CLASSROOM OBSERVATION SY: 2023-2024

Grade
DAILY School Beneg National High School &Section 7
Learning
LESSON Teacher Lemuel E. Camus Area MAPEH (Health)
PLAN Teaching Dates
& Time February 22, 2024 Quarter 3
Week No. 2 Day 2 Duration 1 hour

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment
I. OBJECTIVES strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guide.

The learner demonstrates understanding of mental health as a dimension of holistic

A. Content health for a healthy life
Standards
B. Performance The learner consistently demonstrates skills that promote mental health
Standards
C. Learning • differentiate eustress from distress H7PH-IIIa-b-30
Competency/is
Write the LC Code for each.
At the end of the lesson, the learners are expected to:
Knowledge: Differentiate eustress from distress
D. Learning Objectives Skills: Make a short roleplay showing a happy and sad moment
Attitude: Share his/her personal experience in handling stressful situations
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC
KINDS OF STRESS

III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a
RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide None
pages
2. Learner’s Pg. 345-349
Materials pages
3. Textbook pages None
4. Additional None
Materials from
Learning
Resource (LR)
Portal
B. Other Learning MS Power point, Laptop with pictures
Resources
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
IV. PROCEDURES ways to learn new things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life
experiences and previous
knowledge. Indicate the time allotment for each step.rr
A. Reviewing previous “Let’s Think” COI 3 (PPST
lesson or presenting Ask the students to come up their own definition on the following 1.5.2)
the new lesson. Students will test
terms through a semantic web.
its thinking skills
ELICIT (The activities in this section
will evoke or draw out prior concepts of or
creatively and
experiences from the students) critically through
the given
questions to
Mental Emotional
answer.
CLASSROOM OBSERVATION SY: 2023-2024
B. Establishing a “1,2,3 ACTION!” COI 5 (PPST
purpose for the The teacher will show 5 situations and let the students show how 2.1.2)
lesson. they will react to each situation. The student with the best action
wins a point. The teacher
ENGAGE (The activities in this section ensures safety of
will stimulate their thinking and help them
access and connect prior knowledge as a Situations: the learning
jumpstart to the present lesson.) 1. Losing your money environment for
2. Attending a birthday party group activities
3. Going to a new place through setting
4. You failed in the exam up rules and
5. You have a fight with a friend correct
procedures in
PROCESSING QUESTIONS: giving the
1. What did you feel during the activity? task/activity.
2. What did you observe on the situations we had earlier?
3. What do you think is our topic for today?
C. Presenting The teacher will introduce new lesson about Kinds of Stress with
examples/instance s the following objectives:
of the new lesson. 1. Knowledge: Differentiate eustress from distress
2. Skills: Make a short roleplay showing a happy and sad
moment
3. Attitude: Share his/her personal experience in handling
stressful situations
D. Discussing the new “Roleplay” COI 6 (PPST
concepts and The teacher will divide the class into 2 subgroups and let them do 2.2.2)
practicing new the following: The teacher uses
skills #1. 1. Pick a situation on the box. collaborative
2. Act out the situation guided with the rubrics strategy to
EXPLORE (In this section, students will
be given time to think, plan, investigate, 3. Each group is given 5 minutes to prepare and 1 minute to encourage
and organize collected information; or the present. learners to
performance of the CRITERIA EXCEPTIONAL
10 PTS
ADMIRABLE
8 PTS
ACCEPTABLE
5 PTS
ATTEMPTE
D
participate and
planned/prepared activities from the student’s
manual with data gathering and 3 PTS learn at the same
UNDERSTANDI
Indicates a clear
understanding of
Good
understanding of
Fair understanding
of the topic
Presentation
is off topic
time promoting
NG OF THE the topic the topic fairness and
TOPIC
respect to one’s
answer through
COOPERATION
All members
contribute
More members
contribute
Few members
contribute
One person
does all the
appreciation of
work the effort done by
the students
Shows Shows Unsure of No throughout the
confidence some responsibili confi
Appropriate confidenc ty denc activity.
use of e Hard to e
facial Can be hear Only
PRESENTATION
expression heard Few mum
and body Most members bles
and body member used Used
language used appropriat inapp
Speaks appropriat e facial ropri
loudly and e facial expression ate
clearly expressio and body facial
n and language expr
body essio
language n
and
body
langu
age
E. Developing  The teacher will have an interactive discussion about the COI 1 (PPST
mastery following: 1.1.2)
(Leads to formative The teacher will
assessment 3). 2 KINDS OF STRESS facilitate a
1. Eustress discussion in the
EXPLAIN (In this section, students will be
involved in an analysis of their exploration. -refers to a positive and healthy response of the body from context of
Their understanding is clarified and modified a stressor. It produces good effects to one’s well-being. For showing pictures
because of reflective activities)/Analysis of
CLASSROOM OBSERVATION SY: 2023-2024
the gathered data and results and be able to example, a person, who studied for long hours and got an
answer the Guide Questions leading to the
focus concept or topic of the day.
(integration of
outstanding grade in the exam, may feel happiness and ICT) to aid the
enjoyment. discussion.
 The teacher will flash some pictures.
2. Distress
-refers to a negative reaction of the body towards a given
stressor. It may cause problems in health, alter the mood and
emotions, and even affect the way a person woke up late for
work, he or she may feel anger and disappointment.
 The teacher will flash some pictures

F. Making The teacher will flash the following situations and let the students COI 4 (The
identify if it causes eustress or distress by raising a smiley emoji 😊
generalization and teacher will
abstraction about display proper
and sad emoji ☹ .
the lesson.
knowledge and
ELABORATE (This section will give skills in
students the opportunity to expand and delivering
solidify / concretize their understanding Some sources of stress for teens include:
of the concept and / or apply it to real – lessons using
world situation) • Schools demands and frustrations. the mandated
• Negative thoughts or feelings about the themselves. medium of
• Attending a party instruction with
• Problems with friends and/or peers at school. proficiency of
• Having a new born sibling the language
• Separation or divorce of parents. with respect to
• Chronic illness or severe problems in the family. clarity,
• Receiving a birthday gift accuracy and
• Choosing a gift for a friend fluency.
• Taking on too many activities or having too high
expectations.
• Family financial problems.
G. Finding practical COI 3 (PPST
application of 1.5.2)
concepts and skills Students will
in daily living. “SHARING IS CARING”
test its thinking
PAIR-Up the students and let them share some of their personal
skills creatively
experiences on how they handle stress (1 min).
and critically
through the
given questions
to answer.
H. Evaluating A. Directions: Read the following situations. Draw a smiling face COI 2 (PPST
learning. 1.4.2)
(😊) if you consider it as a source of eustress and a sad face (☹) if
EVALUATION (This section will provide The teacher will
for concept check test items and answer it causes distress.
key which are aligned to the learning test the literacy
objectives - content and _____1. Receiving an award skills of the
performance standards and address
misconceptions – if any) _____2. Arguing with a classmate learners through
_____3. Going to a new place the assessment
_____4. Losing your money given.
_____5. Getting a failing mark

B. Directions: Choose the letter of the best answer. Write your

answer on your notebook.
1. It affects how we think, feel, and act. It also
determines how we handle stress, relate to others, and
make choices
A. Mental health C. Emotional health
B. Eustress D. Distress
CLASSROOM OBSERVATION SY: 2023-2024
2. Which of the following best describes eustress?
A. Arguing with siblings C. Getting high
grades
B. Losing loved ones D. Having separated
parents
3. It refers to the things that make a person stressed.
A. Stress C. Distress
B. Eustress D. Stressor
4. It is defined as the physiological and emotional
responses to a significant or unexpected change or
disruption in one’s life.
A. Stress C. Distress
B. Eustress D. Stressor
5. If you woke late for work, feeling angry and
disappointment you are having a kind of stress called.
A. Stress C. Distress
B. Eustress D. Stressor

I. Additional “Self-Reflection”
activities for 1. How do you picture yourself who is experiencing stress?
application or 2. Draw yourself that is experiencing distress and write a
remediation.
description below.
EXTEND (This sections give situation that 3. On the other box, paste a picture of you when you
explains the topic in a new context, experience eustress.
or integrate it to another discipline /
societal concern)

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who earned
80% on the
formative assessment
B. No. of learners who require
additional activities
for remediation
C. Did the remedial lesson work?
No. of learner who
caught up with the lesson
D. No. of learner 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 can
help me solve?
G. What innovation or localized
material did I use/discover.

Prepared by: Checked by:

LEMUEL E. CAMUS ARTHUR A. PALANOG

Teacher I Head Teacher IIII