School: PAG-ASA ELEMENTARY SCHOOL Grade Level: IV Checked By :

Teacher: NORRIE JANE R. BOTOR Section : MAKABANSA

MA. MERCEDES G.
GRADES 1 to 12 GRANDE
DAILY LESSON Master teacher I
August 22-26, 2022 1ST QUARTER
LOG Teaching Dates and Time: Quarter:
WEEK 1
SUSANA C. LANDINGIN
Principal IV

TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

5:50-7:30 Orientation
 Prayer  Prayer  Prayer  Prayer  Prayer
 Checking of  Checking of  Checking of  Checking of  Checking of
Attendance Attendance Attendance Attendance Attendance
 Introducing Oneself  Introducing Oneself  Introducing Oneself  Introducing Oneself  Introducing Oneself
(First 10 pupils) (Next 10 pupils) (Next 10 pupils) (Next 10 pupils) (Remaining Pupils)
 Standards for the Day  Standards for the Day  Standards for the Day  Standards for the Day  Standards for the
 Classroom Policy  Classroom Policy  Classroom Policy  Classroom Policy Day
 Classroom Policy
7:30-9:00 Psychosocial I.Discuss The 7 s' of I.Discuss The 7 s' of I.Discuss The 7 s' of I.Discuss Children’s Sources I.Discuss Children’s Sources
Support Psychosocial support Psychosocial support Psychosocial support and Language of Resilience and Language of Resilience
Activities  Safety  Self-expression  Problem Solving  I have  I can
 Self-awareness  Self-regulation  Self-confidence  I am
 Self-compassion
9:00-9:30 Health Break Health Break Health Break Health Break Health Break
9:30-10:30 Psychosocial II. Activity II. Activity II. Activity II. Activity II. Activity
Support FEELINGS CIRCLE BODY MIRROR CAMERA CONFIDENCE TREE OF LIFE
Activities DRAWINGS
I. Objectives I. Objectives I. Objectives I. Objectives I. Objectives
RECOVERY OBJECTIVE RECOVERY OBJECTIVE RECOVERY OBJECTIVE RECOVERY OBJECTIVE RECOVERY OBJECTIVE
Develop self-awareness, self- Gain awareness of the self and Foster self-awareness and a Deepen self-awareness, Cultivate self-compassion and
expression, self-understanding the body, experience stress sense of self efficacy appreciation empathy, and enhance self-
release, and practice self- in problem solving for the self, and self-confidence awareness
regulation and empathy
LEARNING OBJECTIVE LEARNING OBJECTIVE LEARNING OBJECTIVE LEARNING OBJECTIVE LEARNING OBJECTIVE
Practice basic math and Practice following instructions; Practice problem solving, Exercise fine motor and visual Practice writing skills,
language, encourage gross motor creativity, and thinking language and storytelling
fine motor, and visual-spatial development collaboration skills; explore use of symbols, skills.
skills and creative expression language,
and storytelling
II. MATERIALS NEEDED II. MATERIALS NEEDED II. MATERIALS NEEDED II. MATERIALS NEEDED
 Paper Two sheets of paper for each of Paper ¼ sheet of manila paper per
Crayons your learner Drawing materials (e.g., learner; alternatively, a sheet
Markers Boxes of various sizes for each crayons, of 8”x 11” paper is adequate as
NO Materials needed only group to choose from, oil pastels or markers) well
themselves depending on how they Coloring materials
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
III. Procedures: III. Procedures: III. Procedures: III. Procedures: III. Procedures:
 Giving of Instructions  Giving of Instructions  Giving of Instructions  Giving of Instructions  Giving of Instructions
 WRAP-UP  WRAP-UP  WRAP-UP  WRAP-UP  WRAP-UP
DISCUSSION GUIDE DISCUSSION GUIDE DISCUSSION GUIDE DISCUSSION GUIDE DISCUSSION
GUIDE
 FOR FOLLOW-UP AT  FOR FOLLOW-UP AT  FOR FOLLOW-UP AT  FOR FOLLOW-UP AT  FOR FOLLOW-UP
HOME HOME HOME HOME AT HOME

10:30-11:15 IV. PAGSUSURI SA IV. PAGSUSURI SA IV. PAGSUSURI SA IV. PAGSUSURI SA IV. PAGSUSURI SA
SIKOSOSYAL PARA SA SIKOSOSYAL PARA SA SIKOSOSYAL PARA SA SIKOSOSYAL PARA SA SIKOSOSYAL PARA SA
BALIK ESKWELA BALIK ESKWELA BALIK ESKWELA BALIK ESKWELA BALIK ESKWELA

11:15-12:00 V. TEACHER’S GUIDE FOR V. TEACHER’S GUIDE FOR V. TEACHER’S GUIDE FOR V. TEACHER’S GUIDE FOR V. TEACHER’S GUIDE
SCORING AND SCORING AND SCORING AND SCORING AND FOR SCORING AND
INTERPRETATION INTERPRETATION INTERPRETATION INTERPRETATION INTERPRETATION

KEY MESSAGE It is important to identify your Our energy and how we regulate Everyone has the capacity to You are enough just the way you The Forest of Life shows that
feelings in order to deal with our bodies affects others. Our find creative solutions to are. While we make space for no two trees are exactly the
them. You may feel a lot of stress can become challenging situations. hard feelings in our lives, it’s same. Each tree, like each one
different feelings at the same their stress. It’s important for us Sometimes, it is helpful to look good to also remember that there of you, has its own story,
time, and that is to pay attention to how our back at who and what helped us are many things to be proud of capabilities, gifts, and
okay; they are valid. When we bodies feel. When we solve problems in the past. in our lives as well. It is good to potential. Being more
feel difficult feelings, there are pay attention to ourselves and These do not only remind us of notice all the good things about aware about the good things
many different ways to help our bodies, we are able to be our own abilities and strengths, yourself, including about yourself helps build self-
yourself feel better about present to others in but also the the things you love and the compassion, especially when
difficult feelings. an honest and supportive way. resources and support available people who love you. Bringing we feel down or challenged.
Some of the things that can help to us. these into awareness Knowing and using our
us deal with them include: helps build self-confidence. abilities, as well as the support
sharing your stories with a we have in our lives also helps
trusted friend or adult, singing a us shape our future.
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.
MODIFICATIO For learners with visual Mirroring is helpful for learners For learners with visual For learners with visual NONE
N impairments, instead of drawing with special needs. It can build impairments, this activity can be impairments, the activity can be
their feelings circle, learners can use coordination and motor skills. For modified and re-titled as modified and turned
coins, blocks, or pebbles to quantify learners with difficulties “Power Phrase”. Instead of into a song. Their answers to the
how much they feel each feeling. maintaining eye contact, use imagining a scene from the past in prompts or statements can be
For example, learners may be given movements that will direct the which they were able to solve a weaved together into a song.
10coins/blocks/pebbles, and they attention on middle to lower problem they encountered, let the Learners are encouraged to create
can represent 30% of their feelings extremities of the body. Focus on learners recall a phrase or a their own tune, and
by assigning 3 coins/blocks/pebbles hands, arms, legs, and feet instead quote that reminds them of their share it with their classmates.
to it. of looking directly at faces. For ability to get through their
learners who are not ambulatory, the problems. Learners may share the
mirroring activity can be done meanings of these quotes to their
seated, using only the upper body, classmates. If they do not have a
arms, and hands. quote or phrase, invite the learners
For learners with visual to make their own.
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.