GRADE VII DAILY School Balong National High School Grade Seven

LESSON PLAN Teacher Lino Anthony C. Banatao Subject Health

Date and Time Nov. 20, 2019, 8:30-9:30 / 9:45-10:45 am Quarter 3rd

I. Objectives
a. Content Standard The learner demonstrates understanding of mental
health as a dimension of holistic health for a healthy
life.
b. Performance Standard The learner ………….
Consistently demonstrates skills that promote mental
health.
c. Learning Competencies/Objectives The learner………...…
Explains the factors that affect the promotion of good
mental health;
II. Content MENTAL AND EMOTIONAL HEALTH
III. Learning Resources
a. References
1. Teacher’s Guide Pages pp. 382-392
2. Learner’s Guide Pages / Textbooks
Pages
3. Other Learning Resources LCD Projector, Laptop, Speaker, Video:
https://www.youtube.co m/watch?v=6EAMqKUimr
8&t=155s (5 min)
IV. Procedures Reminders:
1. No going out without asking permission first
2. Always raise your right hand if you wish to
answer
3. Refrain from making unnecessary noise
4. Participate actively in the activities
5. Always observe respect all the time
a. Reviewing previous lessons / Answer diagnostic / Pre-assessment (pg.385 PE TG)
presenting the new lesson The teacher will present the situation and let the
student read and after which he will call a student to
answer the guided questions orally.

b. Establishing purpose for the lesson The teacher will write the word “HEALTH” on the
blackboard and ask the learners the following
questions,

a. What is health?
b. How would you describe your current health
condition?
c. What are the following dimensions that
measure and describe the health of a person?

c. Presenting examples/instances of the Watch a video presentation about the different

new lesson. dimensions of wellness
Link: https://www.youtube.com/watch?v=2NR4_5dt7JA
Reminders: While watching, students are expect to keep
quite and refrain from standing or going out.
d. Discussing new concepts and practicing Discuss the difinition of stress
new skills #1
 e. Discussing new concepts and practicing Differentiate eustress and distress.
new skills #2

f. Developing mastery (Leads to Do Activity 3: EUSTRESS AND DISTRESS

Formative Assessment 3) This activity will help students identify examples of
situations that develop eustress and distress.
g. Finding practical application of Through identifying this stress, students will able to
concepts and skills in daily living think for solutions or get help from other people.

h. Making generalization and abstractions It is usually easy to identify whether a person is

about the lesson stressed. Stress is the physical response of the body.
Therefore, one may feel and experience different
changes in the health condition.

i. Evaluating learning The teacher will ask the students to compare their
answers with their seatmates.

After which the teacher will discuss the following

questions.

a. Which situations bring eustress to both of you?

Distress?
b. Did you have some situations with different
answers?
c. What are your other sources of eustress and
distress?

j. Additional activities for application /

remediation

V. Remarks

VI. Reflections

a. Number of learners who earned 80%

on the formative assessment.
b. Number of learners who acquire
additional activities for remediations.
c. Did the remedial lesson work? No. of
learners who have cope up with the
lesson.
d. Number of learners who continue to
acquire remediation
e. Which of my teaching strategy worked
well? Why did these work?
f. What difficulties did I encounter which
my principal / supervisor can help me
solve?
 g. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

Checked and observed by:

GINA A. GASADAN
School Head Date Observed:_______________________