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MATATAG School: Felisberto Verano National High School Grade Level: Grade 7
K to 10 Physical Education and
Curriculum Teacher: Jesthony D. Malubay, T-III Learning Area:
Health
Weekly Lesson
Log August 19-23, 2024
Teaching Dates and
1:00-1:45 PM | 1:45-2:30 PM | 2:30-3:15 Quarter: First Quarter
Time:
PM

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I. Curriculum Content, Standards, and Lesson Competencies
A. Content The learners demonstrate understanding of mental health and target games in promoting personal wellness for
Standards active and healthy living.
B. Performance The learners participate in target games and other physical activities in promoting personal wellness for active and
Standards healthy living.
C. Learning The learners discuss common adolescents’ The learners apply ways to safeguard their (Refer to
Competencie concerns that can affect mental health. mental health. Catch-Up Fridays
s Lesson Script in
D. Learning At the end of the At the end of the At the end of the At the end of the P.E. and Health 7
Objectives lesson, the learners lesson, the learners lesson, the learners lesson, the learners Quarter 1: Week
should be able to: should be able to: should be able to: should be able to: 1, page 1)
 Identify  Determine the  Recognize  Show ways to
common characteristics potential manage a
adolescent of a mentally solutions or specific issue
concerns that healthy coping or concern in
affect mental adolescent. strategies or each
health. ways to situation.
manage
common
adolescent
concerns that
affect mental
health.
II. Content Issues and Concerns Characteristics of Coping Strategies to Common Adolescent
Affecting Adolescent’s Mentally Healthy Mental Health Issues and Concerns
Mental Health Adolescent
III. Learning Resources
A. References LD Banati, Prerna; Lansford, Jennifer E. (2018). Handbook of Adolescent Development (Refer to
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Research and Its Impact on Global Policy, Miscellanea, Oxford University Press, Oxford. Catch-Up Fridays
https://www.unicef-irc.org/publications/987-handbook-of-adolescent-development-research- Lesson Script in
and-its-impact-on-global-policy.html P.E. and Health 7
Quarter 1: Week
Lener, R.M., & Steinberg, L. (Eds.). 2004. Handbook of Adolescent Psychology, Second Edition. 1, page 1)
Wiley. https://onlinelibrary.wiley.com/doi/epdf/10.1002/9780470479193.adlpsy001001
B. Other See “Teacher’s Note” from each activity.
Learning
Resources
IV. Teaching and Learning Procedures
Before/Pre- Provide an overview Provide an overview Provide an overview Provide an overview (Refer to Activity:
Lesson Proper to students on what to students on what to students on what to students on what Correct/Incorrec
knowledge/skill is knowledge/skill is knowledge/skill is knowledge/skill is t found on page 2
expected from them expected from them expected from them expected from them of
to learn. to learn. to learn. to learn. Catch-Up Fridays
Lesson Script in
Activity 1: Unlocking Activity 3: Puzzle P.E. and Health 7
Key Terms Piece Match Quarter 1: Week
(contextualized) (contextualized) 1)

 Divide the  Divide the class

students into into small
pairs and give groups and
them a few give each
minutes to group an
work together envelope with
to unscramble letter pieces for
each word one or more
written on the key terms.
board.  Ask the groups
 As they to work
unscramble together to
each word, arrange the
have them letter pieces to
write the form the
correct term in complete key
their notebook. term.
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 After all the  After
terms are assembling the
unscrambled, term, the group
ask some should use the
students to definition/clue
share their piece to
understanding discuss and
of the words. understand the
 Facilitate the meaning of the
sharing of term.
ideas and  Once all groups
briefly discuss have
or add inputs completed their
for each word puzzles, have
to ensure each group
students present one
understand key term along
their meanings. with its
definition or
Teacher’s Note: clue to the
class.
Write the key terms in  Facilitate a
jumbled form on the: class discussion
 Mental Health to reinforce the
→ "Etmlan meanings and
Lhheta" relevance of
 Adolescent → the key terms.
"Tnseaolced"
 Adolescent Teacher’s Note:
Issues and
Concerns →  Print and cut
"Tdaeelnsoc out the letters
Issuse nda for each key
Cencorns" term and place
 Coping them in
Strategies → separate
"Picong envelopes.
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 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
Ttesargise" Ensure each
envelope has
enough pieces
to complete the
term.
 Include a
separate clue
piece with the
definition or a
brief
description of
the term.
During/Lesson Activity 2: Hopscotch- Activity 4: Healthy Activity 5: Concerns (Refer to Activity:
Proper Post-Card Relay Mind Scavenger Hunt and Solutions Drop Everything
(contextualized) (contextualized) Carousel and Read
 Draw a  Divide students (contextualized) (DEAR) found on
hopscotch on into four small  Divide students page 3 of Catch-
the floor. One groups. into four Up Fridays Lesson
for each group.  Provide each groups. Script in P.E. and
group with a  Provide an Health 7
scavenger hunt overview of the Quarter 1: Week
checklist four stations. 1)
containing the  Assign each
list of group to start
characteristics at different
students need station.
 Split the class to find.  At each station,
into two  Have each groups should
groups. group form a spend 2
 From the line in front of minutes
starting point, the table. discussing and
each member  One member writing their
(one at a time) from each thoughts in the
will pass group will be slips of paper
through blindfolded and how the
hopscotch. take turns concern
reaching out to (assigned at
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Then pick one station) affects
immediately crumpled slip mental health
reach out to of paper from and its
the table and the table. potential
pick one index  After retrieving solutions or
card related to a slip, the coping
concerns on student hands strategies. Tape
adolescents, it to their group the slips of
then post it to to see if it paper in the
the board. Go contains a station (large
back to the characteristic. sheet of
starting point  If it does, they paper).
by passing mark it off on  After the given
through again their checklist time, groups
the hopscotch. and send the rotate to the
The next next member next station
member in line to pick another and add to the
will do the until all in the previous
same until the checklist are group’s
last one. found or until thoughts or
 Prompt the time is up. build on their
students to  If it's blank, ideas by
share their they set it discussing and
ideas on the aside and send writing it in the
issues or the next slips of paper.
concerns member to pick  Continue
posted on the another until all rotating until
board. in the checklist each group has
 Ask students are found or visited all
for their until the time is stations.
insights about up.  Assign a
the activity.  For each representative
characteristic from each
Teacher’s Notes: found, groups group to
Prepare and write should discuss present the
different issues or why it is main points
concerns on important for and solutions
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adolescents on the mental health discussed at
index cards (one and provide a one of the
issue or concern per brief example stations.
card). Examples for of how it might Emphasize the
adolescents include manifest in an importance of
concerns about adolescent’s recognizing and
appearance, weight life. addressing
and body image,  Once these concerns.
technostress, and completed or if  Facilitate a
negative peer the time group
pressure. allotted is over, discussion to
assign a compare
Prepare the following representative perspectives,
materials: to share emphasize key
 Index cards characteristics points, and
 Tape they found and address any
their additional
Make sure that importance to questions or
hopscotch should be adolescents. insights.
drawn on the floor  Facilitate a
before the class. Use group
paper tape. discussion to
reinforce Teacher’s Note:
Safety: Remind the understanding
students that the and allow for Prepare four large
floor might be any questions sheets of paper. Write
slippery. or further down one common
insights. adolescent concern
Teacher’s Note: for each large sheet
of paper (e.g.,
 Write academic/peer
characteristics pressure, physical
of a healthy appearance concerns,
mind on some social media
slips of paper influence/technostres
(e.g., s, and peer
"Resilience," relationships). Tape
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"Positive Self- these sheets around
Esteem," the classroom,
"Healthy creating a station.
Relationships").
 Leave other
slips of paper
blank.
 Crumple all the
slips of paper
into balls and
place them on
a table at the
front of the
classroom.

Prepare the following

materials:
 Slips of paper
 Scavenger hunt
checklist (one
per team)
 12 pcs. of
Triangular
Bandage
After/Post- In your activity In your activity In your activity Divide the class into (Refer to Activity:
Lesson Proper notebook, identify notebook, determine notebook, list all your four groups. Let’s Enumerate
and list all issues and concrete examples of identified issues and Demonstrate and found on page 5 of
concerns that affect practices in life that concerns that affect show ways how to Catch-Up Fridays
your mental health. manifest each your mental health. manage a given Lesson Script in
Describe your characteristic of the Discuss ways on how issue or concern P.E. and Health 7
experiences. mentally healthy you overcome or cope through role-playing. Quarter 1: Week
adolescent you have with the issues and 1)
Issues and chosen. concerns.
Concerns Experience
Affecting s
Your Encounter Chosen Identified Coping
Examples of
Characterist Issues and Strategies
Mental ed ic
Practices
Health Concerns

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Additional Remedial Activity:

Activities for Matching Cards
Application or
Remediation (if  Prepare a set of
applicable) cards with
adolescent
concerns and
another set
with potential
coping
strategies or
solutions.
 Pair students
and ask them
to work
together to
match each
concern with
an appropriate
coping strategy
or solution.
Answers will be
written in a
sheet of paper.
 Once they
complete the
matching, have
pairs share
their matches
with the class
and explain
their reasoning.
Remarks Class 1 must be given

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remediation (65% of
which did not meet
the LC).
Class 2 met the
expectations.
Class 3 must be given
remediation (80% of
which did not meet
the LC).
Reflection  Not enough
time to allocate
reflection and
discussion
segments
which are
critical for
deepening
understanding.
 Activities
promote active
engagement
and
collaboration.
 Contextualized
activities are
relevant to
students’
experiences.
 Inclusion of
remediation
shows a
commitment to
differentiated
instruction.
 Assess both
formative and
personal
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reflection.

Prepared by: Reviewed by: Approved by:

JESTHONY D. MALUBAY ____________________________________ CLARK R. COLASTE, EdD-ELT (CAR)

Teacher III Master Teacher/Head Teacher Teacher III/Teacher-In-Charge

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