to hold hands. Put a hula-
AM team spirit, Rings a circle to pass a hula-hoop hoop (or rope or material – whatever you
(30 Minutes) group-  Space for around a group while are using) somewhere in the circle – hang it
cohesion, and physical standing in a circle loosely over clasped hands. The students
self-esteem movement holding hands. must now make the hula-hoop move around
through the circle without breaking the circle. Do
overcoming not explain how to do this. Let the students
obstacles. work out how to do it.
(see page 117 of the Psychosocial Support
Recreational Activities Resource Guide for the
continuation)
8:00-8:30 To express Draw What I  Pencil/marker Students instruct their 1. Introduce the game Draw What I Draw. Use
AM imagination Draw  Blank sheet of fellow students in this time to reinforce any established
(30 Minutes) through paper pairs what to draw expectations that are important for players
creativity.  Chairs without seeing what to remember during the game.
To practice their partner is 2. Explain that the objective of the game is for
active listening actually drawing. partners to draw two pictures that are
and identical. The challenge is that the first
communication players must describe their pictures to their
in order to partners to recreate using only their voice.
complete the (see page 119 of the Psychosocial Support
Tel. No.: (044) 333-4072/09175153786
SCHOOL ID
given task. Recreational Activities Resource Guide for

the continuation)
8:30-9:30 To practice Brown Bag Skits  Paper bags, index In small groups, 1. Introduce the activity Brown Bag Skits. Use
AM thinking cards, an students collaborate this time to reinforce any established
(60 Minutes) creatively assortment of and create a skit with expectations that are important for students
within a group everyday objects. defined prompts, and to remember during the activity.
setting.  Enough space for then perform the skit 2. Explain that the objective of the activity is
To increase multiple groups to for their peers. for groups to plan and perform skits using
self-confidence work and incorporating a collection of everyday
in expression. independently. objects.
 Prepare a bag for (see pages 122-123 of the Psychosocial
each group. Support Recreational Activities Resource
Guide for the continuation)
AM
(30 Minutes)
10:00-10:40 To practice Emotional Relay  Prepared Students learn to read 1. Divide the group into 4-6 smaller groups.
AM (40 communication emotions cards different emotions Get the groups to stand at a distance from
Minutes) and from people’s facial one another, so that the groups will not
collaboration expressions in this disturb each other.
with other competitive game. 2. Ask each group to stand in a line behind
students. each other.
To (see pages 127-128 of the Psychosocial
communicate Support Recreational Activities Resource
and recognize Guide for the continuation)
others’
expressions of
emotions.
10:40-11:30 To understand Active Listening  None are needed. Students learn how to 1. Divide the group into pairs. Let the pairs sit
AM (50 the difference listen to others down facing each other. Let them decide
Minutes) between active respectfully in this fun who is number 1 and who is number 2.
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SCHOOL ID
and non-active role-play game. 2. Tell all the students to start talking to their
listening. partner about any subject they wish, at the
To encourage same time, so that they are both talking. The
respect for one students should try to make their partner
another through listen to them.
positive (see pages 129-130 of the Psychosocial
communication. Support Recreational Activities Resource
1:00 PM
1:00-2:00 To express Building Bridges  A ball (about the Students work 1. Introduce the activity Building Bridges. Use
PM imagination size of an orange) cooperatively in this time to reinforce any established
(60 Minutes) through for each group, groups to respond to expectations that are important for students
creativity and 6 pages of the challenge of to remember during the activity.
To encourage newsprint, 4 building a bridge out 2. Explain that the objective of the activity is
cooperation paper plates, 4 of everyday craft to build, out of common materials, a bridge
amongst paper/plastic items. that is sturdy enough to roll a ball across.
students. cups, a ruler, (see pages 131-132 of the Psychosocial
scissors, roll of Support Recreational Activities Resource
tape, and 4 Guide for the continuation)
toothpicks.
 Enough Space
2:00-2:30 To raise energy Pen in a Bottle  Empty bottle Students problem 1. Start the activity by dividing the group into
PM levels and  Pen or a small solve in this four teams. Ask the team members to stand
(30 Minutes) encourage straight stick interesting challenge in the four corners of the selected space for
cooperation and  Yarn or string of getting a pen in a the game.
collaboration.  Prepared pen or bottle through 2. Explain: These four teams represent North,
To develop and small straight collaboration. South, East, and West. This is not a
practice stick with yarn or competition but an exercise where everyone
concentration. string tied to it has to cooperate to succeed.
(see pages 138-139 of the Psychosocial
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SCHOOL ID
Support Recreational Activities Resource

2:30-3:00 To discuss Emotion and  You will need the Students participate as 1. Let all the students stand in a line, about 10
PM emotional Reaction Quiz following a group in an out-loud metres away from the answering posts.
(30 Minutes) reactions. materials: 3 cards quiz by running to the Position yourself so all students can hear
To understand with the letters A, best answer. This you.
the appropriate B, and C written particular quiz test 2. Read the first quiz question aloud from this
emotional on them. Each of students’ current activity called Emotions and Reaction Quiz.
reactions to the cards should understanding of (see pages 142-143 of the Psychosocial
conflicts have a different appropriate emotional Support Recreational Activities Resource
amongst peers, colour. reactions to conflicts. Guide for the continuation)
family  Make 3
members, and ‘answering posts’
community with the coloured
members. cards you
prepared: A, B,
and C. These are
places. You can
do this for
example by
attaching the 3
cards to the wall
at a distance from
each other.
3:00-3:30 Break Time
PM
3:30-4:30 To express Helping Hands  Coloured Students complete an 1. Introduce the activity Helping Hands
PM imagination Rainbow construction art project that focuses Rainbow. Use this time to reinforce any
(60 Minutes) through paper, coloured on the ways that they established expectations that are important
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SCHOOL ID
creativity. pencils, and can help each other for participants to remember during the
To increase Scotch tape. and members of their activity.
self-confidence  Enough space for community. 2. Tell participants that they are going to work
and self-worth participants to be together as a group to create a special art
through able to have their project, a Helping Hands Rainbow. Explain
expression. own workspace. that they will create a rainbow out of their
ideas for how to help others.
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SCHOOL ID

GRADE 5
August 22-26, 2022 (Day 5)

5-Friday  Television Students will be able 1. The teacher will give the idea of why the
(August to be informed about Pandemic affects everyone globally.
26, 2022) To identify the Story Telling Covid-19 with the use 2. He/She will instruct the learners to listen
7:30-8:30 root causes of with of Comics. This attentively as he/she reads the Comics with
AM Covid-19 Covid Comics #1 medium of proper emotions.
(60 Minutes) To have a - #3 information can 3. For every Comics finished, the teacher will
proper enhance the focus and ask questions and he/she will encourage the
information imagination of the learners to raise their concerns about what
regarding the learners. they have listened.
pandemic (see Comics #1 - #3)
8:30-9:00 To develop Touch Blue  Music (using a Students use their 1. You or a student play a musical instrument
AM and practice musical concentration skills to or control the playing of music from a
(30 Minutes) concentration. instrument like a find different object machine.
To energize drum or a phone, prompts that the 2. Tell everyone they have to move around or
and engage computer, CD, or teacher or student dance fast while the music is playing.
students DVD). facilitator says in a 3. When the music stops, the person controlling
through game with music and the music calls “Touch blue”, or “Touch
physical dancing. nose” or “Touch a shoe” or any other colour
activity. or object in the room. Everyone must touch
that colour or object on someone else, not on
themselves.
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SCHOOL ID

9:00-9:30 To develop Grandmother’s  None are needed. Students use their 1. Select someone who will be the
AM and practice Footsteps concentration skills to ‘Grandmother’
(30 Minutes) concentration. avoid being caught by 2. Explain the rules of the game:
To energize the ‘Grandmother’ in (see pages 33-34 of the Psychosocial
and engage this fun short activity. Support Recreational Activities Resource
students Guide for the continuation)
through
physical
activity.
AM
(30 Minutes)
10:00-10:30 To relax the The Seed  Any safe space Students relax as they 1. Ask the students to lie down on their backs,
AM (30 students. (as flat and clean pretend they are seeds or sit on the floor with crossed legs and to
Minutes) To create a as possible). growing into big trees wrap their arms around their knees. They
sense of  Recorded music and connecting with should imagine that they are “tiny seeds
awareness that from a phone, their peers in this short resting on the earth, beginning their journey
other students computer, CD, or facilitated activity. as they grow into trees.” This guided
may share DVD (optional). imaginary exercise can be done with music
similar playing very softly in the background, but it
experiences. is optional.
2. Ask the following questions during the
course of the guided exercise. You should
adapt terminology and instructions to be age
appropriate.
10:30-11:30 To express Illustrating  One large piece of Students express 1. Read or tell a story that the students
AM (50 imagination Stories paper per student, themselves through recognize.
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SCHOOL ID
Minutes) through preferably A1. drawing elements or 2. After a story has been told or read, hand out
creativity.  Crayons, oil scenes from a familiar paper and crayons.
To increase pastels, or paint. story they already (see pages 38-39 of the Psychosocial
self- know. Support Recreational Activities Resource
confidence in Guide for the continuation)
expression by
using a
familiar story
to illustrate.

1:00 PM
1:00-4:00 PM  The teacher will distribute the evaluation materials for the learners to answer. This should be done with the proper guidance of the teacher.
 The answers of the learners are summarized for proper consolidation
 The teacher will facilitate an open forum entitled, “Kamustahan sa Balik-Eskwelahan”. Every learner are encouraged to participate. The
idea should be based on how do they feel on a week of activities? (Play a soft song while sharing to set the mood)
Prepared by:
MIRASOL E. IGNACIO HEIDI H. BONDOC LORENA M. TINIO ANALIE S. SEBASTIAN HANILORE O. NOVELLES
Teacher III Teacher III Teacher III Teacher III Teacher I
BERNADETTE AGUSTIN Checked and verified by:

CATHERINE C. GARCIA GERARDO S. SANTIAGO
MLSB ROGELIO D. QUILANTANG
Teacher III Teacher III
Master Teacher I
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SCHOOL ID

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SDO SAN ISIDRO ANNEX

SAN ISIDRO CENTRAL SCHOOL

PSYCHOSOCIAL SUPPORT ACTIVITY

Day Time Objectives Topic/s Materials Description Direction

9:30-10:00 BREAK TIME

11:40 AM – Lunch Break

PSYCHOSOCIAL SUPPORT ACTIVITY

Day Time Objectives Topic/s Materials Description Direction

together with peers

PSYCHOSOCIAL SUPPORT ACTIVITY

Day Time Objectives Topic/s Materials Description Direction

PSYCHOSOCIAL SUPPORT ACTIVITY

Day Time Objectives Topic/s Materials Description Direction

given task. Recreational Activities Resource Guide for

Support Recreational Activities Resource

PSYCHOSOCIAL SUPPORT ACTIVITY

Day Time Objectives Topic/s Materials Description Direction

Guide for the continuation)

11:30 AM – Lunch Break

BERNADETTE AGUSTIN Checked and verified by:

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