Republic of the Philippines

Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF QUEZON CITY
HOLY SPIRIT ELEMENTARY SCHOOL
Artillery Road, Garcia Heights, Holy Spirit, Quezon City

WEEKLY LEARNING PLAN

Quarter 1 Name MARIA CRISTINA BERNADETT G. DEGOCIONAN Grade Level/Section 1-MCB.

DEGOCIONAN
Week 1 Date August 22 – 25, 2022 Learning Area Psychosocial
Support
Day Objectives Topic/s Classroom-Based Activities Home-Based
Activities
1 Establish Acknowledging Guide the class in doing Safe Animal Activity.
safety, self- and expressing
awareness, one’s feelings. Activity description: Learners will be asked to reflect on animal that makes them feel
problem safe and reflect on the concept of safety.
solving and
self- Procedure:
expression. a. Introduce the activity by saying: “Today, we are going to draw. Imagine you are
[teachers can choose the appropriate context to offer learners] (ex. In your home, in
the city or in the mountain, a garden or forest), and you come upon an animal that
makes you feel comfort and safety. What would that animal be?

1. Ask the learners to take a sheet of paper.

2. Ask them to draw an animal that makes them feel safe and give it a name.
3. Give them time to draw and create.
4. Then ask the learners to draw a habitat for their safe animal—where will the animal
live?
5. Once everyone has finished, ask if anyone would like to share their artwork with the
class.
6. Let them tell their story.
Prompt: -Tell us the story of your animal.
- What is his/her name and where
 does he/she live?
-ask the learner what the animal is,
the contents of the safe place. Add
additional questions if necessary.

Wrap Up Discussion:
- 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.
- 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. On 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. Created by: Creative Guro
2 Establish Acknowledging Guide the class in doing Desert Island
safety, self- and expressing
awareness, one’s feelings. Activity description: Learners will be asked to reflect on what they need for safety
problem and survival
solving and
self- Procedure:
expression. a. Introduce the activity by saying: 'Today we are going to create a group sculpture
using natural materials or recycled materials.

1. Divide learners into groups (consider physical distancing). They will be working in
a circle.
2. As they ore standing in their groups of four, say, “Imagine you are on a deserted
island, and there is water all around you. What will you need to be safe there? What
would you need to survive?"
3. instruct the learners to use masking tape or string) If learners are outside, they can
draw on the ground to make their pretend island to create an imaginary island at the
center of the circle.
4. When their islands are ready, give learners fifteen minutes to scout the room or
school for “found” objects they can use for their group sculpture.
5. When they return, allow the groups to create their islands with everything they need
to feel safe and to survive, using recycled or natural objects to represent these.
6. They can also use paper and pens to draw some items or people they are unable to
represent through their natural or found objects.
7. When the learners are finished, let them give their island sculpture a title and put
this at the base of their sculpture.
8. When everyone has finished, let the class roam around (in silence) looking at the
 various sculptures. Remind the learners to respect and hold judgement, and instead be
curious and appreciative.
9. Let them know they can share their work with the class if they would like to.
Groups can assign a leader to speak or have each member tell the story of their
sculpture.
Prompt: - What is the title of your piece?
- Tell us about each item your desert island and how each one helps you to
survive and or feel safe.

Wrap Up Discussion:
- 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.
- Stress that the most important thing to tell another adult they can trust (at
home or in school) when they do not feel safe. For older learners, you
may want to discuss the referral system or protocol for reporting any
unsafe incidents.
- To close, you may ask the learners how it was working with their
classmates to keep their island safe.

3 Establish Practicing Self- Guide the class in doing There’s An Emergency

safety, self- awareness, self-
awareness, confidence, and Activity description: This role play for emergency situations can be a dry run for an
problem self-regulations actual situation. Teacher needs to watch out for learners who may get triggered.
solving and
self- Pre-Activity: Think of several emergency situations that you can present to your
expression. learners. Be careful not to touch on a situation that may be very triggering for a
learner. While this can sometimes be hard to avoid, be prepared with water and an
exercise to help ground anyone who might be triggered.

Procedure:
1. Let the learners know that they are safe with you.
2. Do a grounding/ breathing exercise.
3. Let them know that you are going to practice handling emergency situations to
prepare them in case something happens.
4. On the blackboard, write down the names and numbers of people to contact in case
of an emergency situation. Explain that an emergency is one where you are being
constantly emotionally hurt (ex. Bullying)
5. Ask the learned to write these in their notebooks.
6. Share with them a specific example: e.g. in case of an earthquake or if someone in
 school is physically hurt and needs to go to the hospital, What should they do?

Discussion Guide:
Emphasize:
-Keeping safe in school and at home is important
-Physical safety means getting to a safe place or helping someone feel safe in their
bodies.
-Emotional safety means feeling free to be yourself in school and at home without
someone putting you down. Discipline is necessary at school and at home but bullying
is not.

Wrap Up Discussion:
-What did you learn today?
-What would you do to call for help?
-In school, id a classmate or someone is in trouble, who would you contact or call?
4 Establish Acknowledging Guide the class in doing Feelings Circle
safety, self- and expressing
awareness, one’s feelings. Activity description: Learners are invited to reflect on how feelings can exist
self- simultaneously and deepen their self-awareness.
understanding
, and empathy Pre-Activity:
Ask the learners if they have ever felt more than one feeling at once. Share with them
that this is normal, especially in the time of COVID-19.
To deal with hard feelings, tell them that it’s helpful to stop from time to time, and try
to understand which are the different feelings they are experiencing.
Procedure:
1. On a sheet of paper, ask learners to think of the different feelings they have at this
moment.
Ask them to take a sheet of paper and divide it in half. On the left side, ask
them to write down all the feelings they feel in the moment and assign a color for
each.
2. On the right sheet of the same paper, ask learners to create a circle. If learners have
not been introduced to circular charts, you can introduce the activity by saying “Now
we are making a feelings wheel and we will divide the wheel according to how much
you feel each feeling you’ve written down today”
3. Ask learners to divide the wheel according to “percentages” or to the size of each
feeling they are experiencing at the moment.
When the learners are done, the teacher can invite them to sit in a circle in
groups of four (considering physical distancing) to share their Feelings Wheel.
 Discussion Guide:
- Who would like to share their Feelings Wheel?
-What would you like to say about your Feelings Wheel?
-What did you discover about yourself as you were making it or as you look at the
chart now?
-What did you learn about yourself?

Wrap Up Discussion:
- What did you learn about yourself, and about your feelings today?
-What did you learn from your classmates?
-What resources do you have to deal with your feelings?

Discuss how it’s important to identify their feelings in order to deal with them.
Sharing their story with a trusted friend or adult, sing a song, taking a walk, taking a
nap, exercising, are among many different ways to help them feel better about difficult
feelings.
It is important to share the more uplifting feelings as well; it’s one way to support
others and build friendships.
5 Establish Acknowledging Guide the class in doing Feelings Charedes
safety, self- and expressing
awareness, one’s feelings. Activity description: Learners are invited to reflect on how we can act differently or
self- similarly to different life situations.
understanding
, and empathy Pre-Activity: Prepared by the Teacher
1. Copy each of these on small piece of paper.
2. Place them folded in a box or basket.

Procedure:

1. Divide the learners into teams; you may have w or more teams depending on the
size of your class.
2. Ask for a volunteer timer to keep the time to 2 minutes per round.
3. Each member of each team gets to pick and act out a situation for the other team.
Th other team guesses.

Discussion Guide:
- What was it like to act out various feelings?
- What did you learn about yourself as you reacted to different situations?
-What did you learn about your peers’ feelings in different situations?
-How can we support each other especially during difficult times?

Wrap Up Discussion
We all have our own responses to different things depending on our experiences
growing up. It’s important for us to respect other people’s feelings and show empathy
And support especially when they are experiencing difficulty. Support can come in the
form of mere presence, or letting them know that you are there as a friend. Created
by: Creative Guro