D Schools

Passi City Grade Level Grade 11

E T Division
AI L Personal
E D School Passi National High School Learning Area
Development
LESSON PLAN Teacher Karie Mae D. Tolones

Date April 28, 2021 Quarter 3rd

I. Objectives Developmental
Interaction and Analysis
Domain(s):
The learners demonstrate an understanding of the concepts about
Content
mental health and well-being particularly stress and coping
Standard:
strategies in middle and late adolescence.
Performance The learners shall be able to identify his/her own vulnerabilities
Standard: and plan on how to stay mentally healthy while coping with stress.
Learning Discuss understanding of mental health and psychological well-
Competency being to identify ways to cope with stress during adolescence.
Code: EsP-PD11/12CA-ld-4.1
 II. Content Mental Health and Stress
III. Learning References *e-Source/s:
Resources DepEd Module. 2020. SHS Personal Development Quarter 1
Module 4: Mental Health and Stress. First Edition. Department of
Education- National Capital Region.
*Book/s:
Santos, R.R. 2017. Personal Development, First Edition. REX
Bookstore, Inc. Florentino St., Sta. Mesa Heights, Quezon City.
ISBN 978-971-7811-9. 76-85p.
Wong-Fernandez, B. et al. 2016. Personal Development Reader –
Teacher’s Guide. Department of Education. Sunshine Interlinks
Publishing House, Inc. 3F Maine City Tower, 236 Tomas Morato
Avenue, Quezon City. 29-35p.
Materials TV, laptop, power point presentation, props, modules, activity
sheets
VI. Procedures A. Preliminary Prayer
  Activities Greetings
Checking of attendance
A.1. Review Flow Chart (5 minutes)
The students will share to the class the concepts from the
previous lesson regarding the responsibilities of adolescents. In
order for the adolescents to define their responsibilities, the
students will be asked to recall and paste the 8 roles of Filipino
adolescents in the flow chart.

1 3

8 4

7 5

6
A.2. At the end of the session, the students will be able to:
Presentation of 1. Discuss understanding of mental health and psychological well-
Objectives being to identify ways to cope with stress during adolescence.
A.3. Activity Stress-O-Meter (5 minutes)
Proper Option1: For Face-to-Face Classes or Students with Internet Access
during Distance Learning

A 10-item online test will be answered by the students to

determine their stress levels. The test can be accessed through
this link: https://www.bemindfulonline.com/test-your-stress.

This stress test uses the Perceived Stress Scale (PSS). Originally

created by Cohen et al (1983), it is a highly recognized
psychological tool for measuring the perception of stress that's
clinically validated. The Perceived Stress Scale (PSS) measures
the degree to which situations in your life are perceived as
stressful. The series of questions have been designed to assess
how unpredictable, uncontrollable, and overloaded you feel your
life to be, as well as direct questions about your current level of
experienced stress.

Option 2: For Students without Gadgets and Internet Connection during

Distance Learning

A soft copy or hard copy of the online stress test will be provided
for students with no gadgets on-hand, having a difficulty in
accessing the internet and for those who will not be able to go to
school due to difficult situations.
Note: Please see the attached Activity Sheets, page 4-5 of SLM
Quarter 3, Weeks 4-5.

Directions: The questions in this scale ask you about your

feelings and thoughts during the last month. In each case, you will
be asked to indicate by circling how often you felt or thought a
certain way.

Differentiated Instruction – Self Assessment Stress Scale

Option 3: For Students with Chronic Illness or Disorders

A graphical stress scale will be presented to the students. On a

scale of 0-10, the students will rate his or her stress level for the
past one (1) week. 0 for no stress, 1-3 for mildly stressed, 3-5 for
moderately stressed, 5-7 for severely stressed, 7-9 for very
severe stress and 9-10 for worst stress. The teacher, parent or
guardian may assist the student in relaying to them the
 instruction and writing the stress level of the student in ¼ piece of
pad paper.

Disclaimer: The scores on this self-assessment do not reflect any

particular diagnosis or course of treatment. This is only meant as
a tool to help assess the student’s stress level.

Note:
For those who have internet access, they can submit their
outputs through e-mail or Facebook Messenger, while for those
who don’t have an access to their internet, outputs shall be
submitted to their group leader or directly to the teacher through
their parents or guardians. Minimum COVID-19 health protocols
shall be strictly observed.

B. Analysis Based on the result of the online stress test the student will
answer the following questions:
1. How high is your stress level?
2. In what stress level do you belong?
3. What do you think are the things that causes you to be that
stressed?
4. What do you think the relation of mental health and stress?
Abstraction Discussion on the concepts and importance of understanding
mental health and stress of adolescents and develop ways to
manage their stress. (20 minutes)
Discussion Flow

Generalization So What? (5 minutes)

To summarize the lesson, the teacher will have the students to
answer this question:
 Application Stress Under Control (5 minutes)
Option 1: For Face-to-Face and Distance Learning

This is a two-part activity intended for the students to develop

awareness in managing their stress. The teacher will provide a
checklist to each of the students to identify their stressors and
stress signals. A soft or hard copy will be distributed to distance
learning students.
Note: Please see the attached Activity Sheets, page 7 and 9 of
SLM Quarter 3, Weeks 4-5.
Directions (Activity 3): Copy the following on your paper. Place
an x next to each factor that causes you stress.
Directions (Activity 4): Take a look at the warning signs of stress
listed below. Write down in your paper all of the warning signs that
apply to you.

Differentiated Instruction
Option 2: For Students in Difficult Circumstances and with Chronic Illness
or Disorders

Direction: Get a one (1) whole sheet of pad paper or short bond
paper and divide it into two columns. In the first column, write your
stressors and in the second column, write down the effects of your
stress.

Name: Date:
Strand/Grade/Section: Subject:

Stress-Under-Control
My Stressors My Stress Signals

Note:
For those who have internet access, they can submit their
outputs through e-mail or Facebook Messenger, while for those
who don’t have an access to the internet, outputs shall be
submitted to their group leader or directly to the teacher through
their parents or guardians. Minimum COVID-19 health protocols
shall be strictly observed.

V. Evaluation Short Quiz

A 3-item short quiz worth 6 points will be answered by the students in ½ sheet of
pad paper. The students must answer the questions briefly based on what they
have learned from the lesson.
1. What will be the effect of long-term and unmanaged stress to your mental
health?
 2. Why is it important to identify your stressors and stress signals?
3. How can stress response causes harm to your mental health and well-being?
VI. Assignment Photo Story
In a short bond paper, the student shall paste a photo or cut-outs of the things that
makes them relieved from stress and explain why that particular item or event
causes their stress to be lightened. Below is the Grading Rubrics of the output.
Photo Story Grading Rubrics

 Categories 5 (Excellent) 4 (Good) 2-3 (Fair) 0-1 (Poor)

Content/ The photo or cut- The photo or cut- The photo or cut- The photo or
Relevance to outs pasted are outs pasted are outs pasted are cut-outs
the Topic clear and clear and clear and pasted are not
appropriate to the appropriate to the appropriate to the clear and
topic. The output topic. The output topic; however, the inappropriate
contains details that contains some output contains to the topic.
are clearly related details that are details that are not The output
to mental health somehow not clearly related to also contains
and stress. related to mental mental health and details that are
health and stress. stress. not completely
related to
mental health
and stress.
Organization Output entry is Output l entry is Output entry is Output entry
logical and generally logical somewhat illogical lacks logical
effective. and effective with and confusing in order and
a few minor places. organization.
problems. 
Effort Exceeds the Fulfills all of the Fulfills some of the Fulfills few of
requirements of the requirements of requirements of the
assignment and the assignment. the assignment. requirements
have put care and of the
effort into the assignment.
process.
Grammar, Output is highly Output is Output is Inadequate
Mechanics, polished; no polished; adequate; discussion;
Spelling, and grammar or spelling maximum of one maximum of two more than two
Sentence errors. grammar or grammar or spelling or
Structure spelling error. spelling errors. grammar
errors.

Note:
For those who have internet access, they can submit their assignment through e-
mail or Facebook Messenger, while for those who don’t have an access to the
internet, assignments shall be submitted to their group leader or directly to the
teacher through their parents or guardians. Minimum COVID-19 health protocols
shall be strictly observed.
VII. Remarks

VIII. Mastery
Level

IX. Instructional
Decision

Prepared by:

MS. KARIE MAE D.

TOLONES
Subject Teacher

Checked by:

JUNAL MARCON, Ph.D.