School:
GRADES 1 to 12
DAILY LESSON LOG
Gigaquit National School of Home Industries
Psychosocial Support
Learning Area: Activities
Teacher: Vincent Neil D. Gonzales
Teaching Dates and Time: August 29 –September 01, 2023
MONDAY
I. OBJECTIVES
Grade Level: 11
TUESDAY
WEDNESDAY
Quarter:
THURSDAY
FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment 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 guides.
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
II.
CONTENT
III.
LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
This activity will allow learners
to identify their feelings,
creatively express these in the
form of a mask and/or a
collective story, and reflect on
what they need to feel safe in
their self-expression
For learners to practice
In this activity, learners will
collaboration, learn forward
share their feelings to develop
thinking, and realize how they
self-awareness; and to listen to
might make a difference in
their classmates’ feelings in
their community by creating an order to develop empathy.
actual representation of
their neighborhood, or their
vision for their ideal
community.
a. Develop self-awareness,
a. Practice self-awareness, selfa. Practice self-awareness,
a. Exercise self-awareness,
a. Develop self-awareness,
self-expression,
expression, self-understanding; self-compassion, and empathy; self-expression, empathy,
self-expression, selfand empathy towards others
practice being aware of others, develop perseverance
perseverance, and hopeful
understanding and empathy
b. Practice language skills,
develop empathy
b. Exercise skills in listening,
thinking
b. Practice language, reading,
storytelling
b. Practice language, reading,
analyzing situations, and
b. Practice visual-spatial,
listening, and problem solving
and acting skills, conceptual
listening, and problem solving
creative expression
conceptual, fine motor,
skills; develop creative thinking
skills and
skills; develop imagination and
language, math, problem
and expression
explore creativity.
creativity
solving, and listening skills;
develop sense of imagination,
collaboration, and cooperation
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Making Masks
This activity will allow learners
to reflect on how we can have
varying or
similar feelings in response to
different life situations.
Feelings Charades
This activity will empower
learners to express their
challenges, build a safe space
for each other, and contribute
to building a collective sense of
well-being.
We can work it out
Build Out Neighborhood
Bag of Feelings
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
P93-95
P124-129
P102-105
P106-109
P97-101
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV.
PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
These steps should be done 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 ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
Conduct Psychosocial Support
Ask learners to share their
Ask leaners how they are doing Ask the learners about the
Ask the learners about session
Pre-Evaluation
experiences on the 1st session
so far this week, then review
additional activity given about
1-4, let them share their
some key learning from the
solving problems, ask them
insights about the lesson the
two sessions conducted.
how are they feeling so far on
learned from each session.
the 4th session.
B. Establishing a Purpose for the
Lesson
a. Greetings/ “Kumustahan”
Session with Learners
b. Set Guidelines for the 1st
session.
C. Presenting Examples/Instances
of the Lesson
a. getting to know each other
“Introduce yourself”
b. Call a volunteer to share
feelings and expectations for
the conduct of face to face in
person classes.
a. Greetings/ “Kumustahan”
Session with Learners
b. Review Guidelines for your
PSS session: be curious, be
respectful, listen, take turns,
avoid judgment, everything
shared is confidential.
Explain to the learners the
rules in the game of charades
a. Greetings/ “Kumustahan”
Session with Learners
b. Review Guidelines for your
PSS session: be curious, be
respectful, listen, take turns,
avoid judgment, everything
shared is confidential.
Post using PPT:
WORKING IT OUT

Stay calm.

Let everyone tell his
or her side of the
story

What is the problem?

Think of ways to solve
the problem. Let
everyone share their
ideas.
a. Greetings/ “Kumustahan”
Session with Learners
b. Review Guidelines for your
PSS session: be curious, be
respectful, listen, take turns,
avoid judgment, everything
shared is confidential.
a. Assign the learners into
groups of 4 or 5
b. provide cartolinas to each
group for the activity.
a. Greetings/ “Kumustahan”
Session with Learners
b. Review Guidelines for your
PSS session: be curious, be
respectful, listen, take turns,
avoid judgment, everything
shared is confidential.
Ask learners to write on a
sheet of paper a problem they
are carrying with
them from the time of COVID19. Ask them not to put their
names on their sheet.

D. Discussing New Concepts and
Practicing New Skills #1
IV.
PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
Individual Activity:
a. distributes a sheet of paper
to each learner and ask them
to create masks using the
paper.
b. asks the learners to thing
and list down the different
emotions that they are feeling
today.
Group Activity:
Remind learners of the
guidelines and that you are
learning together, and that
engaging in the game without
judgment and with acceptance
and openness encourages
everyone’s growth.
Decide on the best
solution. The best
solution is what’s
good for all involved,
and that does not
cause any harm
(violence, conflict or
destruction) Do it!
Group activity:
a. In the piece of paper, ask
your learners to reflect and
write their answers to the
question: What do you find
most challenging about school
and learning? (limit the
scenario to school or learningrelated challenges only)
Group Activity:
Ask the learners what a
neighborhood is. Have a
conversation about all the
things that exist in a
neighborhood
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.
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
These steps should be done 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 ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
a. Asks the learners to which
a. Divide the learners into 2
a. Divide the learners into 5
Ask the learners to create their
feeling on the list they are
teams.
groups
neighborhood (if the learners
comfortable sharing with
b. Ask for a volunteer timer to
b. In their own groups, ask for
live in different areas they can
others, ask them to draw and
keep the time to 2 minutes per
volunteers to share what they
combine elements from their
decorate the front of their
round of
have written. Remind the class
different areas)
masks to represent these
pantomime acting.
about creating safe spaces for
feelings.
c. Each member of each team
each other. No one is forced to
b. asks the learners to flip their gets to pick and act out a
share.
masks and draw/decorate in its situation for the
c. After the small group
inside to represent the feelings
other team. The other team
sharing, ask the learners to
which they would rather keep
guesses.
identify a common challenge
to themselves.
they found amongst each
other.
d. Invite learners to brainstorm
on a solution to that common
challenge.
F. Developing Mastery
(Leads to Formative Assessment 3)
Invite the learners to share
their mask and why/how it
represent their feelings for the
day.
Invite the learners to share
their insights about the activity.
G. Finding Practical Applications of
Concepts and Skills in Daily
Living
Ask:
Ask:
1. What was it like to act out
various feelings?
2. What did you learn about
yourself as you reacted to
different situations?
3. What did you learn about
your peers’ feelings in different
situations?
4. If you were to change some
of the scenarios, how would
you change them?
5. In the scenarios that made
you feel pleasant, who are the
people you imagine sharing
those moments with?
6. In the scenarios that made
you feel unpleasant, who are
the people who can best
support you?
1.
2.
3.
4.
What was it like to
draw your feelings on
your masks?
What do you notice
about the feelings on
the front and on the
inside of your
mask?
What difference did
you feel while you
were decorating the
front part of your
mask, compared to
the back part of your
mask?
What feelings did we
see in our masks
today? Do you notice
any similarities/?
e. If learners did not find any
common challenges, ask the
group to identify a priority
challenge that they would like
to solve together
a. After coming up with an idea
for the solution to their
challenge, instruct the learners
that they will role play the
scenario from challenge to
resolution. Give time for them
to plan and remind the groups
to assign roles to each
member.
b. When they are ready, let
each group present their role
play and then ask the larger
group for comments, or other
ideas on how to solve the
issue.
Ask:
1. What was it like to be able
to write down your challenges
on a sheet of paper?
2. How was the experience
communicating with your peers
and sharing about a challenge
you are experiencing in school?
3. How was it like to hear the
challenges of your peers?
4. How does working together
solve problems?
5. What do you think about the
problem solving steps? How
would these help you in your
daily life?
After drawing/ constructing
their neighborhoods ask the
groups to present their work to
the class by following the guide
questions below:
1.What is the story of your
neighborhood?
2. What is your favorite part of
the neighborhood and why?
3. Who lives in your
neighborhood?
3. What can you do to improve
your neighborhood?
4. What can you contribute to
your neighborhood?
a. Ask each learner to come to
the front and read one problem
of their classmate by picking a
random crumpled paper from
the box.
b. Remind classmates to listen
attentively to their peers’
concerns.
c. Then collect all the papers
and put them in the plastic /
cloth bags. Hang
them on the classroom door.
d. Tell learners that every time
they enter class from here on,
they can leave their problems
at the door.
Ask:
1.What was your favorite part
in the process of building your
neighborhood?
2. While observing, what were
your favorite parts from your
classmates' works?
3. What is your best hope for
your neighborhood?
4. What can you do to improve
your neighborhood?
5. Now that you are in senior
high school, you have chosen
tracks that will pave the way
for your future. Through your
chosen career tracks, how do
you think you can contribute to
your neighborhood or
community?
Ask:
1.Why do you think it was
important that I asked you not
to write your names on your
sheet of paper?
2. What is the importance of
keeping a safe space in our
class? How did it feel like to
share your problems by writing
them down?
3.What was it like to hear
about your classmates’
problems?
4. How do you feel knowing
what your classmates are going
through?
5.What can you do to support
each other now that you know
what your classmates are going
through?
5.
6.
common emotions?
What was it like to
see your classmates’
masks?
What would help you
feel safe to tell others
about how you feel?
7. When people experience
difficulties, what can you do to
support them?
6. If you were to create a
slogan for the class after what
you’ve heard, what would it
be? Gather suggestions then
decide on one.
H.
V.
PROCEDURES
I. Making Generalizations and
Abstractions about the Lesson
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
These steps should be done 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 ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
Present, read, and explain the
Present, read, and explain the
Present, read, and explain the
Present, read, and explain the
Present, read, and explain the
Key Message of the Activity.
Key Message of the Activity.
Key Message of the Activity.
Key Message of the Activity.
Key Message of the Activity.
J. Evaluating Learning
Short reflection writing about
what the learner learned from
the session.
K. Additional Activities for
Application or Remediation
Ask the learners to take a
photo with them wearing or
holding the masks they created
in the place that they
considered their safe place.
Then have them post it on the
Section Chat Group with a
hashtag of their choice.
Short reflection writing:
Identify 2 scenarios that you
had experienced that was not
included in the activity?
Describe your feeling during
that event and share how you
felt and how it work out at the
end.
Short Reflection Writing:
1.What is the importance of
communication when it comes
to solving problems?
2. What are the barriers that
you face when communicating
your problems?
3. How did you overcome such
barriers?
Short Written Activity:
Write a list of plans that you
will contribute to help your
community 15 years from now
when you have your career and
profession.
Conduct Psychosocial Support
Post-Evaluation
Let the learners share their
experiences with their parents
and/or guardians. Through the
sharing, the parents and/or
guardians can get to know
them better and support them
through their problems.
Ask learners to imagine what
they might be able to do at
home to help their parents or
their guardians. Encourage
them to share this with their
parents/guardians.
Stand in a large circle. Have
each learner touch his or her
elbow to their classmate on the
right and the left. Then do the
butterfly hug (details provided
in the Annex) and guide the
class to thank themselves for
being brave enough to share
their problem. End with each
learner giving the feelings clap
(waving to each classmate in
the circle with their wiggly
fingers).
VI. REMARKS
VII. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students
learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?
Prepared By
VINCENT NEIL D. GONZALES
Teacher II
Checked By:
NANETTE B. BONOSTRO, HT-III
Assistant School Head Designate
Department Head SHS
Noted By:
MARISOL MOLETA GALIDO
Principal IV