Based On Annex 2B.6 To Deped Order No. 42, S. 2016: Coping With Stress in Middle and Late Adolescence

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Based on Annex 2B.6 to DepEd Order No. 42, s. 2016

DAILY School Grade Level & 11 & I
LESSON Quarter
LOG Teacher ROBERT ANDREW BALDADO SHS Track
SENIOR HIGH SCHOOL Inclusive Dates July 15- July 18, 2019 Learning Area PERSONALITY DEVELOPMENT
Scheduled Time Topic
MONDAY WEDNESDAY FRIDAY
I. OBJECTIVES JULY 15, 2019 JULY 17, 2019 JULY 19, 2019
A. Content Standard Stress and its sources; various stress response; and coping strategies for healthful living in
middle and late adolescence.
B. Performance Standards Identify personal ways of coping for healthful living
C. Learning Competencies / The Learners
Objectives (Write the LC Identify sources of one’s stress and illustrate the effect of stress on one’s system
Code) ESP-PD11/12CS-IF-5.2
II. CONTENT Coping with Stress in Middle and Late Adolescence
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
III. LEARNING RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learners’ Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resources
Portals
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so the students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what
they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Revising previous lesson or Recall yesterday lesson Recall yesterday lesson Recall yesterday lesson
presenting the new lesson
B. Establishing a purpose for Says,
the lesson -Stress is the body’s response to
anything that makes us feel
threatened or pressured. It is
caused by any kind of demand to
which we must adapt, adjust, or
respond.
-it is body’s automatic way of
reacting to changes, challenges and
demands placed on us.
-Some stress is necessary, however
too much stress may cause wear
and tear on the body and mind.
Major life events, such as moving,
separation or divorce of parents,
death of a loved one, changing
schools or losing a friend, may
cause anxiety and distress.
-Other day-to-day situations,
including being late or leaving a
project until the last minute, can
also cause stress. It is important
that students learn to recognize
what might be causing them stress
and learn strategies to help control
and alleviate stress.
C. Presenting examples/ (Student brainstorm)
instances of the new lesson
Asks. How stress is part of
everyday life, and that there is good
stress and bad stress.
Teacher tasks. Review the

previous activity worksheet, “What
causes you to lose your cool?”
D. Discussing new concepts Asks. How do you feel when you
and practicing new skills #1 “lose your cool temper.”
Says. You need to complete Activity

1: Stress Signals.
Teacher tasks. Pair up students to
share their responses.
E. Discussing concepts and Discuss the Reading:
practicing new skills #2 “Stress Response”
F. Developing mastery Recitation.
G. Finding practical Initiate Activity 2: Quite Time for

applications of concepts 15 minutes.
and skills in daily living
H. Making generalizations and Asks. How stress response into our
abstractions about the body?
lesson How stress response to us?
I. Evaluating learning Multiple choice
J. Additional activities for Present and give instruction to the
application or remediation Portfolio Output No. 9: My Stress
Signal
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn? Identify what help your Instructional Supervisors can provide for you so when you meet them, you can ask them
relevant questions.
A. No. of learners who earned
80% in the evaluation.
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 it work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
learners?
By: Ms. Gie Serrano Made for TRTU members & The Teachers’ Posts FB Friends only.

Based On Annex 2B.6 To Deped Order No. 42, S. 2016: Coping With Stress in Middle and Late Adolescence

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Based on Annex 2B.6 to DepEd Order No. 42, s. 2016

Teacher tasks. Review the

Says. You need to complete Activity

G. Finding practical Initiate Activity 2: Quite Time for

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