GRADE 5 School: DOLORES ELEMENTARY SCHOOL Grade Level: V

DAILY LESSON LOG Teacher: Learning Area: PSYCHOSOCIAL SUPPORT- Key Stage 2: Grade 5
Self- Awareness, Self-Expression, Psychosocial
Teaching Dates and
AUGUST 29 to SEPTEMBER 1, 2023 (WEEK 1) Quarter: 1 Competency- Self Regulation, Problem Solving, Self-
Time: confidence, Self- compassion and Empathy

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Learners are invited to
Activity Description reflect on how feelings can
exist simultaneously and
deepen their self-
awareness.
I. Title FEELINGS CIRCLE
In this activity, learners will
experience stress release
and practice self- regulation
through an interactive
activity that involves
movement and imagination
BODY MIRROR
This activity will allow
learners to practice problem
solving and reflect on their
own abilities, as well as the
resources and support
available to them as they
face challenges.
CAMERA
In this activity, learners will
revisit experiences where
they were proud of
themselves and identify
their strengths from those
experiences.
CONFIDENCE DRAWINGS
Through this activity,
learners will reflect on
themselves- their traits,
abilities and strengths,
present lives and hopes for
the future.
TREE OF LIFE

II. Recovery Objective Develop self-awareness,
self-expression, self-
understanding
III. Learning Objective: Practice basic math and
language, fine motor, and
visual-spatial skills
IV. Materials Needed:  Paper
 Crayons
 Markers
Gain awareness of the self
and the body, experience
stress release, and practice
self-regulation and
empathy.
Practice following
instructions; encourage
gross motor development
and creative expression
Foster self-awareness and a Deepen self-awareness, Cultivate self-compassion
sense of self-efficacy in appreciation for the self, and empathy, and enhance
problem solving. and self-confidence self-awareness
Practice problem solving, Exercise fine motor and Practice writing skills,
creativity, and collaboration visual thinking skills, explore language and storytelling
use of symbols, language, skills.
and story telling
 Two sheets of paper  Paper  ¼ sheet of manila
for each of your  Drawing paper per learner,
learner materials(e.g. alternatively, a
 Boxes of various crayons, oil pastels sheet of
sizes for each group or markers) 8”x11”paper is
to choose from, adequate as well
depending on how  Coloring materials
they want to design
their cameras,
alternately,
teachers may ask
learners to bring the
boxes by group
 Coloring 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

VI. Activity Space: Space for everyone to sit in Indoors or outdoors with On the floor with enough Learners can work on their In the classroom with
a circle and work with enough space for space for each group to desk enough space for all learners
paper on the ground or on participants to spread out in create their cameras as well to lay their sheets on the
a desk pairs as draw on sheets of paper. ground, preferably in a large
circle.
VII. Groupings: Individual work within a Pairs (groups of 2) Groups of 4 to 5 learners Large group or smaller One large group with
larger group groups depending on the instructions given step by
size of the class and the step
time available
VIII. Instructions:  Review the  Review the  Review the  Remind your  Review the
guidelines for guidelines for your guidelines for your learners of the guidelines for your
your PSS session PSS session be PSS session be guidelines for your PSS session be
be curious, be curious, be curious, be PSS session be curious, be
respectful, listen, respectful, listen, respectful, listen, curious, be respectful, listen,
take turns, avoid take turns, avoid take turns, avoid respectful, listen, take turns, avoid
judgement, judgement, judgement, take turns, avoid judgement,
everything shared everything shared everything shared is judgement, everything shared is
is confidential. is confidential. confidential. everything shared confidential.
 Ask learners if  Ask learners if they is confidential.  The teacher begins
they have ever have ever felt the activity by giving
felt more than more than one preliminary
one feeling at feeling at once. instructions.
once. Share with Share with them “Today, we will
them that this is that this is normal, draw our own Tree
normal, especially especially after an of Life. As you draw
after an experience of a each part of your
experience of a disaster and/or tree, starting with
disaster and/or emergency the roots. I will read
emergency  To deal with hard something to you
 To deal with hard feelings, tell them that might give your
feelings, tell them that it’s helpful to ideas about what
that it’s helpful to stop from time to you want to include
stop from time to time, and try to in your drawing.
time, and try to understand which Feel free to add
 understand which are the different words as well as
are the different feelings they are images to your Tree
feelings they are experiencing. of Life.
experiencing.
IX. Modifications: For learners with visual Mirroring is helpful for For learners with visual For learners with visual
impairments, instead of learners with special needs. impairments, this activity can impairments, the activity
drawing their feelings It can build coordination be modified and re-titled on can be modified and turned
circle, learners can use and motor skills. “Power Phrase”. Instead of into a song. Their answers
coins, blocks, or pebbles to For learners with difficulties imagining a scene from the to the prompts or
quantify how much they maintaining eye contact, past in which they were able statements can be weaved
feel each feeling. For use movements that will to solve a problem they together into a song.
example, learners may be direct the attention on encountered, let the learners Learners are encouraged to
given 10 coins/ blocks/ middle to lower extremities recall a phrase or a quote create their own tune and
pebbles, and they can of the body. Focus on that reminds them of their share it with their
represent 30% of their hands, arms, legs, and feet ability to get through their classmates.
feelings by assigning 3 instead of looking directly problems. Learners may
coins/blocks/pebbles to it. at faces. 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.
X. Wrap – Up Synthesis Questions and Synthesis Questions and Synthesis Questions and Synthesis Questions and Synthesis Questions and
Points: Points: Points: Points: Points:
Discussions Guide:
 What did you  How did you feel  What was this  How often do you  What would you like
discover about while doing the activity like for you? think about your to share about your
yourself as you activity?  What helped you positive qualities work? You can
were making it or  What did you like find a solution to (things you are share one or some
as you look at the about the activity? the problem you good at, people parts of your tree.
chart now?  What did you learn remembered? who love you,  What was this
 Did the wheel about yourself  Was there anyone etc.)? activity like for you?
make it easier for during this who helped you?  How did you feel  What did you
you to talk about activity? Who were they? drawing about discover about
your feelings?  How did it feel like  What did you learn yourself and your yourself in the
What helped?- to take turns about yourself in positive qualities? process?
colors, having during the activity? recalling the  Ask the learners to  What do you like
space for  What did you learn challenges you share about about your tree?
different feelings about your body managed to solve? something new  Looking at your
to be in the same and ability to be  Who or what could they have learned Forest of Life, do
wheel, thinking the mirror of your help you find a about themselves you notice any
about how big the partner? solution to your through the similarities or
 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?
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 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.
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.
current problem?
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.
activity. differences among
 How do your the trees? What are
positive they?
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?
Thank the learners
for their hard work
and for sharing
their works.
You are enough just the The Forest of Life shows that
way you are. While we no two trees are exactly the
make space for hard same. Each tree, like each
feelings in our lives, it’s one of you, has its own story,
good to also remember that capabilities, gifts and
there are many things to be potential. Being more aware
proud of in our lives as well. about the good things about
It is good to notice all the yourself helps build self-
good things about yourself, compassion, especially when
including the things you we fell or challenged.
love and the people who Knowing and using our
love you. Bringing these abilities, as well as the
into awareness helps build support we have in our lives
self-confidence. also helps us shape our
future.
 XII. Follow-Up Activity Let your learners’ parents
and or guardians know that
you’re exploring feelings
For Follow Up at this week. remind them, as
Home they do the following
activity, to set guidelines
that they will listen to each
one after they share, for
opening 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:
LORIE B. ROQUERO
Principal II
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 join them
and do the same. All of this
helps with regulation and
body awareness.
Let the parents know about Let parents know you did
the activity and encourage this activity and invite
them to brainstorm with learners to take their work
their children some simple home and share it with
steps towards problem their parents.
solving. These can include
taking deep breaths in a
challenging situation, asking
for help, or considering
helpful solutions from past
experiences.
Observe the learners closely It would be helpful to
as they recall a challenge prepare extra sheets of
they’re currently facing. paper in case any of the
After they draw their learners would need more
pictures, consider doing one space to draw during the
of the relaxation and self- activity.
regulation activities listed in
the Annex.
Prepared by:
Teacher In-charge