Psychosocial

1. GRADE 9
DAILY LESSON LOG
School MISAMIS OCCIDENTAL NATIONAL HIGH SCHOOL Grade Level 9
Teacher JHONES F. CULANG Learning Area PSYCHOLOGICAL FIRST AID
Teaching Dates
Time
August 22-24, 2022
8:00-12:00; 1:00-5:00
Quarter 1
I. OBJECTIVES
Monday Tuesday Wednesday Thursday Friday
A. Content Standards
The learners must demonstrate understanding of Psychological First Aid as humane, supportive response to a fellow human being who is suffering
and who may need support.
B. Performance Standards Learners must be able to develop resilience and nurture the mental health and well-being through Psychosocial Support Activities:
 Activities and interventions that meet the psychological and social needs of individuals, families, and communities.
 Provide in times of crisis to help manage normal distress and prevent mental health concerns; and
 Reduce the risk of vulnerability while strengthening protective factors.
C. Learning
Competencies/Objectives
Write the LC code for each
DAY 1 MORNING
1. Learners’ Classroom
Orientation on School
Policies
2. Grading System
DAY 1: AFTERNOON
 Identify feelings and thoughts
in relation to their mental
health condition in this face-to-
face learning implementation.
 Express feelings and thoughts
in a safe environment.
 Provide information and
support.
DAY 2
1. To Exercise fine motor and
visual thinking skills;
2. To explore use of symbols,
language, and storytelling
(Healing Objective)
To deepen self-awareness,
appreciation for the self, and self
confidence
DAY 3: MORNING
1. Election of Classroom Officers
2. Setting of class rules
3. Group learners and assign
them as to their area of
responsibilities
DAY 3 AFTERNOON
Sharing one’s goal and hopes
for this academic year
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages

2. 2. Learner’s Material pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
Kwek, Aldwyn Murphy’s MHPSS
activity
IV. PROCEDURES
Learning Episode 1:
A. MOTIVATION
1. Presentation Today we are going to share our
feelings and thoughts regarding
face-to-face classes amidst the
pandemic.
Today, you are going to draw
something about yourselves.
Today, you are going to share your
expectations and hopes for this
year.
2. Importance It is important to share our feelings
and thoughts to be resilient on
every disaster and or calamities.
It is important to have this
activity to develop confidence by
revisiting experiences where you
were proud of and to identify
strengths from those experiences.
It is important to have your goal in
life so that you will be motivated to
learn.
3. Formative
Assessment
After the activity, you will discuss
your feelings, thoughts, and ideas
in front of the class or with your
small group, without passing
judgment.
After the activity, everyone is
encouraged to share their output
in front of the class.
After the session, you are
encouraged to share your outputs
through dance, play or drawing.
B. PROBE AND RESPOND
1. Review /Drill Students are encouraged to dance
the GALAW PILIPINAS
Dancing of Galaw Pilipinas Students are encouraged to dance
the GALAW PILIPINAS
- -
2. Pre-requisite Skills Draw any object, thing/s, symbols,
etc. on the piece of paper to
symbolize how you are feeling
and what is on your mind right
now.
Give 10-15 mins to do this activity.
• Have everyone share their
drawings after the allotted time
without passing judgment.
Instruction:
1. Divide the paper into
quadrants, or into four.
2. Write down these statements
as titles of the following
quadrants:
First or top left quadrant:
“Something I love”
Second or top right quadrant:
“Something I love about myself”
Instruction:
The class will be divided into 6
groups.
They will decide how they are
going to present their outputs.

3. •Acknowledge and appreciate each
one for sharing their inputs.
Third or bottom left quadrant:
“Someone who loves me”
Fourth or bottom right quadrant:
“Something I am good at”
 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 complete their drawings.
 Divide the class into groups of
five or six.
 Ask your learners to share
their drawings with the
group.
Remind the learners that they
may offer affirmations to each one
who shares in their group.
Learning Episode 2:
A. Independent
Practice
Wrap Up Discussion Guide
 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.

4.  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?
Learning Episode 4:  These uncertain times in the
pandemic that we are facing
still have truly produced all
these sorts of feelings and
thoughts in us.
 Whether positive or negative
all these are normal.
 However, when you observed
that these feelings and
thoughts persisted and
increased in seriousness, then
it’s time for you to reach out!
 The school has guidance
counselors that can help if you
only open up.
 So, ask for support!
 Provide the contact
information of guidance
counselors for future
references.
Key Message
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.
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.
Communicating with learners
about their art
Taking on the role of being a gentle
companion to your learners, it is
best not to assume
or interpret or give your own
meaning to their works of art.
Allow them the space to
freely express themselves through
their art, by sharing about their
own creation. The
following questions are suggested
to help facilitate this process,
whether via one-on one sessions or
within a sharing group:
1. ASK ABOUT THE
CONTENT:
What is the story of your art?
What do you see?
Does something surprise you?
What do you like about it most?
What title would you give it?
2. ASK ABOUT THE PROCESS
What do you feel about making
your art?
What was going on in your mind
while you were making this?

5. If the work could speak to you,
what would it say?
If you were to speak to your work,
what would you say?
A. Evaluation
B. Assignment/Project
V. REMARK