I.
OBJECTIVES MONDAY
A. Content Standards The learners demonstrate an
understanding of stress and its
sources; various stress responses;
and coping strategies for healthful
living in middle and late adolescence.
B. Performance Standards The learners shall be able to
identify personal ways of coping
for healthful living.
C. Learning Competencies/ The learners...
Objectives (Write the LC Code for
5.1 discuss that understanding
each) stress and its sources during
adolescence may help in
identifying ways to cope and
have a healthful life
EsP-PD11/12CS-If-5.1
5.2 identify sources of one’s
stress and illustrate the effect
of stress on one’s system
EsP-PD11/12CS-If-5.2
5.3 demonstrate personal
ways of coping with stress for
healthful living
EsP-PD11/12CS-Ig-5.3
II. CONTENT Coping with Stress in Middle
and Late Adolescence
- Definition of Stress
- Stress as Stimulus,
Response and Relational
- Healthy Stress
- School Demands and
Expectations
- Selecting a School,
College Course or Career
- Separation Anxiety
- College Life
- Romantic Relationships or
TUESDAY WEDNESDAY THURSDAY FRIDAY
The learners demonstrate
understanding of the whole
brain theory, or two hemispheres of the
brain: artistic (right-brain dominant)
And linear (left-brain dominant).
The learners shall be able to identify ways to
improve learning using both the
left and right brain.
The learners…
6.1 discuss that
understanding the left and
right brain may help in
improving one’s learning
EsP-PD11/12PM-Ig-6.1
6.2 explore two types of
mind-mapping techniques,
each suited to right brain- or
left brain-dominant thinking
styles
EsP-PD11/12PM-Ig-h6.2
6.3 make a plan to improve
learning using left and right
brain through mind-mapping
activities
EsP-PD11/12PM-Ih-6.3
The Powers of the Mind
- Whole brain Theory
- 4 Quadrants of the brain:
Analytical Thinking,
Sequential Thinking,
Inter-personal Thinking
and Imaginative Thinking
- 5 ways Using Mind Maps
Effectively

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
the Lack of it
- Family Demands and
Expectations
- Health Concerns
- Demands of Social Life
- Bullying
- 6 Stress Reduction
Methods
- 6 Additional Stress
Reduction Methods
Personal Development
By Ricardo Rubio Santos
Pages 76-81
Books, Whiteboard marker,
whiteboard
Pages 76-81
- teacher will ask some
students what have they
learned from the challenges of
middle and late adolescences.
- to present a new lesson,
teacher will ask some
students, “what experience
they encounter when they are
stressed?, What will they do
to manage the situation?”.
- to understand what
relational condition between
persons and the situations
they being stressed out.
Personal Development
By Ricardo Rubio Santos
Pages 88-97
Books, Whiteboard marker,
whiteboard
Pages 88-97
- Teacher will ask some
students, “give a
conclusion to the situation
by selecting a coping
mechanism to be adopted
by the main characters.”
- To present a new lesson,
teacher will ask some
students, ”What do you
know about the whole
brain theory?”
- To understand how does -
the whole brain theory
affect the learning
process of a person.
C. Presenting examples/ instances
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 2)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application
V. REMARKS
VI. REFLECTION
Values and Integration:
Forgiving and Determined
- the students will know that
stress may be both good and
bad, depending on the
acuteness and length of time
it persist.
- Teacher will give an
assignment to the students,
cut any of the magazine that
will give you stress nowadays
and attached it to the short
bond paper and explain it. 100
words.
Teacher will give an activity,
Using the topic “How to
improve Learning,” draw to
mind maps. The first one will
show the dominant right side
of the brain and the other
map will illustrate the left
side of the brain.
Values and Integration:
Open minded and able to
think logically
- The students will learn
the key characteristics of
the four quadrants of
the brain as theorized by
Ned Herrmann.
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?