School Abuyog National High School Grade Level 11

Grades 1-12 DAILY Teacher MARY IRIS P. TIOZON Learning Area PERDEV
LESSON PLAN Teaching Date JULY 3, 2025 Quarter 1st
and Time 1:00PM-2:00PM

I.OBJECTIVES
A. Content Standard The learner s demonstrates an understanding of stress and
its sources; various stress responses; and coping strategies
for
healthful living in middle and late adolescence
B. Performance Standard The learner s shall be able to identify personal ways of
coping for healthful living
C. Learning Competencies/ Objectives Objective:
• Knowledge: Understand the concept of stress, its
sources, and its impact on physical and mental health
during adolescence.
• Skill: Develop effective coping strategies and stress
management techniques to maintain overall well-being.
• Attitude: Cultivate a positive and resilient attitude
towards stress, recognizing it as a manageable challenge
that can be overcome with the right mindset and support.

EsP-PD11/12CS-If-5.1
II.CONTENT 5. Coping with Stress in Middle and Late Adolescence
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Page 2
2. Learners 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 What was our lesson yesterday?
the new lesson It’s all about explain that through understanding of the
concepts
of career and life goals can help in planning his/her career

Say YES if the statement is correct and NO if the statement is

incorrect.
1. Does setting clear career goals help individuals make informed
decisions about their education and training? (Yes/No)
2. Can understanding one's strengths and weaknesses contribute to
choosing a suitable career path? (Yes/No)
3. Are life goals and career goals interconnected, influencing each
other in significant ways? (Yes/No)
4. Does having a clear understanding of career goals help
individuals stay motivated and focused in their studies and
professional development? (Yes/No)
5. Can setting specific, achievable career goals lead to greater job
satisfaction and success? (Yes/No)
B. Establishing a purpose for the lesson I have here a picture what do you observe in the picture?

Our lesson for today is all about identify the personal factors
influencing career choices

What will you do when the teacher is talking?

 - Listen.

C. Presenting examples or instances of the Coping with Stress in Middle and Late Adolescence
new lesson As adolescents navigate the challenges of school, social
relationships, and personal growth, they often experience
significant stress. Learning effective coping strategies is crucial for
managing stress, promoting well-being, and achieving academic
and personal success. In this discussion, we'll explore the
importance of stress management, identify common sources of
stress, and examine effective coping strategies for middle and late
adolescents.

This introduction sets the stage for exploring the topic of stress
management and coping strategies, highlighting the importance of
this issue for adolescents.
D. Discussing new concepts and practicing Individual Activity: "My Stress Management Plan"
new skills #1 Objective:
• To create a personalized plan for managing stress.

Instructions:
1. Reflect on your current stressors and coping mechanisms.
2. Identify effective stress management strategies that work for
you.
3. Create a plan that includes:
○ Specific stress management techniques (e.g., deep
breathing, exercise, mindfulness)
○ A schedule for practicing these techniques
○ A support system (e.g., friends, family, counselor)

Template:
• You can use a template with the following sections:
1. My stressors:
2. My coping mechanisms:
3. My stress management plan:
4. My support system:

Benefits:
• Encourages self-reflection and personal growth
• Helps students develop a proactive approach to managing stress
• Provides a tangible plan for managing stress in daily life
E. Activity 2 Oral Recitation: "Coping with Stress"
Topic:
• Students will recite a poem, song, or short script about coping
with stress in middle and late adolescence.

Incentives:
• Certificates of Participation: Students receive a certificate for
participating in the oral recitation.
• Best Recitation Award: A prize or recognition for the student
with the most impactful recitation.
• Extra Credit: Students earn extra credit points for participating in
the oral recitation.

Guidelines:
• Students can choose their own topic related to coping with stress.
• Students can use visual aids, props, or music to enhance their
recitation.
• Students will have a set amount of time (e.g., 3-5 minutes) to
recite their piece.

Benefits:
• Encourages creativity and self-expression
• Develops public speaking and communication skills
• Provides an outlet for students to share their thoughts and
 feelings about stress management
F. Developing Mastery (Leads to formative Problem-Solving Activity: "Coping with Stress"
assessment) Scenario:
You're feeling overwhelmed with schoolwork, extracurricular
activities, and social pressures. You're experiencing headaches,
difficulty sleeping, and feeling anxious about meeting expectations.

Questions:
1. What are the sources of stress in this scenario?
2. What coping strategies could you use to manage stress?
3. How can you prioritize tasks and manage time effectively?
4. Who could you reach out to for support?
5. What self-care activities could you engage in to reduce stress?

Solution:
• Identify sources of stress: schoolwork, extracurricular activities,
social pressures
• Coping strategies: deep breathing, exercise, mindfulness, time
management
• Prioritize tasks: create a schedule, set realistic goals, take breaks
• Support system: reach out to friends, family, or a trusted adult
• Self-care: engage in activities that bring joy and relaxation
G. Finding practical applications of concepts 1. Divide into small groups of 3-4 students.
and skills in daily living (integration) 2. Assign each group a scenario (e.g., exam stress, social
situations, balancing responsibilities).
3. Ask each group to brainstorm and discuss:
○ Effective stress management strategies for the scenario
○ How to apply time management, mindfulness, social
support, and self-care
○ How to develop healthy habits, problem-solving skills,
and resilience
4. After 10-15 minutes, ask each group to present their strategies
and solutions.

Variations:
• Role-playing: Have groups act out their scenarios and
demonstrate stress management strategies.
• Poster session: Have groups create posters illustrating their
strategies and solutions.

Discussion Questions:
• What stress management strategies worked best for each
scenario?
• How can we apply these strategies in our daily lives?
• What are some challenges we might face, and how can we
overcome them?
H. Making generalizations and abstractions Key Takeaways
about the Lesson • Adolescents experience significant stress due to academic, social,
and emotional changes.
• Effective coping strategies, such as mindfulness, exercise, and
social support, can help manage stress.
• Self-awareness and self-regulation are crucial for recognizing and
managing stress.

Abstract Concepts
• Stress is a normal part of life, but excessive stress can have
negative effects on physical and mental health.
• Coping strategies can be learned and practiced to improve stress
management.
• Social support networks, including peers and trusted adults, play
a vital role in stress management.

Generalizations
• Adolescents who practice stress management techniques tend to
have better emotional well-being.
• Stress can impact academic performance, relationships, and
overall quality of life.
• Developing healthy coping mechanisms during adolescence can
 have long-term benefits for mental health.
I. Evaluating Learning Direction: Answer the following about personal factors
influencing career choice. Qrite your answer in your
Personality Development notebook.

Identifying Sources of Stress

1. What are some common academic stressors that you experience?
2. How do social relationships (e.g., friends, family) affect your
stress levels?
3. What role do extracurricular activities play in your stress levels?
4. How does social media impact your mental health and stress?

Effects of Stress
5. How does stress affect your sleep patterns?
6. Do you experience physical symptoms (e.g., headaches,
stomachaches) when you're stressed?
7. How does stress impact your mood and emotional well-being?
8. Can you think of times when stress has affected your
relationships with others?

Coping with Stress

9. What coping strategies do you currently use to manage stress?
10. Are there any new stress management techniques you'd like to
try?
J. Additional activities for application or ASSIGNMENT:
remediation
Instructions:
1. Take a piece of paper and draw a timeline of your life, marking
important milestones (e.g., graduation, career start, marriage).
2. Write down your short-term (5-10 years) and long-term (10-20
years) career goals.
3. Identify your strengths, skills, and interests that align with your
career goals.
4. Research and list potential careers that match your goals and
strengths.
5. Create a plan with specific steps to achieve your career goals.

Reflection Questions:
1. What are my core values and how do they relate to my career
goals?
2. What skills do I need to develop to achieve my career goals?
3. How can I stay focused and motivated on my career path?

Materials:
• Pen
• Paper
V. REMARKS (reasons of achieving or not
achieving the expected outcome)
VI. REFLECTION (self-assessment on the teaching
learning process applied in the lesson, a reflection
on teaching methodology)
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson 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 this work?

F. What difficulties I encounter which my Dep.t.

Head or Principal can help me solve?

G. What innovation or localized materials did I

use/discover which I wish to share with other
 teachers?

Prepared by: Checked by:

MARY IRIS P. TIOZON RAUL A. ORTIZ
Teacher 1 TVL-Department Head
 Paaralan Abuyog National High School Baitang
Grades 1-12 DAILY Guro Asignatura
LESSON PLAN Petsa at Oras Markahan

I. LAYUNIN
A. Pamantayang Pangnilalaman

B. Pamantayan sa Pagganap
C. Mga Kasanayan sa Pagkatuto
II. NILALAMAN
III.KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro
2. Mga pahina sa Kagamitang Pang-mag-
aaral
3. Mga pahina sa Teksbuk

4. Karagdagang Kagamitan mula sa portal

ng Learning Resource

B. Iba pang Kagamitang Panturo

Teachers may use different parts depending on the
IV. PAMAMARAAN strategy/approach they may use appropriate to the learning area and
the competency with A & B as required preliminary activities.
A. Balik-Aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
B. Paghahabi sa layunin ng aralin
C. Pag-uugnay ng mga halimbawa sa bagong
aralin

D. Pagtalakay ng bagong konsepto at

paglahad ng bagong kasanayan #1

E. Kasanayan #2

F. Paglinang sa Kabihasaan (Tungo sa

Formative Assessment)

G. Paglalapat ng aralin sa pang-araw-arwa na

buhay

H. Paglalahat ng aralin

I. Pagtataya ng aralin

J. Karagdagang gawain para sa takdang-

aralin at remediation

V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral nangangailangan ng iba
pang gawain para sa emediation
C. Nakatulong ba ang remedial? Bilang ng mag-
aaral na nakakuha sa aralin

D. Bilang ng mga mag-aaral na magpapatuloy sa

remediation?

E. Alin sa mga istratehiyang pagtuturo

nakatulong ng lubos? Paano ito nakatulong?

F. Anong suliranin ang aking naranasan na

 solusyunan sa tulong ng aking punungguro at
superbisor?

G. Anong kagamitang panturo ang aking

nadibuho na nais kong ibahagi sa mga kapwa
ko guro?