DAILY LESSON School
LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the new
lesson
B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new lesson
BAGONG SILANG II NATIONAL HIGH Grade Level 11/12
SCHOOL
Teacher RICHARD A. CORTEZ Learning Area PERDEV
Teaching Dates and Time July 15-18; 8:15-9:15am; 2:30-3:30pm Quarter 1ST
MONDAY TUESDAY WEDNESDAY THURSDAY
Stress and its sources; various stress responses; and coping strategies for healthful living in middle and late adolescence
identify personal ways of coping for healthful living
5.1 discuss that understanding stress and its 5.2 identify sources of one’s stress and illustrate the effect of stress on one’s system 5.3 demonstrate personal ways of coping with stress for
sources during adolescence may help in healthful living
identifying ways to cope and have a healthful
life
Coping with Stress in Middle and Late Adolescence
PAGE-33-41 PAGE-33-41 PAGE-33-41 PAGE-33-41
Youtube.com/stress response Youtube.com/stress response Youtube.com/stress response Youtube.com/stress response
Conduct the Motivation: Stress Bingo. Have students walk around and find Ask students how they commonly feel when they “lose their cool.” Ask students to
someone who participates in one of the activities listed on the Bingo sheet. complete Activity 1: Stress Signals. After they are done, they may pair up with a partner
The student will then ask the person to sign his/her name in the appropriate to share their responses.
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:
Students may realize that most people cope with stress similarly.
Ask students what they understand by “stress” and whether they have Discuss with students how stress is part of everyday life, and that there is good stress and
experienced stress. bad stress.
Conduct the Activity: WHAT CAUSES YOU TO “LOSE YOUR COOL”?
Students may choose the top 5 stressors from those listed and compare with 3
other classmates. If there is time, the class can vote on the top 5 stressors for
the class.
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
Give a lecturette on Stress Management. Encourage discussion. Stress Management
Motivation: BELLY BREATHING
Reading: STRESS MANAGEMENT Discuss the Reading: Stress Response with the students.
Everyday frustrations cause stress build-up  Understand the Causes of Stress
Problems in our personal life can be devastating
A common cause of stress is dealing with life’s transitions  Understand the Causes of Stress
 Deal with the Stressors
 Learn to Work under Pressure or Unusual Conditions
Activity 1: STRESS SURVIVAL KIT
Reviewing the student responses to the Stress Bingo, discuss how people deal with stress
differently. Survival kits are essential to prepare before a crisis. Sometimes, we also need
to prepare survival kits for stressful situations, before they happen.
Ask students how they commonly feel when they “lose their cool.” Ask Initiate Activity 2: Quiet Time for 15 minutes.
students to complete Activity 1: Stress Signals. After they are done, they may
pair up with a partner to share their responses.

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who scored
below 80%.
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?