Department of Education

1
Region III
DIVISION OF CITY OF SAN FERNANDO

Detailed Lesson Plan on Basic Psychosocial Support

Level: JUNIOR HIGH SCHOOL

PROCEDURE:
Day 1 (No. of Minutes: 50)
I. GREETING/CHECK IN (Warm greeting for the learners)
Suggested time allotment: 5-10 minutes
Good morning/afternoon. How is everyone today? (Ask some learners to share their
responses.)
Welcome to (Grade & Section) family. I am ___________, your class adviser. The whole
week will be dedicated to our basic psychosocial support. This activity aims to enrich your
wellbeing, socio-emotional and cognitive/academic development as we transition to the new
normal education.

II. USE THE EMOTICON CHART (Creating a routine where you are checking in with
your learners about how they feel and how they are doing helps to build a culture of safety in
the classroom.)
Suggested time allotment: 15-20 minutes
1. Prepare emoticons and a list of names of students.

Happy Sad Angry

Scared Hopeful Surprised

2. Post the emoticons on the board and ask who is feeling each emotion in the class.
3. Ask the students to get their names, say their names in class, and put their names
under the emoticon that represents how they feel at the moment.
4. Mention to the learners that all emotions are welcome.
5. Randomly ask some students to share how they are feeling right now. What is
their observation of the result? Which one has the greatest number and least
number of feelings? How do they differ and are similar to one another?

Processing: Explain these to the learners. Others feel happy, hopeful, excited,
and the like because for more than a year they have met their classmates again. On
the other hand, others are scared or threatened, because the COVID-19 is still
present. As human beings, we have varied emotions, and these are all accepted.
 Whenever we feel negative emotions, just take deep breaths, and relax to overcome
the stress that we feel.

III. ENERGY CHECK (If the teacher notices the group lacks energy: do an energizer
activity.)
Suggested time allotment: 5 minutes
The teacher can also do an energizer activity: Jump In Jump Out. Explain the mechanics.
1. Instruct the students to get out of their chairs and stay in front of their place.
2. Announce that you want the class to – “SAY WHAT I SAY AND DO WHAT I SAY.”
3. Practice this skill with one of the four commands – “JUMP IN,” “JUMP OUT,” “JUMP
LEFT” or “JUMP RIGHT.”
4. Call out a series of ‘Jump’ commands, one after another for 20 seconds.
5. Announce that you now want the group to – “SAY THE OPPOSITE OF WHAT I SAY
AND DO WHAT I SAY.”
6. Continue with a series of ‘jump’ commands, one after another for 20 seconds.
Source:(https://www.playmeo.com/activities/energizer-warm-up-games/jump-in-jump-out/)
• Ask them to sit down. After the energizer, do the flower-candle breathing. Pretend
you have a nice smelling flower in one hand and a slow-burning candle in the other.
• Smell the flower and then blow out the candle.
• Repeat a few times to demonstrate deep breathing for relaxation.

IV. SET GUIDELINES (Set guidelines for the first session, and review before every
succeeding session.)
Suggested time allotment: 10-15 minutes
1. You can prepare a guideline chart (suggestions only.)
a. Always arrive on time and be prepared for class.
b. Remember to maintain a healthy distance from each other during activity, as well
as to observe minimum safety protocols such as proper wearing of masks and
constant washing of hands or the use of alcohol.
c. When someone is speaking, we do our best to listen. Treat each other with
respect.
d. Raise your hand and wait for your turn to speak.
e. Listen attentively to the discussion and follow directions. Share ideas. Ask
questions or clarification.
f. Be mindful of your language and participate in the different activities.
g. Ask for permission if you need to go to the comfort room.
h. Stay in your seat as much as possible.
i. Help maintain the classroom clean and orderly.
2. Students can also add other guidelines for them to be conscious and aware of what they
have listed.

Day 2 (No. of Minutes: 50)

Suggested time allotment: 5-10 minutes
• Do simple greeting/check in. “How is everyone today?”
• The teacher can also do an energizer activity “Shake, Shake, Shake.”
1. Invite your learners to stand.
2. Move their heads from side to side, up and down (8 counts.)
3. Then shake their bodies out: arms and hands, legs, and the whole body.
4. Then do the butterfly hug/self-hug and pat oneself for shaking and releasing tense
energy.

IV. MAIN ACTIVITY

Activity 1:
Suggested time allotment: 15-20 minutes
I AM able to acknowledge and express my feelings. Learners are invited to reflect on
how feelings can exist simultaneously and deepen their self-awareness.
Objective: To introduce the concept (idea) of different emotions and recognize own and
others’ emotions.
Psychosocial Support Concepts: Self-Awareness, and Self-Expression
For this activity, you will need: Paper, crayons, and/or a pentel pen
Activity: Feelings Wheel
A. What To Do
 Ask 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 pandemic.
To deal with hard feelings, tell them that it is helpful to stop from time to time, and
try to understand the different feelings they are
experiencing.
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 at 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.
(Note: Ask for volunteers to share their Feelings Wheel instead of having a group
sharing.)
4. Processing Questions
Suggested time allotment: 10-15 minutes
1. Who would like to share their Feelings Wheel?
2. What would you like to say about your Feelings Wheel?
3. What did you discover about yourself as you were making it or as you look at
the chart now?
4. What did you learn about yourself and about feelings today?
5. What did you learn from your classmates?
6. What resources do you have to deal with your feelings?
5. Key Concept:
Suggested time allotment: 5 minutes
Discuss how important it is to identify their feelings in order to deal with them.
Sharing their story with a trusted friend or adult, singing a song, taking a walk,
taking a nap, and exercising, are among the many ways to help them feel better about
difficult feelings. It is important to share the more uplifting feelings as well. It is one way
to support others and build friendships.

Day 3 (No. of Minutes: 50)

Suggested time allotment: 5-10 minutes
• Do simple greeting/check in. “How is everyone today?”
• The teacher can also do an energizer activity: Tense and Relax: Dalandan
Pretend you have a dalandan fruit in each hand to get out all the juice-squeeze, squeeze
(learners experience muscle tension) and then relax (Do this 3x.)
IV. MAIN ACTIVITY
Activity 2:
Suggested time allotment: 15-20 minutes
I HAVE the capacity to regulate my emotions and find solutions to challenges.
Learners are invited to share their feelings and to listen to their classmates’ feelings.
Psychosocial Support Concept: Self-Regulation
Activity: Bag of Feelings
A. What To Do
1. Ask learners to write on a sheet of paper a problem they are carrying with them
from the time of COVID-19 pandemic. Ask them not to put their names on their
sheets.
2. Ask them to crumple the sheets of paper and throw these sheets of paper to the
front of the room or shoot it in the box you prepared. Create a pile or use the box.
3. Ask each learner to come to the front and read one of the problems of their
classmates by picking a random crumpled paper from the box.
4. Remind the class to listen attentively to their peers’ concerns.
5. Then collect all the papers and put them in the cloth bags. Hang them on the
classroom door.
6. Tell learners that every time they enter class from here on, they can leave their
problems at the door. Empty the bags after class and then keep the bag at the
door for the next day.
B. Processing Questions
Suggested time allotment: 10-15 minutes
1. What was it like to hear about your classmates’ problems?
2. What can you do to support each other now that you know
what your classmates are going through?
3. How do you feel after knowing what your classmates are going
through?
4. If you were to create a slogan/hashtag for the class after what you’ve heard,
what would it be? Give time for students to think of their slogan/hashtag.
5. Ask students to share and gather suggestions then decide on one slogan or
hashtag for the class.
 Ask students to do the butterfly hug/self-hug and guide the class to thank themselves
for being brave enough to share their problems. End with each learner giving the
feelings clap (waving to each classmate with their wiggly fingers.)
C. Key Concept:
Suggested time allotment: 5 minutes
Life is not good all the time or we are not happy nor successful all the time. We
experience problems and challenges in life. This is the reason for having different
emotions like feeling hurt, confused, sad, stressed, and tired. These feelings are very
common due to the adverse effect of COVID-19 pandemic.
Don’t worry because these feelings are normal. We are human beings, so it is but
natural to feel these emotions especially now that we are adjusting. What is not okay is
if you dwell too much on these emotions to the extent of allowing these feelings to
overrule us or to ruin and make our life miserable.
How do we overcome negative emotions especially when we experience the
complexities of life? The good news is that God has given us a gift for us to overcome
challenges and regulate our emotions. We have our brain that can manage or handle
different kinds of emotions. We can also use the following coping skills/strategies:
1. Problem-focused coping. Confront the problem. When we focus on the problem it
will eventually lead/guide us on how to solve the problem. In this strategy, we
always focus on solving the problem instead of just talking about the problem.
 2. Emotion-focused coping. Accept what you truly feel, and these will help you
focus/recollect to help you how to find a solution to the problem. Instead of using
the negative emotions to ruin your life, you use them to be strong and become a
better individual in the end.

Day 4 (No. of Minutes: 50)

Suggested time allotment: 5-10 minutes
• Do simple greeting/check in. “How is everyone today?”
• The teacher can play the energizer activity: Superhero Music Video.
The teacher can use another energizer, like Tree in the Wind.
1. Have the students stand up with both arms out, feet placed wide apart, and knees
slightly bent.
2. Provide the instructions: As I say “the wind is blowing, “you should move softly as if
the wind is blowing through the trees, waving your arms from side to side, and
forward and backward like a tree in the wind.
3. Have the students close their eyes and take a few deep breaths.
4. Begin the activity.
5. After a few minutes have the students take a few more deep breaths, standing in
silence. Ask the students to open their eyes and put down their arms.
Ask the students:
 How do you feel? Is it different when we started the activity?
 How do you think relaxation activities like this are good for you?

MAIN ACTIVITY
Activity 3:
Suggested time allotment: 20-25 minutes
I CAN do my best in school, develop healthy relationships with my peers, and
imagine a bright future for myself. Learners are asked to think of a time they were proud of
themselves to take time to honor their strengths, reinforcing their growth in confidence.
Objective: To help learners grow in confidence as they reflect on one of the following:
something I’m good at, something I love, someone who loves me, or my favorite things.
Psychosocial Support Concept: Self-Confidence
Activity: Confidence Drawings
A. What To Do
1. Ask your learners to get paper, pen/pencil, and crayons.
2. Ask your learners to draw something about themselves (the teacher should choose
one theme, so all the learners stick to the same drawing
concept.) Choose among:
 something I am good at
 something I love
 someone who loves me
 my favorite thing, etc.
(Tell the class it is all right to draw using stick figures if they have no ability or skill in
drawing.)
3. Ask your learners to share their drawings in class.
B. Processing Questions
Suggested time allotment: 5-10 minutes
1. What did you discover about yourself after doing the activity?
2. How do you feel drawing about yourself and your positive qualities?
3. How do your positive qualities/strengths help you overcome challenges in life or in
school?
C. Key Concept:
Suggested time allotment: 5 minutes
 Remind learners that while we make space for hard feelings in our lives, it is good to
also remember that there are many things to be proud of in our lives as well.

Day 5 (No. of Minutes: 50)

Suggested time allotment: 5-10 minutes
• Do simple greeting/check in. “How is everyone today?”
• Review the concepts learned from Days 1-4.
1. Day 1: In the emoticon chart, we had explored our various emotions on how we felt
during that time. As human beings, we have varied emotions, and these are all
accepted. Whenever we feel negative emotions, just take deep breaths, and relax to
overcome the stress that we feel.
2. Day 2: I AM able to acknowledge and express my feelings. It is important to identify
one’s feelings to deal with them. Sharing your story with a trusted friend or adult,
singing a song, taking a walk, taking a nap, exercising, are among many ways to help
you feel better about difficult feelings. It is important to share the more uplifting
feelings as well; it is one way to support others and build friendships.
3. Day 3: I HAVE the capacity to regulate my emotions and find solutions to challenges.
Life is not good all the time or we are not happy nor successful all the time. We
experience problems and challenges in life. This is the reason why we have different
emotions like we feel hurt, confused, sad, stressed, and tired. These feelings are very
common due to the adverse effect of COVID-19 pandemic. Don’t worry these feelings
are normal. We can also use the following coping skills/strategies: problem-focused
coping and emotion-focused coping.
4. Day 4: I CAN do my best in school, develop healthy relationships with my peers, and
imagine a bright future for myself. When we make space for hard feelings in our lives,
it is good to also remember that there are many things to be proud of in our lives as
well.
Activity
Suggested time allotment: 15-20 minutes
1. Ask students to draw a big circle like this on paper. The large circle represents you, and
who you are.
2. Write I AM… inside the circle. Explain: All of us can finish this sentence in many ways.
What are some ways to finish this sentence? Ask the students to volunteer to share their
answers.
3. Write I HAVE… to the left or right side of the circle. Explain: All of us have people and
things that can help us. I have written this next to the circle because what we have right
now is within our reach. What are some ways to finish this sentence? Students should
volunteer to share their answers.
4. Write I CAN… above the circle, toward the top of the marker board. Explain: All of us
have things that we are able to do, not just in the future but right now. I have written
this at the top of the marker board because what we can do represents our hopes and
our potential. What are some ways to finish this sentence?
5. Who are we? Ask the students to give some examples of who they are, and who is
represented in their circle.
• What do we have? Ask the students to give some examples.
• What can we do? Ask the students to give some examples.

SYNTHESIS
Suggested time allotment: 5-10 minutes
Things you should know about COVID-19:
1. What is COVID-19?
 COVID-19 is a sickness that is caused by a large family of viruses known to
cause “flu-like” illness. The virus is known to cause COVID-19 is known as Severe
Acute Respiratory Syndrome – Coronavirus-2 or SARS-CoV-2.
2. Why is it dangerous?
The virus attacks the cells of our lungs causing us to experience the difficulty
of breathing and other symptoms of respiratory tract infection.
3. Who can catch this virus?
Both children and adults are at risk of catching the virus and becoming
infected. Older people and other individuals with existing medical illnesses like high
blood pressure, heart problems, diabetes, and asthma are at t higher risk of
becoming infected with the virus.
4. What are the common signs of COVID-19?
Fever, dry cough, runny nose, and difficulty of breathing.
Other people may also experience sore throat, chills, headache, muscle pain,
loss of sense of taste or smell.
Some people can become infected but do not develop symptoms. They are
considered “asymptomatic.”
As we begin 2022…
Let’s discuss the steps we can do to lessen the spread of COVID-19.
To lessen the spread of COVID-19 we should make sure to follow the minimum
health and safety protocols such as:
a. Compliance to the social distancing of at least 1 meter from others.
b. Wearing of a well-fitting facemask.
c. Removal of face mask only when eating/drinking.
d. Conduct of temperature monitoring will be done prior to entering the premises
and classrooms.
e. Encouraging all learners and personnel to wash hands frequently and avoid
touching their eyes, nose, and mouth.
f. Practicing proper cough etiquette (cough or sneeze into a bent elbow or tissue.)
g. Availability and use of sanitizers/alcohol/soap available in every office and
classroom.
h. Observance of physical distancing of learners and personnel at a minimum of a
one (1) meter radius space (front, side, back) or one seat apart.
i. Strict implementation of “No plastic policy” and proper waste segregation.
j. Prohibition of eating in communal areas and the use of own tumblers by
learners and personnel.
k. Discouraging conversations with masks off during meal times.
l. Opening of windows and doors to improve ventilation.
m. Cleaning and disinfection of tables and chairs before and after every use and at
the end of school/ work day.
n. Getting vaccinated when it is one’s turn.

Closing
Suggested time allotment: 5-10 minutes
Close with an uplifting or grounding activity (e.g. a song, dance, energizer, breathing.)
This is a good time and part to use your own energizer, dance, or activity that reflects your
specific culture.
What can you do to minimize COVID-19? Given how things have been in the time of
the COVID-19 pandemic, we may still feel overwhelmed. The previous activities allowed us
to fantasize about our feelings and empower us to make changes in the future. As learners,
sharing and having dreams about a better world is tantamount to shifting from a
pessimistic view to a positive outlook in life. Each one of us can transform our world into a
better one. Heraclitus once said, “The only constant in life is change.” Thus, let us be an
instrument in advocating for a world with compassion and empathy despite of a volatile,
uncertain, complex, ambiguous, and diverse (VUCAD) world. Let us ask the Lord to heal
our land, as we pray for the end of this pandemic crisis.
The class will be invited to sing the song titled: “Heal Our Land” by Jamie Rivera
(https://youtu.be/wqxGexNnqJU).

If my people will humble themselves

Humble themselves and pray
If they seek my face and humble themselves
And turn from their wicked ways
I will hear from heaven and forgive their sins
I will hear from heaven and heal their land

Lord, heal our land

Father, heal our land
Hear our cry and turn our nation back to You
Lord, heal our land
Hear us oh, Lord, and heal our land
Forgive our sin and heal our broken land
Lord, we vow our knee, we humble ourselves
Humble ourselves and pray
Lord, we seek your face and humble ourselves
And turn from my wicked ways

Father in Your mercy, forgive our sins

Father in Your mercy, come heal our land

Lord, heal our land

Father, heal our land
Hear our cry and turn our nation back to You
Lord, heal our land
Hear us oh, Lord, and heal our land
Forgive our sin and heal our broken land
Lord, heal our land
Father, heal our land
Hear our cry and turn our nation back to You
Lord, heal our land
Hear us oh, Lord, and heal our land
Forgive our sin and heal our broken land

Lord, heal our land

Father, heal our land
Hear our cry and heal our broken land

References:
MHPSS for Secondary Learners (OKKK Tambayan) FB Live Videos Episode 1: Coping
Mechanism

Psychosocial Support Activity Pack for Teachers (Kinder, Grades 1-3, Senior
Highschool) First Edition, 2021. 2nd Floor, Rm 201, Mabini Building,
 Department of Education, DepEd Complex, Meralco Ave., Pasig City,
Philippines

Remote Psychosocial Support through Play. Learner’s Playbook. Department of Education.

World Health Organization. Update on Omicron. https://www.who.int/news/item/28-11-

2021-update-on-omicron

YouTube link: https://youtu.be/wqxGexNnqJU