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Personal Development W6S14 15

The document summarizes two classroom sessions on coping with stress in middle and late adolescence. In session 14, the teacher defined stress, discussed it as a stimulus, response, and relational concept, and had students identify their top stressors. In session 15, the teacher illustrated the effects of stress and had students identify personal sources of stress and ways to handle it. The goal was for students to understand stress and its sources in order to identify healthy ways of coping during adolescence.

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328 views4 pages

Personal Development W6S14 15

The document summarizes two classroom sessions on coping with stress in middle and late adolescence. In session 14, the teacher defined stress, discussed it as a stimulus, response, and relational concept, and had students identify their top stressors. In session 15, the teacher illustrated the effects of stress and had students identify personal sources of stress and ways to handle it. The goal was for students to understand stress and its sources in order to identify healthy ways of coping during adolescence.

Uploaded by

Mlyn
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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School MIDWAY MARITIME FOUNDATION Grade Level 11

Teacher MS. DANICA JOY E. PARATON Learning Area PERSONAL DEVELOPMENT


Grades 1 to 12
Teaching Week 6 (Sessions 14-15)
Daily Lesson Log
Dates and Quarter SECOND
Time

Session 14 Session 15 Session


December 13, 2016 December 15, 2016
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of stress and its sources; various stress responses; and coping strategies for healthful living in middle and late
adolescence
B. Performance Standards The learners identify personal ways of coping for healthful living.

C. Learning Discuss that understanding stress and its Identify sources of one’s stress and illustrate the effect of
Competencies/Objectives sources during adolescence may help in stress on one’s system.
identifying ways to cope and have a
healthful life. EsP-PD11/12CS-If-5.2

EsP-PD11/12CS-If-5.1

II. CONTENT Coping with Stress in Middle and Late Coping with Stress in Middle and Late Adolescence
Adolescence  Sources of one’s stress
 Effect of stress on one’s system
 Defining stress
 Stress as stimulus, response and
relational healthy stress
III. LEARNING RESOURCES
A. References Personality Development Book Personality Development Book
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Ask students what they understand by Continuation of the discussion
or presenting the new lesson “stress” and whether they have
experienced stress.
Ask the students if they know a teenager
who are stress right now or if they
themselves are stress. Ask them if they
know what the reasons of being stress are.

Based on the answers of the students, the


teacher will then define what stress is and
discuss it inductively to the class.
B. Establishing a purpose for Conduct the Motivation: Stress Bingo. Have Student will randomly asked aout the discussion on the
the lesson students walk around and find someone previous session.
who participates in one of the activities
listed on the Bingo sheet.

The student will then ask the person to sign


his/her name in the appropriate box. Try to
find a different person for each activity. You
may call out different types of Bingo:
straight line, diagonal line, all spaces filled
out, etc. After a few minutes, end the
activity and ask the students how they
found the activity. Was it stressful? How did
they cope with the stress? Debrief:
C. Presenting The teacher will conduct an activity: WHAT ACTIVITY:
Examples/instances of new CAUSES YOU TO “LOSE YOUR COOL”?
lesson Discuss with students how stress is part of everyday life, and
Students may choose the top 5 stressors that there is good stress and bad stress. As a class, have
from those listed and compare with 3 other students brainstorm types of good stress and bad stress.
classmates. If there is time, the class can Write their responses on the board. Student may review the
vote on the top 5 stressors for the class. previous activity worksheet, “What causes you to lose your
cool?”
D. Discussing new concepts Explain to the class that stress is also a 1. Identify what are the sources of one’s stress. This will be
and practicing new skills #1 stimulus, response and relational. anchored based on the answer of the students in
explore part.
E. Discussing new concepts Discuss with students how stress is part of Teacher will illustrate the effects of stress on one’s system.
and practicing new skills #2 everyday life, and that there is good stress
and bad stress. As a class, have students
brainstorm types of good stress and bad
stress. Write their responses on the board.

Ask students how they commonly feel when


they “lose their cool.”
F. Developing mastery Re-state the lesson discussed to assess Recap the lesson discussed
(Leads to Formative the students understanding.
Assessment)
G. Finding Practical
applications of concepts and
skills
H. Making generalizations Ask the students what is their realization
and abstractions about the about stress.
lesson
I. Evaluating Learning Essay-type question will be given to the student.

How can you handle your stress? What is the reason of being
stress?)
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the formative
assessment
B. No. of Learners who
require additional activities
for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Prepared by: MS. DANICA JOY E. PARATON
Checked by: MS. MARGRET DIANNE F. FERMIN
CIS Senior High School

Approved by: MR. EDWARD S. RODRIGUEZ


Assistant Principal, OIC

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