Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
CATMON ELEMENTARY SCHOOL
CATMON, SAN JUAN, BATANGAS

GRADE ONE WEEKLY LEARNING PLAN FOR PSYCHOSOCIAL WELLNESS

Name of Teacher MARITESS D. ERGUIZA DATE
Quarter FIRST Grade Level One
Week 1 Learning Area Psychosocial Wellness
MELCs
Day Objectives Topic/s Classroom-Based Activities Home-Based Activities
Monday The pupils Learners will be A. Begin with classroom routine: FOR FOLLOW-UP AT HOME
are able to asked to reflect on a. PRAYER You’ve discussed safety with their
acknowledge an animal that b. GREETINGS: Warm greeting for the learners child.
and express makes them feel c. CHECK IN: How is everyone today? Ask them to reinforce the message
their feelings. safe to reflect on d. USE THE EMOTICON CHART that
(Safety, Self- the concept of  Point to each emoticon. Ask who is their learner must ask for help from
awareness, safety. feeling each emotion in class. an
Self-  Learners are not required to answer. adult they can trust, when they feel
expression) SAFE ANIMAL  All emotions are welcome. unsafe
ACTIVITY in their bodies or in their
B. SET GUIDELINES 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
C. ENERGY CHECK in the home where the learner can
Simultaneous recitation of a short poem see it

Ako’y may Alaga

Ako’y may alaga
Asong mataba
Buntot ay mahaba
Makinis ang mukha

Mahal niya ako

Mahal ko rin siya
Kaming dalawa
Laging magkasama.

Do you also have an animal pet in your home?

C. MAIN ACTIVITY

 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 makes
them feel safe, and give it a name
 Give them about 5 to 7 minutes to draw
and create.
 Then ask the learners to draw a habitat
for their safe animal -- where will the
animal live? They can be as creative as
they’d like (i.e. a fish living in a house, a
horse living in the ocean, etc).
 Once everyone has finished, ask if
anyone would like to share their artwork
with the class.
 Let them tell their story. Depending on
the size of your class, give each learner
about 2-3 minutes for their story.

D. SYNTHESIS
  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.)
 Stress that the most important
thing they need to know to help
them feel safe is they need to run
to safety (in case of physical
safety) and find an adult. In case
of unsafety emotionally or in their
bodies, they need to tell an adult
they can trust (at home or in
school) when they do not feel safe
in their bodies.

E. CLOSING
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

Tuesday Learn to How Are You A. Begin with classroom routine:

identify Today? a. PRAYER
their own b. GREETINGS: Warm greeting for the learners
feelings, Psychosocial c. CHECK IN: How is everyone today? FOR FOLLOW-UP AT HOME
discover Competency: Self- Ask parents to create, with their
new awareness, Self- B. SET GUIDELINES/INTRUDUCTION learners, a list of “Ways to respond”
feelings, expression to
and The teacher tells the class we are exploring feelings their hard feelings. If the emotion
explore today. The teacher can express that they are exploring is sadness they
how we may feel many feelings all at once. To feel any can say to their child: “It’s okay to
they are feeling is normal, and part of being express your anger as long as you
expressed human. It is what we do with our feelings and how our don’t hurt anyone, or yourself or
or visible in feelings affect others that we need destroy anything.”
others to pay attention to. Let’s think of ways you can deal
with your sadness. Make a list. For
Practice It is important to emphasize that all feelings are valid, example:
language, and that feelings should not be  Talk to a friend or family
gross labeled as positive or negative - it’s okay to be sad or member
motor angry or scared. Create a culture in  Listen to music
movement, your classroom where these feelings are welcomed as  Exercise, walk, jump rope
listening, opportunities to learn about each  Take a nap
and other as a class or between learner and teacher, and  Make a list of things to be
collaborati opportunities to grow in a sense of grateful for in your diary
on confidence in dealing with hard feelings.
skills
C.ENERGY CHECK
Sing together If you're happy and you know it
If you're happy and you know it, clap your hands
If you're happy and you know it, clap your hands
If you're happy and you know it, then your face will
surely show it
If you're happy and you know it, clap your hands

stomp your feet

shout hooray (Hooray)
turn around
wiggle your hips
stretch your arms
pat your head
touch your nose
 shout hello (Hello)

D.MAIN ACTIVITY

Draw the following emoticons on the blackboard

side by side, or cut out emoticons and tape them on the
board.
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
thefour emotions

 The teachers can instruct the

learners by saying “In your minds, quietly, you can say
“I
am feeling ______”.
 When everyone is done, ask for volunteers to
share about their thoughts or explain why they
are feeling that way for that da
 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.

Game:
  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.
 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.
E. SYNTHESIS

 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?
F. CLOSING
Let sing again with the song "Kung Ikaw ay Masaya,
Tumawa Ka"

Key Message: 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

Wednesday Develop LET’S USE OUR Begin with classroom routine:

self VOICES! a. PRAYER
awareness b. GREETINGS: Warm greeting for the learners
, self- Psychosocial c. CHECK IN: How is everyone today?
expression Competency: Self- d. USE THE EMOTICON CHART
, Regulation •Point to each emoticon. Ask who is feeling each
and self- emotion in class.
regulation •Learners are not required to answer.
•All emotions are welcome.
Practice B. SET GUIDELINES/INSTRUCTIONS
listening Review the guidelines for your PSS session: be
skills; curious, be respectful, listen, take turns,
practice avoid judgment, everything shared is confidential
following C. ENERGY CHECK
instructions  Learners stand in a circle around the teacher.
and The teacher holds his/her hand at
following his/her waist (middle) and learners begin to sing a note
vocal at medium (normal)
expression volume. The provides the example for the medium
s: high, tone.
middle,  The teacher then raises her hand high above
low, loud, her head and the learners increase
soft 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.
D.MAIN ACTIVITY
 We will be saying phrases. Learners are asked
to repeat the following phrases
using their normal voices or medium volume:
I Love Myself
I Have Support from my Family, Friends, and
School
I Can Take Good Care of Myself

 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.
E. SYNTHESIS
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?
E. CLOSING
Key Message
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.
Thursday Develop STORYTELLING Main Activity
self-  The teacher provide and
determinati Psychosocial creates a story with a lead
on and self Competency: character, usually an animal,
mastery, Problem Solving that has a
use and problem. The Parents tells the first
demonstrat half of the story to the learners
e healthy (enough of the
coping story to introduce all the characters
skills and the problem of the main
character).
Expand the  The Parents asks the
imaginatio learners to draw a picture of
n; develop what the ending of the story
problem should be to solve the problem of
solving the animal.
skills by  The Parents asks the
collaborati learners to share their
ng with drawings including the
others, problem,
storytelling, solutions, and story ending with the
and class.
performing  After the learners share their
story ending drawings, the
parents facilitates a
discussion with them during which
they collectively decide on the
ending of the
story, and the solution to the
problem.
 The parents retells the story
from start to finish while the
learners act out the
story (the learners act silently while
the parents speaks).

SYNTHESIS
What was the activity like for you?
What did you like about the activity?
What did you learn about yourself?

Closing
Key Message
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

Build and Main Activity

practice
 the self-  Group yourself into two
Friday confidence  Give each pair one sheet of
to white paper and let them
lead, along select 2 crayons of different
with the colors.
trust to  One learner will start as the
follow leader and the other will
one’s follow. The leader draws a
partner continuous line on the paper (in any
shape or direction) with one crayon
and the
Promote follower traces over it, or next to it,
concentrati to follow the leader’s line. This
on, continues until
practice the paper is almost completely full
fine motor from the tracing design.
skills and  The parents can give
decision- instructions, such as to go fast or
making slow down, while the learners are
skills 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

SYNTHESIS
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?
CLOSING
Key Message
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.