Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Schools Division of Rizal
PILILLA SUB-OFFICE
HALAY HAYIN ELEMENTARY SCHOOL

WEEKLY LEARNING PLAN

Date AUGUST 22, 2022 Name of Teacher NOVA F. CALUB
Quarter 1 Grade Level 4
Week 1 Learning Area PSYCHOSOCIAL SUPPORT

Day Objectives Topic/s Classroom-Based Activities Home-Based Activities

1 Establish Safety, Self- Acknowledging and Desert Island For Follow-Up At Home
awareness, Self- expressing one’s Activity Description: Learners will be asked to reflect on
expression feelings what they need for safety and survival. Ask the learner to share with their parents the
protocols for safety and referral at your school
Procedure: in case they do not feel safe.
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).
2. As they are 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
mark their pretend island] to create an imaginary island at
the center of their 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
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Schools Division of Rizal
PILILLA SUB-OFFICE
HALAY HAYIN ELEMENTARY SCHOOL

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 learners are finished, let them give their island
sculptures 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
learners to
respect and hold judgment, 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
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 is
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.
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Schools Division of Rizal
PILILLA SUB-OFFICE
HALAY HAYIN ELEMENTARY SCHOOL

2 Establish Safety, Self- Practicing self- There’s an Emergency For Follow-Up At Home
awareness, Self- awareness, self- Ask the learners to share with their parents
expression confidence, and self- Activity Description: This role paly for emergency about the emergency protocol in school.
regulations situations can be a cry run for an actual situation.
Teacher needs to watch out for learners who may get
triggered.
Pre-Activity: Think of several emergency situations that
you can present to your 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 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 there is a life-
threatening circumstance, or when you are being
constantly emotionally hurt (e.g. bullying)
5 Ask learners 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.
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Schools Division of Rizal
PILILLA SUB-OFFICE
HALAY HAYIN ELEMENTARY SCHOOL

-Physical safety means getting to a safe place, or helping

someone feel safe in their bodies. (e.g. someone out of
breath, or in a state of panic, or someone who needs to
get to a hospital.
-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 / Activity:

-What did you learn today?
-What would you do to call for help?
-In school, if a classmate or someone is in trouble, who
would you contact or call?
3 Establish awareness of Regulating one’s Body Mirror
the self and the body, emotions and find Activity Description:
experience stress solutions to Learners will experience stress release and practice self-
release, and practice challenges regulation through an interactive activity that involves
self-regulation and movement and imagination.
empathy
Pre-Activity: Ask learners if they have ever felt more
than one feeling at once. Share with them that this is
normal, especially after an experience of a disaster
and/or emergency.
Procedure:
1. Ask learners to get into pairs (groups of 2) and stand
anywhere in the room (or have them line up in parallel
lines with the partners facing each other and a few feet of
space between each neighboring person). The pairs
should face each other so that one person is A and the
other is B. They can also walk or run around the space.
2 A begins as the leader by making movements (in
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Schools Division of Rizal
PILILLA SUB-OFFICE
HALAY HAYIN ELEMENTARY SCHOOL

silence) and the B follows (mirrors back) the movements.

The teacher can provide instructions during this process
(such as do fast movements or do slow movements). The
process goes on for about 2 minutes.
3. The learners switch roles (A & B) and the process
repeats.
4. The teacher may invite the learners to move without
assigning who the leader and the follower is -- the
learners are encouraged to attune to each other.
5. The teacher invites the learners to share how they felt
doing this activity.

Discussion Guide :
-How did you feel while doing the activity?
-What did you learn about yourself during this activity?
-What did you learn about your body and ability to be the
mirror of your partner?
-What did you like about the activity?

Wrap Up Discussion / Activity:

Our energy and how we regulate our bodies affects
others. Our stress can become their stress. It’s important
for us to pay attention to how our bodies feel. When we
pay attention to ourselves and our bodies, we are able to
be present to others in an honest and supportive way.
4 Deepen self- Developing healthy Confidence Drawings
awareness, relationships with
appreciation for the one’s peers, and Activity Description: Learners will revisit
self, and self- imagine a bright future experiences where they were proud of
confidence for oneself themselves and identify their strengths from
those experiences.
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Schools Division of Rizal
PILILLA SUB-OFFICE
HALAY HAYIN ELEMENTARY SCHOOL

Materials Needed:
Paper, crayons, oil pastels or pentel pen

Procedure:
1. Get your paper.
2. Draw something about your favorite things.
Color them.
3. Share the drawing with your family.
4. At the back of the paper, tell how you felt
about thee activity.

5 Exercise self- Developing healthy If I Could Change the World

awareness, self- relationships with
expression, and self- one’s peers, and Activity Description: Learners will allow
confidence imagine a bright future themselves to imagine a better future for
for oneself themselves and others and give them a feeling
of capacity to make changes in the future.

Procedure:
1. Pretend that you are a magician who can do
anything you want.
2. What would you do to change the world and
make it a better place? (give answers as many
as you can)
4. Write your answers in a short bond paper.
Don’t forget to write “If I Could Change the
World” at the top of the paper.