GRADE 6 School: INOSLOBAN-MARAWOY ELEMENTARY SCHOOL Grade Level: IV

PSYCHOSOCIAL SUPPORT- Key

DAILY LESSON LOG Teacher: GRACE ANN A. FORTIS Learning Area:
Stage 2: Grade 6
1ST QUARTER- Self Awareness, Self-
Expression, Psychosocial
Teaching Dates and Time: August 28-September 1, 2023 (WEEK 1) Quarter: Competency- Self Regulation,
Problem Solving, Self-confidence,
Self- compassion and Empathy

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

HOLIDAY Learners are invited to This activity will allow In this activity, Through this activity,
reflect on how feelings can learners to practice learners will revisit learners will reflect on
exist simultaneously and problem solving and reflect experiences where they themselves- their traits,
Activity
deepen their self-awareness. on their own abilities, as were proud of themselves abilities and strengths,
Description
well as the resources and and identify their present lives and hopes
support available to them strengths from those for the future.
as they face challenges. experiences.
I. Title FEELINGS CIRCLE CAMERA CONFIDENCE DRAWINGS TREE OF LIFE
Develop self-awareness, self- Foster self-awareness and a Deepen self-awareness, Cultivate self-
II. Recovery
expression, self-understanding sense of self-efficacy in appreciation for the self, compassion and empathy,
Objective problem solving. and self-confidence and enhance self-
awareness
Practice basic math and Practice problem solving, Exercise fine motor and Practice writing skills,
III. Learning language, fine motor, and creativity, and collaboration visual thinking skills, language and storytelling
Objective: visual-spatial skills explore use of symbols, skills.
language, and story telling
IV. Materials  Paper  Two sheets of paper  Paper  ¼ sheet of manila
Needed:  Crayons for each of your  Drawing paper per learner,
Markers learner materials(e.g. alternatively, a sheet
 Boxes of various crayons, oil pastels of 8”x11”paper is
sizes for each group or markers) adequate as well
 to choose from,  Coloring materials
depending on how
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 60 minutes 40 minutes 60 minutes
Space for everyone to sit in a On the floor with enough Learners can work on In the classroom with
circle and work with paper on space for each group to their desk enough space for all
VI. Activity
the ground or on a desk create their cameras as well learners to lay their
Space: as draw on sheets of paper. sheets on the ground,
preferably in a large
circle.
Individual work within a larger Groups of 4 to 5 learners Large group or smaller One large group with
VII. Groupings: group groups depending on the instructions given step by
size of the class and the step
time available
VIII. Instructions:  Review the guidelines  Review the  Remind your  Review the guidelines
for your PSS session: guidelines for your learners of the for your PSS session:
be curious, be PSS session: be guidelines for your be curious, be
respectful, listen, take curious, be PSS session: be respectful, listen, take
 turns, avoid respectful, listen, curious, be turns, avoid
judgement, everything take turns, avoid respectful, listen, judgement,
shared is confidential. judgement, take turns, avoid everything shared is
 Ask learners if they everything shared is judgement, confidential.
have ever felt more confidential. everything shared  The teacher begins
than one feeling at is confidential. the activity by giving
once. Share with them preliminary
that this is normal, instructions. “Today,
especially after an we will draw our own
experience of a Tree of Life. As you
disaster and/ draw each part of
emergency. your tree, starting
 To deal with hard with the roots. I will
feelings, tell them that read something to
it’s helpful to stop from you that might give
time to time, and try to your ideas about
understand which are what you want to
the different feelings include in your
they are experiencing. drawing. Feel free to
add words as well as
images to your Tree
of Life.
IX. Modifications For learners with visual For learners with visual For learners with visual
: impairments, instead of impairments, this activity impairments, the activity
drawing their feelings circle, can be modified and re- can be modified and
learners can use coins, blocks, titled on “Power Phrase”. turned into a song. Their
or pebbles to quantify how Instead of imagining a answers to the prompts
much they feel each feeling. scene from the past in or statements can be
For example, learners may be which they were able to weaved together into a
given 10 coins/ blocks/ solve a problem they song. Learners are
pebbles, and they can encountered, let the encouraged to create
 represent 30% of their feelings learners recall a phrase or a their own tune and share
by assigning 3 quote that reminds them of it with their classmates.
coins/blocks/pebbles to it. 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.
X. Wrap – Up  Synthesis Questions and Synthesis Questions and Synthesis Questions and Synthesis Questions and
Discussions Points: Points: Points: Points:
Guide:  What did you discover  What was this  How often do you  What would you like
about yourself as you activity like for you? think about your to share about your
were making it or as you  What helped you positive qualities work? You can share
look at the chart now? find a solution to the (things you are good one or some parts of
 Did the wheel make it problem you at, people who love your tree.
easier for you to talk remembered? you, etc)  What was this
about your feelings? What  Was there anyone  How did you feel activity like for you?
helped? -colors, having who helped you? drawing about  What did you
space for different Who were they? yourself and your discover about
feelings to be in the same  What did you learn positive qualities? yourself in the
wheel, thinking about about yourself in  Ask the learners to process?
how big the feeling is? recalling the share something new  What do you like
 While listening to your challenges you they have learned about your tree?
classmates share, what managed to solve? about themselves  Looking at your
was going on in your  Who or what could through the activity. Forest of Life, do
mind? How did it feel like help you find a  How do your positive you notice any
to give your listening ears solution to your qualities/strengths similarities or
to your classmates? current problem? help you overcome differences among
 What did you learn from challenges in life or in the trees? What are
 your classmates? school? they?
 What resources do you  How did you feel
have to deal with your hearing your
feelings? classmates share
about themselves
and their positive
qualities?
Thank the learners for
their hard work and
for sharing their
works.
XI. Key Message: It is important to identify your Everyone has a capacity to You are enough just the The Forest of Life shows
feelings in order to deal with find creative solutions to way you are. While we that no two trees are
them. You may feel a lot of challenging situations. make space for hard exactly the same. Each
different feelings at the same Sometimes, it is helpful to feelings in our lives, it’s tree, like each one of you,
time, and that is okay; they look back at who and what good to also remember has its own story,
are valid. When we feel helped us solve problems in that there are many capabilities, gifts and
difficult feelings, there are the past. These do not only things to be proud of in potential. Being more
many ways to help yourself remind us of our own our lives as well. It is good aware about the good
feel better about difficult abilities and strengths, but to notice all the good things about yourself
feelings. Some of the things also the resources and things about yourself, helps build self-
that can help us deal with support available to us. including the things you compassion, especially
them includes sharing your love and the people who when we fell down or
stories with a trusted friend or love you. Bringing these challenged. Knowing and
adult, singing a song, taking a into awareness helps using our abilities, as well
walk, taking a nap, or build self-confidence. as the support we have in
exercising. It is important to our lives also helps us
share uplifting feelings as well; shape our future.
its’ one-way to support others
and build friendships.
XII. Follow-Up Let your learners’ parents or Let the parents know about Let parents know you did
Activity and guardians know that you’re the activity and encourage this activity and invite
For Follow Up exploring feelings this week them to brainstorm with learners to take their
remind them, as they do the their children some simple work home and share it
at Home
following activity, to set steps towards problem with their parents.
guidelines that they will listen solving. These can include
to each one after they share, taking deep breaths in a
for opening up about their challenging situation, asking
feelings. If others don’t want for help, or considering
to share, it’s okay. helpful solutions from past
experiences.
XIII. Notes Share with your learners that Observe the learners closely It would be helpful to
they can use this at different as they bring to mind a prepare extra sheets of
points in their week, or month challenge they’re currently paper in case any of the
as a check-in and that it will facing. After they draw their learners would need
most likely change and look a pictures, consider doing more space to draw
little different each time. one of the relaxation and during the activity.
self-regulation activities
listed in the Annex.

Prepared by:

GRACE ANN A. FORTIS

Teacher I

Noted:

RENATO F. FAJUTAGANA, PhD

Principal III