Activities on the first week of opening of classes

1. Activity Description
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Learners are invited to reflect on
how feelings can exist
simultaneously and depeen their
self-awareness.
In this activity, learners will
experience stress release
and practice self-
regulation through an
interactive activity that
involves movement and
imagination
This activity will allow
learners to practice
problem solving and
reflect on their own
abilities, as well as the
resources and support
availbale to them as they
face challenges.
In this activity, learners
will revisit experiences
where they were proud of
themselves and identify
their strengths from those
experiences.
Through this activity,
learners will reflect
on themselves- their
traits, abilities and
strengths, present
lives and hopes for
the future.
I. Title FEELINGS CIRCLE BODY MIRROR CAMERA CONFIDENCE DRAWINGS TREE OF LIFE
II. Recovery
Objective
Develop self-awareness, self
expression, self-understanding
Gain awareness of the self
and the body, experience
stress release, and practice
self-regulation and
empathy.
Foster self-awareness and
a sense of self-efficay in
problem solving.
Deepen self-awareness,
appreciation for the self,
and self-confidence
Cultivate self-
comapssion and
empathy, and
enhance self-
awareness
III. Learning
Objective:
Practice basic math and language,
fine motor, and visual-spatial skills
Practice following
instructions; encourage
gross motor development
and creative expression
Practice problem solving,
creativity, and
collaboration
Exercise fine motor and
visual thingking skills,
explore use of symbols,
language, and story telling
Practice writing skills,
language and
storytelling skills.
GRADE 6
DAILY LESSON LOG
School: SILAD MAHOGANY ELEMENTARY SCHOOL Grade Level: VI
Teacher: ANALYN W. CALABROSO Learning Area:
PSYCHOSOCIAL SUPPORT- Key
Stage 2: Grade 6
Teaching Dates and Time: AUGUST 22-26, 2022 (WEEK 1) Quarter:
1ST
QUARTER- Self Awareness,
Self Expression, Psychosocial
Competency- Self Regulation,
Problem Solving, Self-
confidence, Self- compasssion
and Empathy

2. IV. Materials
Needed:
 Paper
 Crayons
 Markers
 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
camers,
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.
 Paper
 Drawing
materials(e.g.
crayons, oil pastels
or markers)
 ¼ sheet of
manila paper
per learner,
alternatively,
a sheet of
8”x11”paper
is adequate as
well
 Coloring
materials
V. Duration: 60 minutes 30 minutes 60 minutes 40 minutes 60 minutes
VI. Activity Space: Space for everyone to sit in a
circle and work with paper on the
ground or on a desk
Indoors or outdoors with
enough space fpr
particpants to spread out
in pairs
On the floor with enough
space for each group to
create their cameras as
well as draw on sheets of
paper.
Learners can work on
their desk
In the classroom with
enough space for
alllearners to lay
their sheets on the
ground, preferably in
a large circle.

3. VII. Groupings: Individual work within a larger
group
Pairs (groups of 2) Groups of 4 to 5 learners Large group or smaller
groups depending on the
size of the class and the
time available
One large group with
instructions given
step by step
VIII. Instructions:  Review the guidelines for
your PSS session: be
curious, be respectful,
listen, take turns, avoid
judgement, everything
shared is confedential.
 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 disater
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.
 Review the
guidelines for your
PSS session: be
curious, be
respectful, listen,
take turns, avoid
judgement,
everything shared
is confedential.
 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 disater 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.
 Review the
guidelines for your
PSS session: be
curious, be
respectful, listen,
take turns, avoid
judgement,
everything shared
is confedential.
 Remind your
learners of the
guidelines for your
PSS session: be
curious, be
respectful, listen,
take turns, avoid
judgement,
everything shared
is confedential.
 Review the
guidelines for
your PSS
session: be
curious, be
respectful,
listen, take
turns, avoid
judgement,
everything
shared is
confedential.
 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

4. read
something to
you that
might give
you ideas
abot what
you want to
include in
your drawing.
Feel free to
add words as
well as images
to your Tree
of Life.
IX. Modifications: For learners with visual
impairments, instead of drawing
their feelings circle, learners can
use coins, blocks, or pebbles
toquantify 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.
Mirroring is helpfulfor
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 with visual
impairments, this activity
can be modified and re-
titled on “Power Phrase”.
Instead of imagining a
scene from the past in
which they were able to
solve a proble they
encountered, let the
learners recall a phrase or
a quote that reminds
them of their ablity to get
through their problems.
Learners may share the
meanings of these quotes
to their classmates. If
they do not have a quote
For learners with visual
impirments, the activity
can be modified and
turned into a song. Their
answers to theprompts or
statements can be
weaved together into a
song. Learners are
encouraged to create
their own tune and share
it with their classmates.

5. or phrase, invite the
learners to make their
own.
X. Wrap – Up
Discussions
Guide:
Synthesis Questions and Points:
 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
yourfeelings? 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 feellike
to give your listeningears
to your classmates?
 What did you learn from
your classmates?
 What resources do you
have to deal with your
feelings?
Synthesis Questions and
Points:
 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?
Synthesis Questions and
Points:
 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
challenges you
managed to solve?
 Who or what
could help you
find a solution to
your current
proble?
Synthesis Questions and
Points:
 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 the learners to
share about
something new
they have learned
about htemselves
through the
activity.
 How do yoour
positive
qualities/sternghts
help you
overcome
challenges in life
or in school?
 How did you feel
hearing your
Synthesis Questions
and Points:
 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
your Forest of
Life, do you
notice any
similarities or
differences
among the

6. classmates share
about themselves
and their positive
qualities?
Thank the learners
for their hard work
and for sharing
their works.
trees? What
are they?
XI. Key Message: It is important to identify your
feelings in order to deal with
them. You may feel a lot of
different feelings at the same
time, and that is okay; they are
valid. When we feel difficult
feelings, there are many different
ways to helpyourself fell better
about difficult feelings. Some of
the things that can help us deal
with them include: sharing your
stories with a trusted friend or
adult, singing a song, taking a
walk, taking a nap, or exercising. It
is important to share uplifting
feelings as well; its’ one way
tosupport others and build
friendships.
Our energy and how we
regulate our bodies affects
others. Our stress can
become their stress. It’s
important for us to pay
attention to how our
bodies feel. When we pay
attention to ourselves and
our bodies, we are able to
be present to others in an
honest and supportive
way.
Everyone has a capacity
to find creative solutions
to challenging situations.
Sometimes, it is helpful to
look back at who and
what helped us solve
problems in the past.
These do not only remind
us of our own abilities
and strengths, but also
the resources and
support available to us.
You are enough just the
way you are. While we
make space for hard
feelongs 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 otice all the good
things about yourself,
including the things you
love and the people who
love you. Bringing these
into qawreness helps
build self-confidence.
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. Beeing
more aware about
the good things
about yourselfs helps
build self-
compassion,
especially when we
fell down or
challenged. Knowing
and using our
abilities, as well as
the support we have
in our lives also helps
us shape our future.

7. XII. Follow-Up
Activity and
For Follow Up at
Home
Let yoour 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
afetr they share, for opening up
about their feelings. If others
don’t want to share, it’s okay.
Share this activity with
parents and ask them to
replicate the “game” at
home. They can do this
also via exercise. If the
parent exercises, they can
ask their learners/ sons to
join them and do the
same. All of this helps with
regulation and body
awareness.
Let the parents know
about the activity and
encourage them to
brainstorm with their
childre some simple steps
towards proble solving.
These can include taking
deep breaths in a
challenging situation,
asking for help, or
considering helpful
solutions from past
experiences.
Let parents know you did
this activity and invite
learners to take their
work home and share it
with their parents.
XIII. Notes Share with your learners that they
can use this at different points in
their week, or month as a check-in
and that it will most likely change
and look a little different each
time.
Observe the learners
closely as they bing to
mind a cjhallenges they’re
currenctly facing. After
they draw their pictures,
consider doing one of the
relaxation and self-
regulation activities listed
in the Annex.
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.
Prepared by:
ANALYN W. CALABROSO
Teacher In-charge
Checked by:
LUZMINDA L. BONGLAY
Principal II