DepEd DRRMS PSAP Teacher's Guide All Grade Levels_20220820.pdf

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Psychosocial
sychosocial
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support
upport
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activity
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pack
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A Teacher's Guide
A Teacher's Guide
ALL GRADE

LEVELS
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The development of this
Psychosocial Support Activity Pack: A Teacher’s Guide (All Levels)
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Recommended Entry:
Disaster Risk Reduction and Management Service. Psychosocial Support Activity Pack,
A Teacher's Guide: All Grade Levels. Manila: Department of Education, 2022.
COPYRIGHT NOTICE

PROJECT SUPERVISION AND MANAGEMENT
Ronilda R. Co

Director IV
Disaster Risk Reduction and Management Service (DRRMS), DepEd
Leandra C. Yu, RPm
Project Development Officer II
Maria Regina A. Alfonso, Ph.D., ATR-BC, LCPAT
Founder and Clinical Director
MAGIS Creative Spaces, Inc.
PROJECT ASSISTANTS
Amina Aisa H. Boncales, RPm
Technical Assistant II
Raymand Roy P. Sardido
Shanaia Kylie V. Pillosis
project team
Joan Grace R. Llamado
Senior Technical Assistant II

MAGIS CREATIVE SPACES
Maria Regina A. Alfonso, Ph.D., ATR-BC, LCPAT
Founder and Clinical Director
Katherina V. Ponce, MBA
Co-Founder and Managing Director
Josefa Angelica L. Atayde, MSc., R-DMT
Isobel Ranulfa "Rainey" S. Dolatre
John Vincent R. Felix, MA, RPm, RPsy
Ma. Therese S. Jose, MA
Gia Michaela V. Umil, RPm
Ma. Regina Coeli L. San Luis
Ma. Imelda Matilde S. Lukban
Marinela Y. Paulino, RPsy
Adrienne Mari Santos
Anna Miah S. Tanchoco
Psychosocial Support Activity Pack authors:

TABLE OF CONTENTS
Introduction
The 7 S' of Psychosocial Support
Play and Arts-based Psychosocial Support
Recovery and Learning
Children's Sources and Language of Resilience
Key Stage 1: Kinder - Grade 3
Safe Animal
How Are You Today
Let's Use Our Voices
Storytelling
Color Line Tracing
Comfort From Home
Key Stage 2: Grade 4 - 6
Feelings Circle
Body Mirror
Camera
Confidence Drawing
Trees of Life
1
5
12
16
19
22
25
29
33
37
40
iii
v
vi
vii

Map and Summary Table of Activities
Parts of an Activity Guide
Basic Activity Flow
Reminders and Tips in the Conduct of Activities
Understanding and Using this Psychosocial Support Activity Pack
x
xi
xiii
xv
i
ix
Preparation of the Emotional Space xvii
Key Stage 3: Grade 7 -10
Everyone Has Feelings
Body Map
Problem Solving Theater
Scribble Drawing Storyline
44
48
52
55

TABLE OF CONTENTS
Key Stage 4: Grade 11 -12
Making Masks
Bag of Feelings
We Can Work It Out
Build Our Neighborhood
59
63
68
72
All Levels
A Book About My Life in the Time of COVID (For Grade 7 to

Grade 12)
There's An Emergency
Cloud Relaxation
Feelings Charades
Tense and Relax
Let's Dance
Helping Hands
Fitness Trail
My Dream School
76

79
84
89
96
99
102
105
110
Make Your Own Activites 115
Annex
Understanding and Communicating with Children
Relaxation and Self-regulation Activities
Songs and Energizers
Butterfly Hug
Tips You Can Share with Parents When a Learner is in Distress
Red Flags
Psychosocial Evaluation Guide
Frequently Ask Questions (FAQ)
127
132
134
139
140
141
142
143
124
References 147
Assessing Learners' Psychosocial Status

Introduction
Disasters and/or emergencies severely impact the education sector. The most obvious
impacts include damages to school buildings, equipment and materials, use of schools
as evacuation centers, suspension of classes, school closures due to lockdowns, and
overall disruption to teaching and learning. These severe damages and losses, and
sudden changes in the way of life of learners and education sector personnel bring
crises that consequently affect their mental health and well-being as they experience
distress, dysfunction, or even grief.

The crises brought by these disasters and/or emergencies put individuals temporarily
out of balance, if not severely distressed. For some, prolonged disruption of learning,
isolation, and interruption of social life within the school community may cause severe
stress and psychological consequences, e.g., feeling overwhelmed and anxious,
experiencing learning difficulties, becoming distressed or dysfunctional over changes
in routine. Others may have experienced violence and neglect, causing trauma.
Children coming from low-income families become more vulnerable to risks brought
by economic losses due to disasters and/or emergencies. With the complex impacts of
disasters and/or emergencies, teachers and school personnel must meet the learners
where they are as they work towards learning continuity while prioritizing learners’
recovery towards enhanced well-being. Accordingly, Psychosocial Support (PSS) will
be significant in working on these huge tasks.
PSS pertains to specific processes and actions that promote the holistic well-being
and resilience of individuals. Holistic well-being includes learners' access to learning
opportunities and capacities for learning achievement. For learners, schools or
temporary learning spaces (TLS) are some of the most beneficial environments for
the facilitation of psychosocial support processes and actions through play or arts-
based activities. Psychosocial support activities bring learners, teachers, as well as
parents or guardians together in creating a supportive environment that promotes
recovery from the impacts of disasters and/or emergencies, improved psychosocial
well-being, and successful learning continuity.
Further, PSS activities support the development of competencies related to Social and
Emotional Learning (SEL). Such core competencies include recognition and
management of emotions, setting and achieving goals, appreciating the perspectives
of others, establishing and maintaining positive relationships, making responsible
decisions, and handling interpersonal situations constructively, among others.
i

Ultimately, the development of SEL-related competencies and the recovery of
learners from the impacts of disasters and/or emergencies foster improved learning
capacity and resilience. When school communities facilitate PSS activities for learners,
they support learners' readiness to learn, and their capacity to overcome, be
strengthened, and transformed by life's future adversities.
The illustration below will help you better understand the importance of these
processes and components towards learners’ recovery and learning:
ii
Psychosocial Support
Activities through play
and arts in school
Reinforcement of
Social and Emotional
Learning
Foster
Learning and
Resilience
Recovery from impacts
of disasters and/or
emergencies
When disasters and/or emergencies strike, the education sector must come together
to ensure both the learning continuity and the prioritization of learners’ well-being.
The provision of mental health and psychosocial support services through the conduct
and facilitation of psychosocial support activities is essential to ensure that learners
can access opportunities for recovery and develop SEL-related core competencies.
Both objectives lead to the overall goal of fostering learning and resilience. Hence,
the Department of Education, through the Disaster Risk Reduction and Management
Service (DRRMS) together with MAGIS Creative Spaces, Inc., has developed the
Psychosocial Support Activity Pack: A Teacher’s Guide (All Levels) to support and
guide teachers in conducting psychosocial support activities for learners in in-person
learning modality.
In this pack, you will find a handful of play and arts-based PSS activities that have
been thoughtfully designed to assist in learners’ recovery and learning, and enrich
learners’ SEL-related core competencies, which are referred to in this pack as the 7 S’
of Psychosocial Support, and ultimately support the development of their resilience
towards safer, better protected, and stronger future.

The 7 s' of Psychosocial support
Safety
1.
Emotional and physical safety are essential for recovery to take place; this builds
trust and creates an environment where self-reflection and self-expression become
possible.
2. Self-awareness
In school, at various age groups, there is a growing self-awareness of one’s body,
separateness from others, and ability to express needs and preferences. Through
specific activities, this growing knowledge of oneself serves as a building block for
gaining more complex developmental skills such as problem solving and self-
regulation, which can then lead to health, stability, resilience and confidence.
3. Self-expression
The process of identifying feelings and sharing this both verbally and non-verbally,
in the presence of a caring adult who is attentive to both the learner and the
creative process, is fundamentally what psychosocial support work in the classroom is
about.
iii
The process of Social and Emotional Learning (SEL) is integral in enabling individuals
to develop healthy identities, manage emotions, achieve personal and collective goals,
feel and show empathy for others, establish and maintain supportive relationships, and
make responsible and caring decisions. Contextualized for populations in vulnerable
contexts, there are seven SEL-related core competencies - the 7 S' of Psychosocial
Support - that function as building blocks in allowing recovery and learning to occur in
children as teachers engage them in the different psychosocial support activities. This
ultimately aims to give learners access to sources of resilience to better navigate the
impacts of disasters and/or emergencies. Accordingly, classrooms are conducive
environments for intentional facilitation of psychosocial support and reinforcement of
SEL as schools are intended as safe spaces and beneficial environments for learners
during periods of uncertainty or crisis brought by the impacts of disasters and/or
emergencies.

iv
6. Self-confidence
A strong sense of self-esteem and self-confidence is essential to experiencing success in
school, and in finding one’s way through adversity, and art-based activities can help
encourage children to reflect on, identify, and express their strengths and values. As a
stabilizing factor, the school or any child-friendly space that builds on children’s
strengths becomes an environment for recovery, particularly for children who do not
receive affirmation in other aspects of their lives.
7. Self-compassion
When children receive empathy in times of distress, they learn how to demonstrate this
towards themselves and others as well. Caring adults who model compassion and
empathy indirectly teach children how to show this to others in times of difficulty. These
activities that involve the facilitation of a trustworthy adult as well as interactions with
others promote the development of empathy and appreciation for differences and
unique abilities, talents and ways of coping.
4. Self-regulation
This is the ability to manage one’s emotions. Since the mind and body are
interconnected, this skill is key to achieving a sense of equilibrium mentally, physically,
and emotionally. Since the mind and body are intricately connected, one’s ability to
manage strong emotions is key to healthy daily functioning.
5. Problem Solving
This critical life skill can be learned through any process that involves art making. It
can begin with resolving the simple dilemma between choosing blue or green to color,
or deciding what colors to mix to make a new color, or deciding on one’s own specific
rhythm or beat in a song or a dance sequence.

Play and Arts-based Psychosocial Support
Arts and play are effective methods for conducting psychosocial support activities for
children. Arts is a wide-range activity. Anyone can create art, no matter how simple,
and access its benefits. All of these art forms are also forms of play that not only help
children develop cognitively, emotionally, and socially, but also engage their
imagination, awaken innate strengths, and help them get in touch with their sense of
agency.
Arts and play are the natural languages of children. It is how they communicate and
express themselves best, especially for younger ones whose language may still be
limited. The arts are a powerful tool for bringing about recovery, learning, and fun.
With the guidance of non-judgmental, compassionate adults, all children can learn
how to play or use art to be empowered toward resilience.
v

Recovery and Learning Objectives
All activities in this packet have been designed to promote both recovery and learning
in a way that is recovery-centered, non-threatening, and fun for learners.
Arts for Recovery
The recovery objectives of the arts-based approaches target helping children
understand, express, and communicate feelings and emotions related to stressful
experiences in their lives. Through structured arts activities during which they draw or
paint a difficult experience and then verbally share that experience with their teachers
or peers, children become increasingly self-expressive and communicative and become
comfortable expressing their emotions and sharing their feelings. Gradually, children
become psychologically healthier, more socially interactive, and more engaged with the
broader activities of the classroom.
Arts for Learning
The learning objectives of arts-based approaches target engaging children in more
academic and performative competencies by encouraging creative activities. For an
early education age group, such activities include music and dance that promote early
math skills such as counting and simple addition and/or subtraction, songs that
introduce new vocabulary words, and drawing, painting, or sculpture exercises that
include teacher-led discussions of new vocabulary words or new concepts. Arts activities
such as holding and controlling a paintbrush or balancing or jumping during a dance
also promote fine and gross motor skill development. For an older age group, arts for
learning can include using the arts to promote fun and engaged learning around
broader academic subjects such as history, science, math, or literature. In all age
groups, participating in artistic activities also promotes communication, self-
confidence, and the development of creativity and problem solving skills.
vi

Children’s Sources and Language of Resilience
vii
The impact of disasters and/or emergencies on learners is affected by their resilience;
whether experiences of crisis brought by disasters and/or emergencies negatively or
positively affect their individuality or physical and mental health depends, in part, on
their resilience. Resilience is a very significant attribution as it involves an individual’s
capacity to face, overcome, and be strengthened or transformed by life’s adversities.
The International Resilience Project (1995) posits that there can be three (3) sources of
resilience for children or factors that help children overcome adversities which can be
described and expressed as follows:
Trusting relationships
Structure and rules at home
Role models
Encouragement to be autonomous
Access to health, education, welfare, and security services
The I Have factors are the external supports and resources that promote resilience in
children. These factors lay the foundation for developing feelings of safety and security
which is the core of developing resilience in children. The International Resilience
Project emphasizes that this foundation is necessary before children can be secure in
their awareness of who they are or what they can do. The I Have factors include:
I Have
Lovable and having an appealing temperament
Loving, empathetic, and altruistic
Proud of self
Autonomous and responsible
Filled with hope, faith, and trust
The I Am factors are feelings, attitudes, and beliefs within children; these are their
internal and personal strengths. The I Am factors include being:
I Am

viii
Communication
problem solving
Managing feelings and impulses
Gauging the temperament of self and others
Seeking trusting relationships
The I Can factors are children’s social and interpersonal skills which they learn through
interaction with others or from others’ teaching or modeling. The I Can factors include
interpersonal skills such as:
I Can
Understanding these factors and having these sets of words to describe them allows us
to not just talk about them, but also operationalize them to promote and build
children’s resilience. With these, we can easily see or identify resilient behaviors or
capacities as well as reinforce them. Further, as we use and teach these to learners,
they can better recognize resilience in themselves and in others.
Within this guide, these sets of words are used in the activities. These factors are
integrated into each activity’s instructions and wrap-up discussions. Instructions are
ensured to incorporate steps that provide learners opportunities to express or exhibit
resilience factors, such as identifying sources of external strengths (I Have); naming
their most helpful characteristics (I Am); and asking them to identify and discuss with
each other possible solutions to effects of disasters and/or emergencies to themselves
and others or to the community (I Can). Key Messages are also included to guide
teachers in helping learners in understanding and becoming conscious of these
resilience factors as reflected through the psychosocial support activities.

ix
This packet is designed for teachers to bridge the healthy socio-emotional well-being to
the school performance of learners, through psychosocial support activities, especially in
the context of addressing the impact of disasters and/or emergencies. Through the school
community, compassionate adults/teachers and peers can provide significant support to
learners that can help them cope and perform well even in difficult times. When
conducting psychosocial support activities in such a context, your role, even as a teacher,
is not simply to teach, but to be a companion to your students by being present and
attuned to what emotions they are having considering that in-person classes in the
aftermath of disaster and/or emergencies may come with various thoughts and emotions
- from anxieties to excitement or hopelessness to hopefulness. Through psychosocial
support activities, we can prioritize learners' recovery as they transition back to learning,
and be able to foster social and emotional learning and resilience that could further help
them in overcoming future adversities.
understanding & Using the Psychosocial
Support Guide

Map and Summary Table of
Activities
The activities in this guide are divided into key stages aligned with the DepEd
curriculum, and there is at least one activity for each psychosocial concept (7 S' of
Psychosocial Support). The key stages are Key Stage 1 for Kindergarten to Grade 3,
Key Stage 2 for Grade 4 to 6, Key Stage 3 for Grade 7 to 10 (Junior High School), and
Key Stage 4 for Grade 11 and 12 (Senior High School). Activities are aligned to key
stages according to the applicability of instructions as well as the depth of wrap-up
discussions per key stage; there are also activities that can be done for all ages and
are still contextualized per key stage through the instructions and wrap-up discussions.
All psychosocial competencies have different activities per key stage except for Safety
which has activities applied to all key stages considering that it is a key psychosocial
and resilience concept.
Below is a table summarizing the categorization of activities per key stage and
psychosocial concept.

Key Stages
Key Stage 1:
K-Gr3
Key Stage 1: Gr4-
Gr6
Key Stage 1:
Gr7-Gr10
Key Stage 1:
G11-Gr12
All Levels

Safety Safe Animal

There’s an
Emergency!,
Cloud Relaxation
Self-
awareness
and Self-
expression
How are you
today?
Feelings Circle
Everyone Has
Feelings
Making Masks
Feelings
Charades
Self-
regulation
Let's use our
voices!
Body Mirror Body Map Bag of Feelings
Tense and Relax,
Let's Dance
Problem
Solving
Storytelling Camera
Problem Solving
Theater
We can work it
out
Helping Hands
Self-
confidence
Color Line
Tracing
Confidence
Drawings
Scribble Drawing
Storyline
Build Our
Neighborhood
Fitness Trail
Self-
compassion
and
Empathy
Comfort from
Home
Tree of Life A Book About My Life
My Dream
School

Psychosocial Support Activities
7
S'
of
Psychosocial
Support
x

PARTS OF AN ACTIVITY GUIDE
Title. This is the name of the activity for easy reference.
Recovery Objective. This describes how the activity shapes the SEL-related
competencies of the learner (i.e., 7 S’ of psychosocial support) that also contributes
to the recovery of the child.
Learning Objective. This describes how the activity contributes to the cognitive or
academic learning of the child which is significant for learning continuity.
Materials Needed. This lists the materials needed for the activity, which may also
include found objects within the classroom or space.
Duration. This indicates the suggested duration of the activity. The duration may
change according to the needs of the learners.
Activity Space. This indicates where it is ideal to conduct the activity. Areas may
include spaces inside and outside the classroom.
Groupings. This describes how the activities may be conducted in a group setting.
The activities may be done individually, in pairs, in small groups, or as a whole
class.
Instructions. This provides step-by-step instructions for the teachers in conducting
the psychosocial support activities.
Modifications. Some activities will include modifications for Learners with
Disabilities (LWDs). These modifications are designed to tweak how the activities
are done to make them more appropriate and applicable to LWDs, while
maintaining the objectives of the activities.
Wrap-Up Discussion Guide. This provides a guide in processing the activities with
the learners, by providing points to raise and ponder on, and questions to ask the
learners. The synthesis ties the activity experience of the learners with the
objectives of the activity.
Each Activity Guide in this pack is composed of the following parts or sections. Be sure
to familiarize yourself with these to ensure the smooth flow of your facilitation and
conduct of psychosocial support activities.
xi

Key Message. This provides the main points that learners should understand,
remember, and further reflect on in line with the recovery and learning objectives
of the activities as well as the target psychosocial skills. The key messages
communicate and express the abstract concepts of psychosocial support, social and
emotional learning, and resilience in a manner that learners could absorb and
internalize.
Follow-Up Activity. Some activities have follow-up activities, which are extensions
of the main activities, should the need arise for the learners. These are optional for
the teachers.
For Follow Up At Home. All activities have notes about follow-up at home.
Teachers are encouraged to collaborate with the parents and/or guardians of their
learners to strengthen overall support and reinforce SEL and recovery.
Notes. There are pop-up notes throughout PSAP which are reminders or additional
guidance in conducting psychosocial support.
xii

This is a suggested guide to help you plan your time to integrate the following

psychosocial support activities.

Warm greeting for the
learners
GREETING
How is everyone today?
CHECK IN
Point to each emoticon. Ask who is feeling
each emotion in class.
Learners are not required to answer.
All emotions are welcome.
1.
2.
3.
USE THE EMOTICON CHART.
In silence, walk around the room first,
different paces, fast, slow, sideways,
etc. greet each one with their eyes, and
keep walking, fast-slow, high low then
medium, then go back to their desks.
Then do the flower-candle breathing.
(See Annex).
If the teacher notices the group lacks
energy: do an energizer activity [See
example in annex.] e.g. Tao Po! (for all
ages)
One activity that is easy and that learners
enjoy is the “room walk”.
ENERGY CHECK
Invite them to add more guidelines to
encourage ownership of the rules.
Review the guidelines together
Set guidelines for the first session, and
review before every succeeding session.
(This is critical for classroom management.)
1.
2.
SET GUIDELINES
xiii
BASIC Activity FLOW

It is very important to close with an
uplifting or grounding activity (e.g., a
song, dance, energizer, breathing). This
is a good place to use your own
energizer, dance or activity that
reflects your specific culture.
CLOSING
If you notice any red flags and that
someone needs extra care, follow the
agreed on protocols for reporting in your
school for psychosocial support.
NOTE RED FLAGS
Introduce and conduct the main
activity.
MAIN ACTIVITY
Synthesize learnings and re-emphasize
important points about the theme
[e.g. safety] through the wrap up
discussion guide and key message.
SYNTHESIS
xiv

What to do
Since this packet is designed to offer you activities to support the well-being of your
learners, the first step would be to create an environment that welcomes all the
emotions that they bring with them from their time at home during this pandemic.
Assess (see Understanding the Emotional Language of Your Learners, under the
Annexes) whether they might be receptive to the activities identified, and then choose
the activity that would be helpful to hold a space to either ground or calm your class,
or energize them.
There is a list of grounding exercises and energizers in the Annex to help you get
started. Basic exercise activities such as running in place, jumping jacks, arm rolls are
all good starters to get the stress out. End with three breaths to ground everyone
back to their seats.
After you’ve used the activities, know that it’s okay to repeat them. Repetition and
consistency over time build up a child’s socio-emotional strength and create a culture
of caring and acceptance in the classroom.
It’s best to continue doing psychosocial support activities throughout the year as this
will boost your learners’ academic performance as well.
Feel free to modify activities to adapt it to your specific culture and dialect.
Accommodations for children with special needs: if you have learners with special
needs in your class, individual work can be done in pairs so that a regular learner can
be paired with a special needs learner
Create safety and classroom guidelines. Remind them every session.
Focus on your learner’s strengths and inner resources.
Think outside the box. Use whatever materials are available to you. Materials from
the natural environment may be used for art and other psychosocial support
activities.
Appreciate whatever is made by the learner. Thank them for their creativity and
engagement (whatever way they engaged - as an observer, as a creator, as a sharer)
Activities that necessitate the use of bigger space may be tweaked by the teacher to
be able to execute it even in a smaller room.
xv
Reminders and Tips in the Conduct

of the Activities

When learners do not want to do a psychosocial support activity, encourage them,
but don’t force them. If you have a “quiet” or “peace” corner in your room with books
and coloring supplies, they can stay there and try other activities until they’re ready
to join.
Do not teach the learners how to create, since this is not an art class, but a
psychosocial support activity, instead:
Provide them with a space to let their creativity flow
Encourage them if they are having difficulty (i.e., start with a line, simple
tapping of the toes or nodding of the head)
Do not force learners to create, instead:
Meet them where they are at
Take note of these learners and check in with them individually from a curious,
compassionate standpoint
Do not judge artworks as good or bad, instead be curious about their work and
what they want to communicate through it
Do not analyze or interpret their work, instead allow them to be the masters of their
creations
xvi
WHAT NOT TO DO

preparING the emotional space
One of the keys in conducting an effective psychosocial support activity is preparing for
the emotional space the learners will need. This shall also help in building a culture of
safety in the classroom before learners can share their thoughts and emotions or express
their internal experiences through the activities. Accordingly, creating a routine where you
are checking in with your learners about how they feel and how they are doing is the first
step in preparing and creating such space. Below are things you can use or important
components to take note of to help you in this preparatory task:
Emotions Chart
Create a poster that you can point to, or create a section on your blackboard where

you can draw the emoticons
Ask learners to put their name under their most dominant feeling at any particular

time.
Example of an Emotions Chart
xvii
To take the activity further: ask each one to mimic each feeling, or to show the feeling
they’re feeling in the moment by making that specific facial reaction at the same time.
You can count: one, two, three - then have each one show their emotion through their
facial expression
You may want to use this as a
way to check on how everyone
is doing anytime during the
day.
NOTE:

xviii
“Let it all out” Center (for all ages)
This could be a big poster, section of your bulletin board or blackboard where
learners can scribble their feelings.
This could also be a designated area in the room where you have a mat, pillow,
some books, stress knots (old cloth knotted), scrap paper, a box with crayons or
coloring material.
To manage the propriety of their language and images, refer to the guidelines
chart.
Guidelines Chart
Create a poster where you have special guidelines for the play and art-based
activities you will do with your learners. Here is a sample:
Guidelines Chart
for a safe and friendly time
Know that all art is good art!
Use whatever materials we have, and

remember to share it with others who may

want to use it.
When someone is speaking, we do our best

to listen to them.
Treat each other with respect.

Yourself
Before every session, it’s important to pay attention to how you are feeling to
ensure your sense of calm, centeredness and compassion can help create an
accepting environment for your learners. Many times we naturally carry some
feelings from work or home into our classrooms.
So as not to project your feelings to your learners which will affect the safety in
the classroom, you may want to do the following:
Stress Test
Finally, the most important preparation to make for the session is:
0 10
5
Check-in with yourself to do a brief stress test measuring your stress level
from 0-10.
If your stress level is above 5, then you may want to:
Take some deep breaths and center yourself.
Pay attention to tension in your body, and breathe into the tension to
relax your muscles, especially your facial muscles.
Notice if you are thinking thoughts that will distract you from being the
compassionate presence your learners need, and set them aside in an
imaginary shelf or box that you can come back to later.
Be conscious of your voice modulation so as to offer both positive energy
and love to your learners.
xix

Psychosocial
Psychosocial
support
support
activities
activities

Key stage 1:
Key stage 1:
kinder - Grade 3
kinder - Grade 3

DURATION
SAFE ANIMAL
RECOVERY OBJECTIVE LEARNING OBJECTIVE
MATERIALS NEEDED
GROUPINGS
Through this activity, learners will be able to express what makes them feel safe. Because

children naturally use symbols to reflect their inner lives, the use of an animal that may

reflect their experience is used in this exercise.
Key
Stage
1:
K-3
60 minutes
1
Establish a sense of safety, develop self-
awareness, and self-expression, and
encourage connection with others
Improve fine motor skills; explore
resourcefulness and ingenuity
ACTIVITY SPACE
On the floor around a big circle or

spread out individually. This may be done

outside.
Paper
Coloring Materials
Other available materials that can be
used for the animal’s habitat (i.e.
natural materials, sticks, stones, leaves,
string, scrap wood, etc.)
Scissors
Glue (If using other materials)
Individually but within a bigger group circle inside our outside the classroom (e.g., an

open space, garden) or in their seats in class.
ACTIVITY DESCRIPTION
Psychosocial Competency: Safety

2
1
2
3
4
5
6
Safe
Animal
INSTRUCTIONS
You may want to introduce the activity by saying:
“Today we are going to draw. Imagine you’re in [teacher can choose the appropriate
contexts to offer learners] (e.g. in your home, in the city or in the mountains, a garden, or
forest), and you come upon an animal that makes you feel comfort and safety. What
would that animal be?"
We want to avoid saying “We are going to talk about safety today” so as not to pre-
empt the use of their imagination as they draw. We want to encourage spontaneity and
honesty in their expression.
Ensure that

everyone in the

class was given

a chance to

share. If there

are some

learners that

would rather

not share, do

not force the

learner.
NOTE:
Ask the learners to take a sheet of paper, either loose paper you
provide or their notebooks.
Ask the learners to draw the animal that they love which makes
them feel safe. Ask them to give their animals a name.
Give them about 10 minutes to draw and create. Learners may
color their drawings.
Then ask the learners to draw a habitat for their safe animal --
where is a safe place for the animal to live? What can be in the
animal's habitat that can make it feel safe? The learners can be
as creative as they would like (i.e., a fish living in a house, a horse
living in the ocean, etc.) and relate things that can also make
them feel safe.
Under their drawing, ask the learners to write down what their
safe animal can do that makes them safe from threat and
danger in their environment. Learners can be creative with this
(e.g., safe animals with superpowers, etc.)
Once everyone has finished, ask if anyone would like to share
their artwork with the class.

3
FOLLOW-UP ACTIVITY WITH MOVEMENT AND SOUND
Now we are going to pretend we are in a forest, and we are
“your” animals.
Stand in a circle, then begin to walk (like a train formation) and
then ask one learner to begin making the sound of his / her
animal, and as everyone walks, they copy this sound (e.g.,
barking like a dog, and acting like one - with one on two paws
up), and after the whole class has done this for about 10 - 15
seconds, the next learner can lead the class in the sound of his
or her animal with a corresponding action.
This is to expand the

activity with other

play modalities.
NOTE:
KEY MESSAGE
The most important thing to know to feel safe is that you need to run to safety (in

case of physical safety) and find an adult. In case of emotional unsafety or unsafety

in your bodies, we are here to support you. You need to tell an adult you trust, at

home or in school, when you do not feel safe in your bodies.
Safe
Animal
WRAP-UP DISCUSSION GUIDE
Tell us the story of your animal.
What is his/her name and where does he or she live?
Who are his/her animal family or animal friends?
What is the home or environment like for the animal that makes him/her feel
safe?
When you shared about what your animal can do to feel safe, how did it feel
to know that?
Ask the learner what the animal is, the contents of the safe place, and what
makes this place safe. Include additional questions as appropriate.
Talk about the importance of safety and what steps they can take when they
don’t feel safe in their bodies or in their environment. (You can do this in the
big circle after pretending to be an animal in the forest)
Let them tell their story. Depending on the size of your class, give each learner
about 2-3 minutes for their story.
Afterwards, thank the learners for sharing.
SYNTHESIS QUESTIONS AND POINTS:

4
Safe
Animal
You’ve discussed safety with their child.
Ask parents and/or guardians to reinforce the message
that their learner must ask for help from an adult they
can trust, when they feel unsafe in their bodies or in their
environment.
Help them identify names of people they feel they trust.
With their child, ask them to list these names down and
post them and their contact information on the wall
somewhere in the home where the learner can see it.
1.
2.
3.
4.
FOR FOLLOW-UP AT HOME

DURATION
How Are You Today
MATERIALS NEEDED
GROUPINGS
This two-part activity will allow learners to explore their feelings in a playful and
interactive way.
Key
Stage
1:
K-3
60 minutes
5
Learn to identify their own feelings,
discover new feelings, and explore how
they are expressed or visible in others
Practice language, gross motor

movement, listening, and collaboration

skills
ACTIVITY SPACE
Open space in the classroom and/or
outside.
Emotions pre-pasted on the
blackboard, far apart (prepared by
the teacher)
Emotion cards (big size: 1 bond paper
per emoticon, choose 4 emoticons from
the emoticon chart)
Emotion flash cards (small/1/4 size, 1
emotion per child)
Individual and then random grouping.
Psychosocial Competency: Self-awareness, Self-expression

PRE-ACTIVITY PREPARATION BY THE TEACHER
Draw the following emoticons on the blackboard
side by side, or cut out emoticons and tape them
on the board.
How
Are
You
Today
6
Choose four or all of the above emotions, draw one
each on a piece of short bond paper.
Then photocopy your emotions of choice in the size of
a flashcard or ¼ bond paper each. Make enough
copies for each of your learners to have one out of the
four emotions (e.g., If you choose four emotions: happy,
sad, angry, excited. For 20 learners, make 5 copies per
emotion. Or you can draw these also in ¼ sheet paper
instead of photocopying).

How
Are
You
Today
7
INSTRUCTIONS
The teacher tells the class we are exploring feelings today. The teacher can express that
we may feel many feelings all at once. To feel any feeling is normal, and part of being
human. It is what we do with our feelings and how our feelings affect others that we need
to pay attention to.
For example, when we are happy, we can sometimes help others feel better too because
our joy can be infectious. When we are angry, we may hurt others if our behaviors come
out in a way that attacks others such as hitting, or shouting.
It is important to emphasize that all feelings are valid, and that feelings should not be
labeled as positive or negative - it’s okay to be sad or angry or scared. Create a culture in
your classroom where these feelings are welcomed as opportunities to learn about each
other as a class or between learner and teacher, and opportunities to grow in a sense of
confidence in dealing with hard feelings.
Before doing the activity, encourage self-awareness by
bringing attention to the current feelings of the
learners. Ask the learners to think about what they are
feeling at the moment. The teachers can instruct the
learners by saying “In your minds, quietly, you can say “I
am feeling ______”.
Ask each learner to stand up row by row (if you want
there to be order in the classroom) or randomly, and
write their names on the board underneath the
emoticon that represents how they are feeling in the
moment.
When everyone is done, ask for volunteers to share
about their thoughts or explain why they are feeling
that way for that day.
1
2
3
PART 1
For younger learners,

teachers may need to

model supportive

behaviors first.
NOTE:

How
Are
You
Today
8
After, ask them what they noticed about the class, and how the class in general is
feeling today.
You can have a brief discussion on how to support each other as classmates,
especially those who are not feeling so well. Ask for examples on how to help others
feel better. List these on the blackboard too.
5
4
PART 2
Continue the exercise and ask for 4 volunteers. Give
each one one of the emoji drawings you prepared on
the short bond paper or any large sheet of paper.
Ask them to spread out and stand wherever they like
within the visible range of their classmates in the
activity space.
Gather the rest of your learners to the center of the
area and then distribute one small emoji card to each
learner. Make sure the emoji card is folded.
6
7
8
The volunteers

holding up the large

emotion cards may

want to join the

game so the teacher

can ask for new

volunteers.
NOTE:
Tell them not to look at their emoji yet, and that when you say ready, set, go -
they must run to the volunteer holding up the same emotion on their flash card.
The first group that completes their group wins.
Teacher stands at the center and gives instructions.
Teacher will point to a group, and all learners in the group together show the
emotion they were assigned to with action and sound. What does the emotion
look like in your body? What sound would you make?
Teacher acts like a music conductor and points to the various emotions making it
fun by pointing to one group after another randomly.
After everyone has a round of acting out their emotion, teacher collects their
flashcards and shuffles them, and then re-distributes one card per learner. And
the game repeats.
9
10
11
12
13

How
Are
You
Today
9
If you are outside, come back into the classroom. If you are in the classroom, come back
to your seats. Do the flower candle exercise, or quick three breaths exercise with a
butterfly hug to ground everyone from the running.
See page 62 for the Flower Candle exercise.
MODIFICATION
For learners with special needs, using photos of real children who show their
feelings are more helpful than using emoji cards. Talk about the different changes
in the way the facial expressions change as the emotions differ. For example, the
eyebrows of someone who is angry is pointed downward and inward, as opposed
to someone who is feeling excited, whose eyebrows might be raised.

How
Are
You
Today
10
What different emotions did you learn about today?
Tell a story about when you felt that emotion.
What does that emotion feel like in your body?
How does it feel to know or be aware of what you are feeling?
Earlier, we came up with ideas on how to support our classmates. How does it feel
to know that you can support your classmates? How did it feel to know you have
support?
For older learners, teachers may also ask “why is it important to support each
other?”
Later on, we did the second part of the activity. How did it feel when you were
moving around in the classroom?
After the second part of the activity, we did a quick relaxation activity. How did it
feel when you were breathing?
End with the song "Kung Ikaw ay Masaya, Tumawa Ka"
It is normal and okay to feel different feelings. What is most important is that you
don’t hurt yourself or anyone or destroy anything.
KEY MESSAGE

How
Are
You
Today
11
Talk to a friend or family member
Listen to music
Exercise, walk, jump rope
Take a nap
Make a list of things to be grateful for in your diary
Ask parents to create, with their learners, a list of “Ways to respond” to
their hard feelings. If the emotion they are exploring is sadness they
can say to their child: “It’s okay to express your anger as long as you
don’t hurt anyone, or yourself or destroy anything.”
Let’s think of ways you can deal with your sadness. Make a list. For
example:
1.
2.
3.
4.
5.
Parent and child can put this list on the wall of their home. When their
child is sad, they can both look at the list together to help him/her
choose an activity that will help him or her feel better.

LET’S USE OUR VOICES!
MATERIALS NEEDED
GROUPINGS
This is a listening and vocal activity that teaches regulation.
Key
Stage
1:
K-3
12
Develop self awareness, self-expression,
and self-regulation
Practice listening skills; practice following

instructions and following vocal

expressions: high, middle, low, loud, soft
ACTIVITY SPACE
Outdoors
Your voice and presence
One big group, or break up into groups
DURATION
15 to 20 minutes

This activity is best done outdoors away from the classrooms to allow learners full

expression of their voices without disturbing other classes. Should this activity be

done indoors, teachers can be creative in using vocal expressions that will not disrupt

other classes.

NOTE:
Psychosocial Competency: Self-Regulation

Let's
Use
Our
Voices!
13
INSTRUCTIONS
Review the guidelines for your PSS session: be curious, be respectful, listen, take turns,
avoid judgment, everything shared is confidential.
Learners stand in a circle around the teacher. The teacher holds his/her hand at
his/her waist (middle) and learners begin to sing a note at medium (normal)
volume. The provides the example for the medium tone.
The teacher then raises her hand high above her head and the learners increase
the volume to very loud (they can also clap hands, stomp feet, or yell to make as
much noise as possible).
Then the teacher drops her hand down to her knees to signal very quiet sound
and the learners drop their voices to a very low whisper.
The teacher moves back and forth between the 3 volume levels, eventually
stopping back in the middle at normal volume to regulate the learners back to
normal.
1
2
3
PART 1
4
Practicing mindfulness, sensitivity, and intentionality in how we use our

voices promotes self-awareness, which helps lead to better self-regulation. In

addition to this, activities such as humming and singing help stimulate the

vagus nerve, which plays an important role in regulating emotions.
NOTE:

14
1
2
3
PART 2
The teacher can

translate the phrases

into the spoken

language of the

learners (e.g.,

Tagalog, Bisaya)

NOTE:
4
MODIFICATION
For learners with speech and language disabilities, this activity can be modified
by using movements. Instead of lowering and raising the hands to indicate
volume, use it to indicate the intensity or speed of the movements. For example,
when the teacher holds his hand to his waist, the movement is normal. When the
teacher holds his hand above his head, the movement is more energetic or faster.
When the teacher holds his hand to his knees, the movement becomes less active
or slower.
In the wrap-up discussion, instead of talking about voices, talk about bodies. For
the phrases of affirmation, teachers may come up with a gesture or pose to
symbolize the meaning. For example, hugging the self for “I love myself”.
Let's
Use
Our
Voices!
I Love Myself
I Have Support from my Family, Friends, and
School
I Can Take Good Care of Myself
Teacher says that in this second part of the activity
instead of singing a note, we will be saying phrases.
Learners are asked to repeat the following phrases
using their normal voices or medium volume:
Similar to the first part of the activity, the teacher
moves back and forth between the 3 volume levels.
The teacher moves back and forth between the 3
volume levels, eventually stopping back in the middle
at normal volume to regulate the learners back to
normal.

15
Let's
Use
Our
Voices!
How did it feel to use our voices:
At the low level
At the high level
At the medium level
What differences did you notice in your feelings while we were changing the
loudness of our voice?
How did it make you feel when your classmates were using their voices:
At the low level
At the high level
At the medium level
When we were saying the phrases I Love Myself, I Have Support from my Family,
Friends, and School, and I Can Take Good Care of Myself, how did it make you
feel?
Do you ever feel like you want to shout very loudly but try not to, or whisper, but
cannot? What does that feel like for you?
Which voice feels most relaxed for you?
Voice modulation is also a way of regulating our energy. Notice your voice and the
tension you feel in your body based on how loudly or softly you speak. The tone of
your voice is one way to help others and yourself feel support and compassion.
KEY MESSAGE
Ask learners to teach this activity to their parents and to practice it
at home just for fun!

STORYTELLING
MATERIALS NEEDED
GROUPINGS
This activity will allow learners to discover their sense of agency by individually and
collaboratively finding creative solutions to a problem using visual art or dramatization.
Key
Stage
1:
K-3
16
Develop self-determination and self-
mastery, use and demonstrate healthy
coping skills
Expand the imagination; develop problem
solving skills by collaborating with others,
storytelling, and performing
ACTIVITY SPACE
Enough space to sit in a big group, and

then for smaller groups to break out into

other areas
Paper
Crayons
Pencils (for older children)

Small group, depending on the size

of the group, break up into groups

of four or five
DURATION
60 minutes
Psychosocial Competency: Problem Solving

Stoyrtelling
17
INSTRUCTIONS
Remind your learners of the guidelines for your PSS session: be curious, be respectful,
listen, take turns, avoid judgment, everything shared is confidential.
1
2
3
4
5
The teacher creates a story with a lead character, usually an animal, that has a
problem. The teacher tells the first half of the story to the learners (enough of the
story to introduce all the characters and the problem of the main character).
The teacher asks the learners to draw a picture of what the ending of the story
should be to solve the problem of the animal.
The teachers asks the learners to share their drawings including the problem,
solutions, and story ending with the class.
After the learners share their story ending drawings, the teacher facilitates a
discussion with them during which they collectively decide on the ending of the
story, and the solution to the problem.
The teacher retells the story from start to finish while the learners act out the
story (the learners act silently while the teacher speaks). For the acting, the
teacher can either assign story characters to the learners or can let the learners
volunteer for whichever character they want to play. If the class is too large to
have all the children participate in the acting, the teacher can do it twice or can
split the class in two and let half act the activity on one day and the other half
gets to act the activity (with a different story) on another day.

Stoyrtelling
18
What was the activity like for you?
What did you like about the activity?
What did you learn about yourself?
How did it feel working with your classmates?
Did you discover anything about your groupmates or classmates?
What was fun about collaborating? What was not so fun about collaborating?
How was your experience of finding a solution to a problem?
How did role playing the solution make you feel?
How does working together solve problems?
We all have the capacity to find creative solutions to things in your life. It is very
helpful when we have friends, classmates, and family we can count on to help us
find solutions.
KEY MESSAGE
Let the parents know about the activity and help them to brainstorm

with their children who they might be able to count on in good times

and in challenging times.

GROUPINGS
Color Line Tracing
MATERIALS NEEDED
Key
Stage
1:
K-3
19
Build and practice the self-confidence to

lead, along with the trust to follow one’s

partner
Promote concentration, practice fine motor

skills and decision-making skills
ACTIVITY SPACE
On the floor with enough space for

learners to spread out in the room in

pairs
One sheet of paper for each of your

learners
Crayons

Pairs (groups of 2)
DURATION
60 minutes
Psychosocial Competency: Self-confidence
Through this coloring activity, young learners will be able to explore leading and

following.

Color
Line
Tracing
20
INSTRUCTIONS
1
2
3
4
5
Group the learners into pairs.
Give each pair one sheet of white paper and let them select 2 crayons of
different colors.
One learner will start as the leader and the other will follow. The leader draws a
continuous line on the paper (in any shape or direction) with one crayon and the
follower traces over it, or next to it, to follow the leader’s line. This continues until
the paper is almost completely full from the tracing design. The teacher can give
instructions, such as to go fast or slow down, while the learners are tracing.
Once the children have filled the paper, they stop and switch roles (leader and
follower) and repeat the activity on a new sheet of paper.
When finished, have the children sit in a circle and the teacher can invite them to
share their designs and discuss how they felt doing this activity.

21
How did you feel when you were the leader?
How did you feel when you were the follower?
What was the most difficult part?
What did you like most about this activity?
What do you think about your design?
No matter which way the crayons went, we all produced beautiful art in the end.
Because each one had the confidence to try being a leader – and also trusted
their partners – you were able to work together.
KEY MESSAGE
Tired
Parents can be encouraged to do this activity at home in order to
give the child the opportunity to “lead” their parent. Parents can
further support the process by asking their children what they liked
about being able to lead them. If able, parents may also expand the
leader-follower set up into other activities, such as cleaning up toys,
making the bed, cooking, etc., which aids not only the healthy
development of the child's confidence but also practical skills for
daily living.
Color
Line
Tracing

COMFORT FROM HOME
MATERIALS NEEDED
GROUPINGS
In this activity, learners will tell stories about their experiences at home during the
pandemic, in order to encourage language development, self-expression through
externalization of bottled up feelings, and self-compassion.
Key
Stage
1:
K-3
22
Develop self-expression, self-compassion,
and empathy
Encourage language development and
imagination
ACTIVITY SPACE
In the classroom
Pre-activity: ask learners to bring an item
from home that gave them comfort as
they were doing classes at home during
the time of COVID-19. Anything is okay as
long as it’s not a computer, phone or
tablet.
Individual
DURATION
40 to 60 minutes
(in the time of Covid-19)
Psychosocial Competency: Self-compassion and Empathy

Comfort
From
Home
23
INSTRUCTIONS
1
2
3
4
5
6
Let them know that since they were learning from home, it was a new experience
for everyone, even for the teachers!
Ask them how they felt about learning at home and who or what helped them.
Ask them to think about what they want to share about the object that helped
them feel better while they were studying in a new way from home.
Invite volunteers to come to the front and share. Remind classmates to listen to
their classmates’ story.
Thank everyone in the class for sharing.
Ask everyone to place their favorite thing on top of their desk to prepare for the
discussion.

Comfort
From
Home
24
How do you feel now that you are back to school?
How does it feel knowing that you were able to
cope with distance learning during the COVID-19
pandemic?
Coping is about doing what we can to get through
a difficult situation. We all have things that help
us cope. Look around at all the things their
classmates brought that helped them. Were there
things you had in common with your classmates?
What did you learn about your classmates?
What did you learn about how everyone coped
with distance learning during the time of COVID-
19?
Is there anything that makes you nervous or scared
about being in school?
What makes you happy about being back in
school?
We have the ability to cope, and there are different ways of coping during difficult
times. People can bring us comfort, e.g. their parents or guardians, but sometimes we
can also find comfort in small things, and most of all in each other as we share our
stories.
KEY MESSAGE
The discussion refers
to the term “distance
learning”. If your
learners are more
familiar with using
other related terms to
distance learning (e.g.,
modular learning,
school at home), refer
to those terms instead.
NOTE:
Ask your learner to share his / her story with her mom and dad and

the rest of the family.

Key stage 1:
Key stage 2:
Grade 4 - 6
Grade 4 - 6

FEELINGS CIRCLE
MATERIALS NEEDED
GROUPINGS
Learners are invited to reflect on how feelings can exist simultaneously and deepen
their self-awareness.
Key
Stage
2:
Gr.
4-6
25
Develop self-awareness, self-expression,
self-understanding
Practice basic math and language,
fine motor, and visual-spatial skills
ACTIVITY SPACE
Space for everyone to sit in a circle and

work with paper on the ground or on a

desk
Paper
Crayons
Markers
Individual work within a larger group
TIME
60 minutes
Psychosocial Competency: Self-awareness, Self-expression

Feelings
Circle
26
INSTRUCTIONS
Ask learners if they have ever felt more than one feeling at once. Share with them that
this is normal, especially after an experience of a disaster and/or emergency.
To deal with hard feelings, tell them that it’s helpful to stop from time to time, and try to
understand which are the different feelings they are experiencing
1
2
3
Angry
Frustrated
Tired
Happy
On a sheet of paper, ask learners to think of the
different feelings they have at this moment. Ask them
to take a sheet of paper and divide it in half. On the
left side, ask them to write down all the feelings they
feel in the moment and assign a color for each.
On the right sheet of the same paper, ask learners to
create a circle. If learners have not been introduced to
circular charts, you can introduce the activity by saying
“Now we are making a feelings wheel and we will divide
the wheel according to how much you feel each feeling
you’ve written down today.” For Grades 5 to 6 learners,
the wheel can be referred to as a pie chart.
Ask learners to divide the wheel according to
“percentages” or to the size of each feeling they are
experiencing at the moment. When the learners are
done, the teacher can invite them to sit in a circle in
groups of 4, or to share their Feelings Wheel in the
larger group. Encourage learners to elaborate on the
feelings that they have identified. Learners can explain
what the feelings mean for them, why they feel that
way, and what they do when they feel that way. The
teacher can invite volunteers to start the sharing.

27
What did you discover about yourself as you were making it or as you look at
the chart now?
Did the wheel make it easier for you to talk about your feelings? What
helped? - colors, having space for different feelings to be in the same wheel,
thinking about how big the 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?
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 different 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;
it’s one way to support others and build
friendships.
KEY MESSAGE
Feelings
Circle
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.

NOTE:
MODIFICATION
For learners with visual impairments, instead of drawing their feelings circle,
learners can use coins, blocks, or pebbles to quantify how much they feel each
feeling. For example, learners may be given 10 coins/blocks/pebbles, and they
can represent 30% of their feelings by assigning 3 coins/blocks/pebbles to it.

28
Feelings
Circle
Let your learners’ parents or guardians know that you’re exploring
feelings this week. Remind them, as they do the following activity, to
set guidelines that they will listen to each one and respect each one’s
feelings; it is important to offer affirmation to each one after they
share, for opening up about their feelings. If others don’t want to
share, it’s okay.
Activity at home: Mom or dad leads the activity and does a
stress/emotion check with each family member during a meal using
the 0-10 range. When the sharing is finished, pray for each one
saying thank you for the sharing and thank you for the food.
If the family does not pray, go around the table before eating as a
check-in on their feelings (0-10) and listen to what each one needs for
support. Say thank you to everyone and then start the meal.

Body Mirror
GROUPINGS
In this activity, learners will experience stress release and practice self-regulation
through an interactive activity that involves movement and imagination.
Key
Stage
2:
Gr.
4-6
29
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
ACTIVITY SPACE
Indoors or outdoors with enough space
for participants to spread out in pairs
Pairs (groups of 2)
DURATION
30 minutes
Psychosocial Competency: Self-Regulation

Body
Mirror
30
INSTRUCTIONS
Ask learners if they have ever felt more than one feeling at once. Share with them that
this is normal, especially after an experience of a disaster and/or emergency.
To deal with hard feelings, tell them that it’s helpful to stop from time to time, and try to
understand which are the different feelings they are experiencing
1
2
3
Tired
4
5
Ask learners to get into pairs (groups of 2) and stand anywhere in the room.
Alternately, the teacher can have them line up in parallel lines with the
partners facing each other and a few feet of space between each neighboring
person. The pairs should face each other so that one person is A and the other
is B. They must also have space to walk or run around.
Remind the learners that in the activity, they are free to do any movement, as
long as it is safe.
Learner A begins as the leader by making movements (in silence) and then
Learner B follows (mirrors back) the movements. The teacher can provide
instructions during this process (such as do fast movements or do slow
movements). The process goes on for about 2 minutes.
The learners switch roles (A & B) and the process repeats.
The teacher may invite the learners to move without assigning who the leader
and the follower is -- the learners are encouraged to attune to each other

Body
Mirror
31
After the mirroring activity, encourage the pair to share their thoughts with
each other. Exchanging ideas is a good way to process insights and connect
ideas with their experiences. They can ask the following questions to each other:
6
What was it like to follow my movements?
How did you feel when I did the movements this way and that way?
(Learner can recall the movement and demonstrate it again)
What helped you follow my movements better?
What did you feel when I led the movements? What did you feel
when you followed the movements?
When there was no leader and follower, how did you know when to
follow or lead?
MODIFICATION
Mirroring is helpful for learners with special needs. It can build
coordination and motor skills. For learners with difficulties maintaining eye
contact, use movements that will direct the attention on middle to lower
extremities of the body. Focus on hands, arms, legs, and feet instead of
looking directly at faces.
For learners who are not ambulatory, the mirroring activity can be done
seated, using only the upper body, arms, and hands.
For learners with visual impairments, mirroring of sounds can be done.
Learners can explore different ranges and tones of their voices for the
activity, or tap their hands and feet to create beats that can be mirrored.

32
How did you feel while doing the activity?
What did you like about the activity?
What did you learn about yourself during this activity?
How did it feel like to take turns during the activity?
What did you learn about your body and ability to be the mirror of your partner?
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.
KEY MESSAGE
Tired
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.
Body
Mirror

CAMERA
Key
Stage
2:
Gr.
4-6
33
Foster self-awareness and a sense of self-

efficacy in problem solving
Practice problem solving, creativity, and
collaboration
MATERIALS NEEDED
GROUPINGS
ACTIVITY SPACE
On the floor with enough space for each

group to create their cameras as well as

draw on sheets of paper
Two sheets of paper for each of your learner
Boxes of various sizes for each group to choose from, depending on how they
want to design their camera; 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
Groups of 4 to 5 learners
DURATION
60 minutes
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
34
INSTRUCTIONS
Divide the learners into groups of 4 or 5.
As a group, ask the learners to create a
camera using the boxes they have chosen or
brought as the body of the camera. With the
coloring materials, recycled materials, art
materials, ask learners to design their cameras.
Encourage learners to be creative and
imaginative!
With the assistance of the teachers, learners
can also create a hole on the box where the
learners can look through (i.e., camera’s
viewfinder).
Give learners time to finish their work.
Afterwards, ask the learners to put their
camera at the center of the group; give them
time to look at their entire work and
appreciate it.
1
2
3
Tired
4
5
.
.

Ensure that

everyone in class is

given a chance to

share within their

groups. If there are

some learners that

would rather not

share, do not force

them
NOTE:
On one sheet of paper, ask the learners to imagine looking through the camera
and to draw a picture of a scene from the past in which they were able to solve
a problem they encountered.
After they draw the scene, ask the learners to add people or things that helped
them manage the problem or the difficult situation.
6
7

35
Tired
Invite the learners to use their cameras to view these scenes. They can use this
time to play with their cameras and view the scenes of the other groups too.
Then, ask the group to have each member share their picture and talk about it
with the rest of the group. Remind the class that sharing is voluntary and that
they should create a safe space for each other.
After the round of sharing, ask the learners that on their other sheet of paper,
imagine looking through the camera again and draw a picture of a problem or
challenging situation they are currently facing. It may be a challenge related to
being back at school or anything else they feel comfortable enough
representing in a drawing. Then, invite the learners to use their cameras to view
these scenes.
Ask the group to share their pictures.
8
9
10
11
Observe the learners closely as they bring to mind a challenge they’re currently
facing. After they draw their pictures, consider doing one of the relaxation and
self-regulation activities listed in the Annex.
NOTE:
Camera
MODIFICATION
For learners with visual impairments, this activity can be modified and re-titled as
“Power Phrase”. Instead of imagining a scene from the past in which they were
able to solve a problem they encountered, let the learners recall a phrase or a
quote that reminds them of 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.

36
What was this activity like for you?
What helped you find a solution to the problem you remembered?
Was there anyone who helped you? Who were they?
What did you learn about yourself in recalling the challenge you managed to solve?
Who or what could help you find a solution to your current problem?
Everyone has the 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.
KEY MESSAGE
Tired
Let the parents know about the activity and encourage them to
brainstorm with their children some simple steps towards problem
solving. These can include taking deep breaths in a challenging
situation, asking for help, or considering helpful solutions from past
experiences
Camera

CONFIDENCE DRAWINGS
MATERIALS NEEDED
GROUPINGS
In this activity, learners will revisit experiences where they were proud of themselves
and identify their strengths from those experiences.
Key
Stage
2:
Gr.
4-6
37
Deepen self-awareness, appreciation

for the self, and self-confidence
Exercise fine motor and visual thinking

skills; explore use of symbols, language,

and storytelling
ACTIVITY SPACE
Learners can work on their desk
Paper
Drawing materials (e.g., crayons,
oil pastels or markers)
Large group or smaller groups
depending on the size of the class and
the time available

DURATION
40 minutes

Confidence
Drawing
38
INSTRUCTIONS
Give your learners paper and the drawing materials.
Tell the learners that today, they will be drawing something about themselves.
Ask the learners to divide their paper into quadrants.
Ask the learners to write down these statements on the following quadrants:
1
2
3
Tired
4
5
First or top left quadrant: “Something I love”
Second or top right quadrant: “Something I love about myself”
Third or bottom left quadrant: “Someone who loves me”
Fourth or bottom right quadrant: “Something I am good at”
After, ask the learners to draw what corresponds to the statement in each
quadrant. For example, in the first quadrant, learners will draw something that
they love. They may draw more than one thing in each quadrant, if they feel
like doing so.
Give the learners ample time to finish drawing.
Divide the class into groups of five or six. Ask your learners to share their
drawings with the group. Remind learners that they may offer affirmations to
each one who shares in their group.
6
7
Tired
MODIFICATION
For learners with visual impairments, the activity can be modified and turned
into a song. Their answers to the prompts or statements can be weaved
together into a song. Learners are encouraged to create their own tune, and
share it with their classmates.

39
How often do you think about your positive qualities (things you are good at,
people who love you, etc.)?
How did you feel drawing about yourself and your positive qualities?
Ask learners to share about something new they have learned about themselves
through the activity.
How do your positive 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 way you are. While we make space for hard feelings in
our lives, it’s good to also remember that there are many things to be proud of in
our lives as well. It is good to notice all the good things about yourself, including
the things you love and the people who love you. Bringing these into awareness
helps build self-confidence.
KEY MESSAGE
Feelings
Circle
Tired
Let parents know you did this activity and invite learners to take their

work home and share it with their parents.

Tree of Life
MATERIALS NEEDED
GROUPINGS
Through this activity, learners will reflect on themselves – their traits, abilities, and
strengths, present lives and hopes for the future.
Key
Stage
2:
Gr.
4-6
40
Cultivate self-compassion and

empathy, and enhance self-awareness
Practice writing skills, language and
storytelling skills
ACTIVITY SPACE
In the classroom with enough space for

all learners to lay their sheets on the

ground, preferably in a large circle
¼ sheet of manila paper per
learner; alternatively, a sheet of 8”
x 11” paper is adequate as well
Coloring materials
One large group with instructions

given step by step

Psychosocial Competency: Self-compassion and Empathy
DURATION
60 minutes
Tired
It would be helpful to prepare extra sheets of paper in case any of the learners

would need more space to draw during the activity
NOTE:

Tree
of
Life
41
INSTRUCTIONS
The teacher begins the activity by giving preliminary instructions: “Today, we will draw our
own Tree of Life. As you draw each part of your tree, starting with the roots, I will read
something to you that might give you ideas about what you want to include in your
drawing. Feel free to add words as well as images to your Tree of Life.
Please wait for the instructions before moving on to the next part. You will be given
enough time to spend on each part of the tree, and time at the end to go back and add to
other parts.
Please make sure you leave enough space on your paper for the entire tree. If you need
extra paper to extend your sheet, kindly let me know and I can give you another sheet.”
Give your learners paper and the drawing materials.
Read the prompts for each part of the tree listed below, while allotting about 5
minutes of drawing time for each part.
1
2
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Roots: What (or who) keeps you stable and strong? These can
be activities you do in daily life or people important to you.
Trunk: What do you love about yourself? What are the qualities
you feel proud of? These can be special talents and character
traits such as being a good friend or taking care of others.
Branches: What are your hopes, dreams, and wishes for the
future?
Leaves: What are some of the ways that people have given you
gifts in your life? This is not about material gifts or things, but
rather about kindness and support. Who has helped and
supported you, and who have you supported?

Tree
of
Life
42
Once the learners have finished drawing the entire tree, give additional time
for them to add finishing touches or any other decorations they would like to
include.
The next step is to hang all of the trees together, or place them side-by-side
in a large circle, creating a Forest of Life.
Proceed with the sharing through the discussion guide. Ask the learners to
come up to their work while they answer the questions and show their
classmates their work.
3
4
Tired
5

43
What would you like to share about your work? You can share one or some parts
of your tree.
What was this activity like for you?
What did you discover about yourself in the process?
What do you like about your tree?
Looking at our Forest of Life, do you notice any similarities or differences among
the trees? What are they?
The Forest of Life shows that no two trees are exactly the same. Each tree, like
each one of you, has its own story, capabilities, gifts, and potential. Being more
aware about the good things about yourself helps build self-compassion,
especially when we feel down or challenged. Knowing and using our abilities, as
well as the support we have in our lives also helps us shape our future.
KEY MESSAGE
Feelings
Circle
Tired

Key stage 1:
Key stage 3:
Grade 4 - 6
Grade 7 - 10

everyone has feelings
GROUPINGS
Key
Stage
3:
Gr.
7-10
44
Develop self-exploration and self-

awareness, practice self-expression, as

well as gain a sense of empathy toward

others
Enhance vocabulary for naming
feelings and practice abstract thinking
by making associations between colors,
shapes, lines, or images and feelings
MATERIALS NEEDED
Any paper available, markers, crayons,
paints, other assorted materials
Individual work

Psychosocial Competency: Self-awareness and Self-expression
DURATION
ACTIVITY SPACE
In the classroom
It would be helpful to prepare extra sheets of paper in case any of the learners

would need more space to draw during the activity
NOTE:
30 minutes
This activity helps learners identify their feelings, express them through art, and discover
that people can experience more than one feeling at a time

Everyone
Has
Feelings
45
INSTRUCTIONS
Teacher tells the class we are exploring our feelings for today. Sometimes, when we pay
close attention to ourselves and give time to actually check in with how we are feeling, we
might notice that we have more than one feeling at a time. Share with them that this is
normal, especially in the time of a pandemic or disaster, and other transitions we might be
going through.
During this time, they are free to explore these feelings. Remind the learners that there
are no right or wrong emotions and that paying attention to how we feel can give us
information about ourselves and how we can handle situations.
Confident
Brave
Determined
Cared for
Lonely
Disappointed
Hurt
Jealous
Embarrassed
Shy
Confused
Curious
Optimistic
Patient
Give each learner a piece of paper and coloring materials.
Allow the class to settle and quiet down, with each learner sitting either at their
desk or in their own space on the floor.
Ask the learners to gently close their eyes (if comfortable) or lower their gaze
on the floor and listen to the sound of the teacher's voice. The teacher can play
soft instrumental background music for this
Ask the learners to think of a time when they felt (some or all of these can be
mentioned):
1
2
3
Tired
This list represents some unpleasant and

pleasant feeling states, typically more complex

than common feeling words such as happy or

sad. These emotions were chosen to widen the

learners’ emotional vocabulary. The teacher is

free to add or omit from the list, while keeping

in mind to begin and end with pleasant

feelings. It is also recommended to mention an

equal number of pleasant and unpleasant

emotions to the class.
NOTE:
4

Everyone
Has
Feelings
46
As the learners open their eyes, ask “How are you feeling today?”
On their sheet of paper, ask the learners to draw a picture with the colors that
match the way they feel right now.
When all are finished, have the learners share their drawings to the group.
3
4
5
Tired
At the end of the PSS session, consider doing one of the relaxation and self-

regulation activities listed in the Annex depending on the observed mood and

energy level of the class.
NOTE:

47
How many feelings do you have today?
Do you usually notice one feeling at a time or many all together? When you notice

them, what goes on in your mind?
What feeling/s did you show in your picture?
What was it like to represent your feelings through colors and images?
What was it like to listen to your classmates’ feelings and see their drawings?
How did this exercise help you understand your feelings?
How did this exercise help you understand your classmates?
Tired
All feelings are valid and how we express them is something we can learn more about.
Although it takes time to learn how to navigate through our emotions, being curious
about our difficult emotions and trusting that they will pass is a healthy way to deal
with difficult emotions. When we learn about them, we grow our ability to self-
regulate and learn that there are many ways to do so. Self-regulation is the ability to
manage one’s emotions.
KEY MESSAGE
Everyone
Has
Feelings

BODY MAP
GROUPINGS
This activity will allow learners to experience the connection between their mind and
body, learn how their mind affects their physical well-being, and identify where they
hold these feelings in their bodies. This awareness is the foundation for learning
self-regulation.
Key
Stage
3:
Gr.
7-10
48
Develop body awareness; practice self-

expression and self-regulation
Practice fine and gross motor skills;
practice visual-spatial, language,
analytical, and problem solving skills
MATERIALS NEEDED
Any paper available, markers, crayons,

paints, other assorted materials (decision

on specific materials that are age

appropriate are chosen by the teacher)
VERSION 1: Individual
VERSION 2: Pairs
Psychosocial Competency: Self-regulation
DURATION
60 to 90 minutes
VERSION 1 VERSION 2
If possible, 1-2 sheets of large sized paper

or cardboard enough for a life-sized

drawing (pre-taped together with tape)

depending on the size of the learner,

markers, crayons, paints, other assorted

materials (decision on specific materials

that are age appropriate are chosen by

the teacher).
ACTIVITY SPACE
Learners can work on their desks, on the

floor around a big circle or spread out

individually
VERSION 1 VERSION 2
This activity requires a large amount of
space, enough for each participant to lay
on the floor to create the body map and
work on it

Body
Map
49
INSTRUCTIONS
Ask the learner to create a body outline on their sheet of paper - 1 outline for
the front part of the body, another outline for the back part of the body
(depending on the size of the paper, you may place the two outlines side-by-
side or back-to-back)
Ask the learners to map out in their body map with coloring materials where in
their bodies they feel the following emotions:
1
2
3
Tired
Where do you feel HAPPINESS or JOY in your body?
Where do you feel SADNESS in your body? Where do you feel
ANGER in your body?
Where do you feel FEAR in your body?
Where do you feel COURAGE in your body?
Where do you feel LOVE in your body?
Ask the learners to add other feelings that are coming up for them that
haven’t been mentioned. They may also decorate their body maps any way
they want.
VERSION 1
.
.

This activity may be broken up into two sessions if there’s not enough time. You

may end with the drawing of emotions on the body map. The next day you may

continue with the sharing of the body maps in pairs, groups or as a class.

NOTE:

Body
Map
50
Ask the learners to map out in their body map with coloring materials where in
their bodies they feel the following emotions:
2
3
Tired
Where do you feel HAPPINESS or JOY in your body?
Where do you feel SADNESS in your body? Where do you feel
ANGER in your body?
Where do you feel FEAR in your body?
Where do you feel COURAGE in your body?
Where do you feel LOVE in your body?
*Learners may assign different colors for each emotion.
Ask the learners to add other feelings that are coming up for them that
haven’t been mentioned.
Then have the learner finish decorating their drawings any way they like, using
the rest of the available arts materials.
Ask the learners to share something about the activity and their work.
4
5
Sharing can be done in pairs, small groups or one by one in a big group

NOTE:
Learners work in same-sex pairs. Be mindful of learners from the LGBTQIA+
community, and their level of comfort being paired with their peers.
Tape together 2 large size pieces of paper or cardboard for each child. Put
learners into pairs. One learner lies on the paper while the other traces
him/her. Then they switch. Each learner now has a tracing of his/her body.
VERSION 2
1

51
Ask them to point out in their body maps and where they feel the different
feelings they identified
How does it feel to think about how we physically experience the different
emotions? What does this tell us about how our bodies react to our feelings?
What do you think about your body map? How would you describe it?
Can you describe what sensations you feel in your body when you feel those
emotions?
It can be empowering for learners to understand that there is a difference
between what they might feel like doing when they are angry, etc. and what
they actually choose to do; it shows that they are able to self-regulate (teach
them the word - it’s an important one!)
How do you feel inside when you are angry, etc.? Are there other feelings beneath
your anger, etc.?
What feelings do you find underneath?
After learners share their feelings, teacher can suggest others: you might
feel hurt, helpless, tense, left out, put down, unheard, insulted, ashamed,
rejected, sad, inadequate, vulnerable, disappointed, ignored, neglected,
unfairly treated, controlled
The feelings that hide underneath our anger, etc. can help us to understand
what is really upsetting us and, thus, help us to communicate our needs more
clearly.
When you feel these emotions, reflect about the following:
What situations were you in when you felt those emotions?
Who are the people with you when you feel those emotions?
How can we express our feelings, needs, and wishes in ways that will feel better
and safer?
Beyond the classroom: Ask the learners if they will be willing to share their work
with their parents and/or guardians. Talking about feelings with people we trust is
helpful in gaining support for managing them.
Tired
Body
Map

52
ADDITIONAL GUIDELINES FOR THE TEACHERS
For a deeper discussion, you may emphasize the following during the synthesis:
All feelings are valid -- everyone gets angry, sad and fearful. How we express

them is something we can learn more about.
Sometimes, if we take a break from a difficult feeling for a while, we can come

back to it and make a better decision about what we want to do. You may ask

the learners, what else can we do to help us take a break, cool down, and

think? Brainstorm some helpful ways to help us do that.
In addition to the ideas brainstormed, the teacher can also mention the following

tips that help us take a break, cool down, and think more clearly:
Tell someone you trust what happened and how you feel;
Think of something peaceful (looking up at the sky, smelling a flower, sing a

song, eating some fruit) or something you like to do;
Squeeze or punch a pillow;
Drink water
Tear up some old newspapers;
Count backwards from 10;
Scribble on a big piece of paper; draw what happened;
Sing; hum a song;
Play a game;
Do the turtle (pull in your head, arms, and legs and take a snooze in your

shell);
Think about something funny;
Take a walk;
Squeeze a stress ball (we’ll be making these another time);
Talk to a friend;
Write about what happened and seal it in an envelope;
Exercise (go for a walk, play a game, etc.)
Encourage the learners to try these out, and reflect about which ones work best

for them.
Tired
Body
Map

53
EXTENSION OF THE ACTIVITY
After talking about the different ways that can help us take a break, cool down,
and think more clearly, the learners can come up with a “class self-regulation
poster.” In one big paper, learners can draw the different activities or ways that
help self-regulate, or those that help them take a break, cool down, and think
more clearly. This can be a collaborative class activity. Learners can also come up
with a cool or creative title of their self-regulation poster. This can serve as a
reminder of their abilities to express themselves safely, to manage themselves in a
loving way, and to ask for and provide support.
Teachers may do this the following day or if there is more time.
Tired
Body
Map
Our mind and body are connected. Our feeling manifest in our bodies. How we
express these feelings is something we can learn about. Although it takes time to
learn how to navigate through our emotions, being curious about our difficult
emotions and trusting that they will pass is a healthy way to deal with difficult
emotions. When we learn about them, we grow our ability to self-regulate and learn
that there are many ways to do so. Self-regulation is the ability to manage one’s
emotions.
KEY MESSAGE
Encourage the parents to listen to their son or daughter’s story about

self-portraits which reflect their emotions with acceptance and full

attention.

Problem Solving Theater
MATERIALS NEEDED
GROUPINGS
52
ACTIVITY SPACE
In the classroom with enough space for

groups to break out into their own areas
Paper
Pencils
Groups of 5-8 learners
DURATION
60 minutes
Key
Stage
3:
Gr.
7-10
Build capacity for problem solving and
develop self-confidence by performing in
front of others
Practice analyzing factors contributing to
problems, generating or evaluating
solutions, and writing skills
In this activity, learners will collaborate to find creative solutions to a problem through
dramatization.

53
INSTRUCTIONS
.
.
Put the children into groups of 5-8 and give them a
theme for problem solving. This can be any type of
problem they see in their school or in their community.
Let each group decide on a problem they want to
address.
Each group writes a story about the problem. The
story should present both the problem and a possible
solution to the problem. As with any story, it should
have: characters, plot, setting, conflict/problem, and
resolution. Let the class know that their stories will be
used in their role plays later on.
Give the groups some time to practice their story as a
role play for the class.
Have the groups present one by one. After each
performance, ask the class for comments or other
ideas on how to solve the problem.
1
2
3
4
Problem
Solving
Theater
Sharing can be

done in pairs,

small groups or

one by one in a

big group.

NOTE:
MODIFICATION
For learners with visual impairments, the activity can be modified by using
music. Learners can create a song together to represent their story.
Encourage learners to use anything they can find to create beats, rhythm,
and tune.
For learners who have speech disabilities, learners can create a comic book
to represent their story.

54
How did your group work together to create your story?
How was your experience of finding a solution to a problem?
How did role playing the solution make you feel?
How did it feel working with your groupmates?
What did you appreciate about your groupmates throughout this activity?
How did you feel hearing the comments and solutions from other groups?
Did you discover anything about your groupmates or classmates? What are they?
Tired
Everyone has the capacity to find creative solutions to challenges. Sometimes, it takes
collaboration - speaking up your ideas and listening to others - to arrive at the best
solution or course of action.
KEY MESSAGE
Problem
Solving
Theater
Tired
Parents can further support problem solving skills and their children’s
sense of confidence in facing challenges. At home, they can initiate
conversations in which the child’s ideas with regard to simple
problems or decisions (e.g., delegation of chores, fixing weekend
schedules, etc.) are respectfully listened to. Parents can help children
process these ideas by saying “If we do this (instead of that), what do
you think could happen?” or “What makes ___ the better
option/action to take?

Scribble Drawing Storyline

MATERIALS NEEDED
GROUPINGS
This activity will allow learners to practice collaboration and storytelling, and develop
self-expression, confidence and connection through a drawing.
55
Encourage self-confidence, courage

and trust, empathy and self-

compassion, experience being listened

to, develop self-regulation, relaxation,

and anxiety management for those

who have performance anxiety
Exercise skills in communication,
storytelling, comprehension,
listening, and concentration
ACTIVITY SPACE
A make-shift stage or performance space
where an audience can watch
Paper
Crayons or Oil Pastels
Groups of 5 to 6 learners
DURATION
60 minutes
Key
Stage
2:
Gr.
7-10

56
INSTRUCTIONS
.
.
Give each learner paper and crayons or pastels
Ask them to take one pastel or crayon and scribble randomly on the paper
until you tell them to stop. This can take 2 minutes or so. You can prompt them
to draw fast or slow, etc.
Then, ask them to find an image in their drawing and color it in.
After they finish drawings, ask the learners to reflect about the meaning of
those images for them.
Put the learners into groups of 5 or 6.
Have them share their drawings in the group.
After everyone has shared, ask the groups to work together and create a story
that can be told through their drawings. Ask them to give their story a title.
Prepare and practice telling the story in a line or row.
Each group performs their story: the learners stand next to each other in a line,
facing the audience, and each learner holds his/her drawing so it is visible to
the audience.
They tell the story one by one, going down the line, with each learner speaking
his/her part of the story while holding the drawing that represents that part.
Now ask the class to pretend you’re in an imaginary theater and they are
about to listen to several stories.
1
2
3
4
Scribble
Drawing
Storyline
5
6
7
8
9
7
10
11

DepEd DRRMS PSAP Teacher's Guide All Grade Levels_20220820.pdf

DepEd DRRMS PSAP Teacher's Guide All Grade Levels_20220820.pdf

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