Learning Area Psychological First Aid

Learning Modality Face-to-Face Classes

School Maximo T. Hernandez MIHS Grade Level TEN

Teacher LORAINE G. TENORIO Learning Area PFA
Teaching Date(s) August 23, 2022 Quarter First Quarter
Teaching Time No. of Days 1 DAY

I.OBJECTIVES 1. Identify feelings/reactions related to the pandemic/any form of disaster

2. Accept that all feelings and reactions are normal and valid

A. Content Standards

B. Performance
Standards
C. Most Essential Learning
Competencies (MELC)
(If available, write the indicated
MELC)

D. Enabling
Competencies
(If available, write the attached
enabling competencies)
II. CONTENT VALIDATING FEELINGS
III. LEARNING RESOURCES
A .References
a. Teacher’s Guide The 2020 Online and Self-Guided PFA Modules, pages 24-28
b. Learners’ Materials
pages
c. Textbook pages
d. Additional Materials from
Learning Resources

B. List of Learning Resources Activity sheets, PowerPoint presentation

for Development and
Engagement Activities
IV. PROCEDURES
A. Introduction Say: Hi. How are you all feeling today? How has it been since the start of ECQ/MECQ/GCQ?
Classes are about to start again, and this is how we will be conducting classes but before we
can do that, it is important that we talk about how you are first. Before we begin, can you
make sure that you have a sheet of paper with you please?

ACTIVITY: GRAPHING FEELINGS

a. Using the sheet of paper, create a graph or a pie chart of feelings/emotions that you
have or may have had during all the crisis situations that you experienced?
b. Provide a sample to the learners
c. Sharing and Comparing Graphs
 B. Analysis a. Ask the following questions after the activity:
1. What were the feelings that were mentioned a lot?

b. Ask the students to write these down on the board.

c. Ask them what they noticed about their reactions to the different situations and if these
are normal reactions to everything that they experienced.

d. Show them the table of common reactions of students to stressful events. Ask them to
read those and tell what you realize.

e. Remind them that it’s good that they realized that these are normal reactions as of this
time. Let them realize that it is okay to not feel okay
C. Abstraction a. Present page 1 of the handout “When Terrible Things Happen” from the National Child
Traumatic Stress Network (NCTSN).

b. Ask them to read it and explain that it can help them to better identify their reactions and
that it also gives them a list of behaviors that can help them cope and behaviors that they
should try to avoid.

d. Highlight the feelings that are like those that were mentioned.
D. Application a. Ask the following question to the students:
1. How can you apply this learning to your life especially because the pandemic is not yet
over? (Pause and call 2 -3 students to share).

b. Acknowledge all answers then say. Ask someone from the class to come with a short line
that the class can say altogether that would sum up what they have just learned.

Prepared by: Checked by:

LORAINE G. TENORIO MAXIMA M. JAVIER, Ed.D.

Teacher School Head
Learning Area Psychological First Aid
Learning Modality Face-to-Face Classes

School Maximo T. Hernandez MIHS Grade Level TEN

Teacher LORAINE G. TENORIO Learning Area PFA
Teaching Date(s) August 23, 2022 Quarter First Quarter
Teaching Time No. of Days 1 DAY

I.OBJECTIVES 1. Identify positive ways to manage one’s emotions

2. Practice calming down using a relaxation exercise
3. Be able to practice reframing one’s thoughts
A. Content Standards

B. Performance
Standards
C. Most Essential Learning
Competencies (MELC)
(If available, write the indicated
MELC)

D. Enabling
Competencies
(If available, write the attached
enabling competencies)
II. CONTENT Module II: Calming Down and Managing One’s Emotions and Thoughts
III. LEARNING RESOURCES
A .References
a. Teacher’s Guide The 2020 Online and Self-Guided PFA Modules, pages 29-30
b. Learners’ Materials
pages
c. Textbook pages
d. Additional Materials from
Learning Resources

B. List of Learning Resources Activity sheets, PowerPoint presentation

for Development and
Engagement Activities
IV. PROCEDURES
A. Introduction 1. Begin the class by saying: So far, we’ve talked about your reactions to the pandemic or
any form of disaster. Today, we will talk about how to manage your feelings.
2. ACTIVITY # 1
Yesterday I asked you to identify your different reactions and feelings towards the
pandemic or any type of stressful situation that you may have experienced recently. Can
you recall what those feelings were? Today, let’s talk about some ways to help you
manage your feelings. Can you recall for me some of those feelings that you mentioned
yesterday?
3. Write down some of those feelings in one column.
4. Say: So, when you feel this way, what do you usually do to help manage or get rid of
 that feeling? Teacher then writes those actions down right beside each feeling. Teacher
then asks another student to recite. She does this until she has 5-6 examples.
5. Say: So, these actions help make us feel better. They help us address our stress. But
can we identify if there are actions here which would be considered as unhealthy ways
of dealing with the stress? Which ones would be considered as healthy ways of coping?
What made you say that?
6. Say: Please take a look at your own list of emotions from yesterday and list down the
ways that you deal with the emotions. Can you identify if you were using healthy or
unhealthy ways of dealing with the stress? Today, I want to remind you of healthier ways
of dealing with our feelings. I will teach you three new and easy ways:

ACTIVITY # 2 Choose from any of the suggestions:

Suggestion # 1: Count backwards. If you feel that you are getting more upset or stressed or
anxious or nervous. You can ask to be excused or you can just close your eyes, or turn
around and just silently, count backwards from 10 until 1. While doing so, focus on your
breathing and tell yourself to calm down. Let us try it together.

Suggestion #2: 3-2-1 Senses Check. In this method, I want you to quietly name 3 things you
can see around you, 2 things you can feel and 1 thing that you can hear. While doing that,
breathe in and out 5 times but every time you do so, you add one more second to each
inhale and one more second to each exhale.

Suggestion #3: Reframe. This means that a feeling usually comes from a thought and when
we can change or reframe a thought, then we can change how we feel. For example, I feel
angry because my mother called me lazy. I think my mother called me that way because she
does not see me working hard or maybe because she is just really unfair all the time. I can
reframe that by saying, my mother is just very stressed and tired tonight. She does not mean
what she says. By reframing the thought, I have changed the way I feel about the situation.
Alternative Activities Other breathing exercises, yoga poses, tai-chi with humor injected into
it, engaging in sports but in a non-competitive manner, or dance moves using both slow and
fast beats.
B. Analysis 1. Ask the following question after the activity:

What do you feel? What do you think was the point of this activity?

C. Abstraction Process the activity by doing the following:

a. Can you compare how you feel right now with how you felt before we started with the
relaxation activity? On a scale of 1-5, 5 being the highest, rate your level of stress
before and after we started with the exercise. Did the levels change?

D. Application 1. Ask learners to share about how they can apply their newfound knowledge to their daily
life.

2. Say: To close this session, do you know that people who do yoga close the sessions by
saying “Namaste.” Namaste is a word which means “bow to you”. People in India use it to
say hello or to bid each other goodbye. Can you think of a short phrase that you can share
with the class now to show our appreciation about being with them during face-to-face
classes? What would be a good phrase or word? (Possible answers are “thank you, “
“kamusta,” “good vibes,” etc. Can we all say this to each other now as we leave our online
class?
.

Prepared by: Checked by:

LORAINE G. TENORIO MAXIMA M. JAVIER, Ed.D.

Teacher School Head
Learning Area Psychological First Aid
Learning Modality Face-to-Face Classes

School Maximo T. Hernandez MIHS Grade Level TEN

Teacher LORAINE G. TENORIO Learning Area PFA
Teaching Date(s) August 25, 2022 Quarter First Quarter
Teaching Time No. of Days 1 DAY

I.OBJECTIVES 1. To identify one’s current needs and those of one’s family

2. Become aware of the various institutions, departments and centers present within the
school environment or the immediate community
3. Take note of the important numbers and information regarding who to approach for their
needs
A. Content Standards

B. Performance
Standards
C. Most Essential Learning
Competencies (MELC)
(If available, write the indicated
MELC)

D. Enabling
Competencies
(If available, write the attached
enabling competencies)
II. CONTENT Identifying and Addressing Needs
III. LEARNING RESOURCES
A .References
a. Teacher’s Guide The 2020 Online and Self-Guided PFA Modules, pages 31- 34
b. Learners’ Materials
pages
c. Textbook pages
d. Additional Materials from
Learning Resources

B. List of Learning Resources Activity sheets, PowerPoint presentation

for Development and
Engagement Activities
IV. PROCEDURES
A. Introduction 1. Start the lesson by showing the learners the frequent needs of people after a disaster.

2. ACTIVITY 1
Show the sheet called List of Emergency Contact Numbers and Information. Ensure that the
sheet is properly filled out by the teacher. A copy of this sheet should be shown during class
time, or the teacher can provide a link where the students can get this information from.

3. Discuss first with the class what these offices do.

B. Analysis 4. ACTIVITY 2
 a. Show this list of common needs of survivors after a disaster and discuss with the
class.
b. Ask the students to get a piece of paper and make three columns (you can show an
example). On the first column, ask them to list down all the members of the family
whom they live with. On the second column, identify the immediate needs of this
person that your family cannot address as of this moment. On the third column,
identify where they can refer this person to or who they can approach to ask for help
regarding the needs of this person. If you do not know anyone who can help that
person, just leave it blank first. Give them time to do this.
C. Abstraction Ask the learners to share in class the stories that show how at times, even these linkages
cannot do their responsibilities efficiently. Ask them the following questions:
a. Why do you think these groups had a hard time?
b. Can you also tell me some great or good stories about how other groups were able
to help you very well?
D. Application 1. Ask learners to share on how they will apply this new knowledge to your life right now?

2. Ask students to come up with a chant or cheer after that activity. It should be a chant that
will remind them to find people/organizations to help them/their loved ones address their
most pressing needs.

Prepared by: Checked by:

LORAINE G. TENORIO MAXIMA M. JAVIER, Ed.D.

Teacher School Head
Learning Area Psychological First Aid
Learning Modality Face-to-Face Classes

School Maximo T. Hernandez MIHS Grade Level TEN

Teacher LORAINE G. TENORIO Learning Area PFA
Teaching Date(s) August 25, 2022 Quarter First Quarter
Teaching Time No. of Days 1 DAY

I.OBJECTIVES 1. Identify personal, social, and emotional sources of strengths during and in the aftermath of
the disaster/stressful situation
2. Identify their internal and external sources of strength

A. Content Standards The aim of this module is to encourage students to revisit their strengths to support their
self-efficacy to deal with their situation. To encourage a hopeful outlook, the module serves
to reinforce students’ sources of support and internal and external resources.

B. Performance
Standards
C. Most Essential Learning
Competencies (MELC)
(If available, write the indicated
MELC)

D. Enabling
Competencies
(If available, write the attached
enabling competencies)
II. CONTENT Identifying Sources of Strength
III. LEARNING RESOURCES
A .References
a. Teacher’s Guide The 2020 Online and Self-Guided PFA Modules, pages 35-
b. Learners’ Materials
pages
c. Textbook pages
d. Additional Materials from
Learning Resources

B. List of Learning Resources Activity sheets, PowerPoint presentation

for Development and
Engagement Activities
IV. PROCEDURES
A. Introduction REVIEW
1. Recall with the class the three previous sessions.
2. Show the drawing of a kite and ask the following:
a. Can you tell me what makes it go up in the air? (Wait for answers)
b. Process on what makes oneself similar with the kite.

ACTIVITY
1. Ask the students to draw a kite with a diamond with 4 parts.
2. Ask them to write on each part of the kite’s diamond what they think are their sources of
strength and what makes them strong despite what they have gone through?
3. Also, ask them to identify what or who acts like the wind for them and who or what helps
them soar.
 4. Give them time to draw, answer and color their drawings. After, give them time to share
about their drawings.
B. Analysis Process the activity by asking the following questions:
a. What have you realized about each other after that group sharing?
b. What have you realized about yourself?
c. Do we have common sources of strengths??
C. Abstraction Ask the following questions to the students:
a. How are you similar to the kite?
b. Can you think of other objects that can be a symbol for your many sources of
strength?
c. Ask them to share their answer in class
D. Application Ask the learners the following:
a. The next time you feel weak, what can you focus on in order to remind yourself that you
have a number of sources of strength?

Ask the learners to write a poem or a rap about what they have learned about their sources
of strength and those who help or support them? Present them the given example:

Prepared by: Checked by:

LORAINE G. TENORIO MAXIMA M. JAVIER, Ed.D.

Teacher School Head