Parts of the Teaching Guide
Parts of the Guide
1
General
Overview
2
Session
Outline
3
Teaching
Strategies
Part I – General Overview
❖ provides a clear and concise overview
of the session.
Part I – General Overview
❖ provides a clear and concise overview
of the session.
main subject area for the session
grade level of the learners
to be taught
overarching theme for the quarter
more focused topic
time allocated for the session
Exact schedule of the session
Part II – Session Outline
❖refers to the specific elements that define
and structure a particular teaching session.
Session Outline
Part II – Session Outline
❖refers to the specific elements that define
and structure a particular teaching session.
Session Outline
Brief and descriptive title that encapsulates the main focus or topic of the session
Clearly stated goals outlining what the session intends to achieve
list of concepts that form the foundation of the session's content
Part III – Teaching Strategies
❖refers to the methods and approaches a
teacher will use to deliver the session
effectively.
Teaching Strategies
Part III – Teaching Strategies
❖refers to the methods and approaches a
teacher will use to deliver the session
effectively.
Teaching Strategies
Duration
distinct
segments within
a lesson, each
with a specific
focus and
purpose
amount of time
allocated for each
component
detailed steps or instructions on how
these activities should be carried out
Teaching Strategies Components
Introduction
and Warm Up
Concept
Exploration
Valuing
Journal
Journal
Writing
Writing
Teaching Strategies Components
Introduction
and Warm Up
•
Begin with engaging activities and discussions to
capture learners' interest and prepare them for the
lesson.
Concept
Exploration
•
Use interactive activities to explore the
followed by analysis to deepen understanding.
•
Enable learners to abstractly think about or
practically apply the values/concepts learned to reallife scenarios.
•
Provide a reflective exercise for learners to express
their thoughts and learning, without the pressure of
grades.
Valuing
Journal
Journal
Writing
Writing
topic,
Walkthrough of Sample
Teaching Guide for Values
Education
GRADE 7 MATATAG CLASS PROGRAM
School Year 2023-2024
TIME
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
7:20-8:20
MATH
MATH
MATH
MATH
Independent Learning
(MATH)
8:20-9:20
FILIPINO
FILIPINO
FILIPINO
FILIPINO
SCIENCE
TLE
TLE
MAPEH
MAPEH
7:00-7:20
FLAG CEREMONY
RECESS
9:20-9:50
9:50-10:50
TLE
TLE
10:50-11:50
MAPEH
MAPEH
HOMEROOM GUIDANCE
LUNCH BREAK
12:00-1:00
1:00-2:00
SCIENCE
SCIENCE
SCIENCE
EsP
2:00-3:00
ARALING PANLIPUNAN
ARALING PANLIPUNAN
HGP
ESP
ARALING PANLIPUNAN
3:00-4:00
ENGLISH
Independent Learning
(ENGLISH)
ENGLISH
ENGLISH
ENGLISH
Sample
I. General Overview
General Overview
I. General Overview
Catch-up
Values Education
Subject:
Grade Level: 7
Quarterly Community Awareness
Theme: (refer to Enclosure No. 3 of DM 001, s. 2024, Quarter 3)
Sub-theme:
Time: 1:00 – 2:00 PM
Compassion
(refer to Enclosure No. 3 of DM 001, s.
2024, Quarter 3)
Date: February 2, 2024
II. Session Outline
Bases for Selecting Topics and Strategies
• aligns with the intended
quarterly theme
• aligns
with
the
learners' specific age
and developmental
stage
• relatable
and
applicable to the
learners' everyday
lives
• develops
teamwork among
learners enabling
them
to
work
together
to
achieve common
goal
• demands innovative and unique
approaches to theme interpretation
Session Outline – Title & Objectives
II. Session Outline
Session Title:
"Empathy in
Others' Eyes"
Focus:
Seeing
Through
Why Empathy?
Context
Context
Fostering
Compassion
• Learning empathy is a
step towards
compassion, aligning
with the curriculum's
focus on community
interactions and values
education.
Collaboration
Connection
Building
Social
Developmental
Stage
• Grade 7 learners are in
a crucial stage of
social
and
moral
development.
Empathy helps them
understand others and
fosters compassion.
Skills
Enhancing
Emotional
Intelligence
• Empathy enhances
emotional
intelligence, aiding
in
emotion
management and
appropriate social
responses.
• Empathy, a key
social skill, aids
Grade 7 learners in
better navigating
social situations
and developing
supportive
relationships with
peers.
Session Outline – Title & Objectives
II. Session Outline
Session Title: "Empathy
Session
Objectives:
in
Others' Eyes"
Focus:
Seeing
Through
At the end of the session, learners will be able to:
a) understand empathy and recognize emotions
requiring empathetic responses;
b) grasp the significance of empathy in building
relationships.
c) actively engage in empathy-building activities,
reflecting on personal experiences
Features of Session Objectives
In the context of values, peace, and health, the KUD framework for
session objectives can be contextualized as follows:
• K (Know): Learners acquire factual knowledge about
core values and concepts of peace and health.
• U (Understand): Learners develop an understanding
of how values shape human behavior, the importance
of peace in society, and the relationship between
health and quality of life.
• D (Do): Learners apply concepts learned.
Session Outline – Key Concepts
II. Session Outline
Key • Empathy is the ability to comprehend and share the feelings of
others, forming a crucial aspect of human connection.
Concepts:
•
•
•
•
Recognizing and responding to various emotions and situations
with empathy is fundamental for fostering positive relationships and
social interactions.
Empathy plays a significant role in building strong, supportive
relationships by facilitating understanding and connection between
individuals.
The impact of empathetic actions extends beyond the immediate
interaction, influencing both the giver and receiver in profound ways
within a relationship.
Active participation in empathy-building activities is essential for
learners to internalize and apply empathy as a critical social skill in
their daily lives.
Key Concepts
• Component:
Introduction &
Warm-Up and
Valuing
• Activity:
"Visualizing
Empathy" and
"Emotional
Cinematics"
• Component:
Concept
Exploration
• Activity:
“Charades"
• Component:
Valuing
• Activity:
"Emotional
Cinematics"
• Component:
Journal
Writing
• Component:
Journal
Writing
III. Teaching Strategies
Bases for Selecting Activities
fosters
understanding and
connection with
others' perspectives
related to the theme
motivates and
captures learners'
interest in the theme
Catch-Up
Fridays
provides handson, practical
involvement with
the theme
encourages
learners to delve
deeply and
thoughtfully into
values to fully grasp
their significance
and application
Part III-Introduction and Warm Up
III. Teaching Strategies
Components
A.
Introduction
and WarmUp
Duration
10 mins
Activities and Procedures
Activity: “Visualizing Empathy”
Materials: Whiteboard, markers, emotional picture
1. Introduce the topic. Display a picture
illustrating an emotional situation.
2. Ask, "What's happening? How might they feel?"
3. Share experiences related to empathy in the
context of the picture.
4. Summarize key points. Note on the board.
Stress the importance of empathy in building
relationships
and
creating
supportive
communities.
Part III-Introduction and Warm Up
III. Teaching Strategies
Components
Duration
Activities and Procedures
Activity: “Visualizing Empathy”
with Materials: Whiteboard, markers, emotional picture
✓ begin
engaging
activities
and
A.
discussions
Introduction
10 mins
✓
capture
learners'
and
Warminterest
Up
✓ prepare them for
the lesson.
1. Introduce the topic. Display a picture
illustrating an emotional situation.
2. Ask, "What's happening? How might they feel?"
3. Share experiences related to empathy in the
context of the picture.
4. Summarize key points. Note on the board.
Stress the importance of empathy in building
relationships
and
creating
supportive
communities.
Sample Integrating Science
III. Teaching Strategies
Components
Duration
Activities and Procedures
Activity: “Drawing the Empathy Map: Getting Engaged and
Taking Action”
Materials: Whiteboard, markers, empathy map, pictures of different
situations of the earth and the environment
A.
Introduction
and WarmUp
1.
10 mins
2.
3.
4.
5.
Introduce the topic. Display some pictures illustrating the different
situations of the earth and the environment.
Ask, "What's happening in our earth and environment from past to
present? How might they feel about these changes?"
Share experiences related to empathy in the context of the pictures
presented and apply grid mapping to locate their insights in the
empathy map
Summarize key points. Note on the board. Stress the importance of
empathy towards environmental conservation and restoration.
This activity relates empathy as the ability to comprehend and share
the feelings of others, forming a crucial aspect of human connection
in the context of environmental conservation and restoration.
Part III-Concept Exploration
III. Teaching Strategies
Components
B. Concept
Exploration
Duration
Activities and Procedures
Activity: “Charades”
Materials: Cards with emotions and situations
1. Arrange the class. Ensure all learners can
see performers.
2. Explain the rules. Focus on expressing
15 mins
empathy-related themes.
3. Learners act out emotions/situations;
class guesses.
4. Reflect on portrayed emotions. Discuss
challenges and insights gained.
Part III-Concept Exploration
III. Teaching Strategies
Components
Duration
Activities and Procedures
Activity: “Charades”
✓ use
interactive Materials: Cards with emotions and situations
1. Arrange the class. Ensure all learners can
activities for topic
see performers.
exploration and
2. Explain the rules. Focus on expressing
✓B.analytical
Concept
15 mins
empathy-related themes.
Exploration
activities
to
3. Learners act out emotions/situations;
enhance
class guesses.
understanding
4. Reflect on portrayed emotions. Discuss
challenges and insights gained.
Sample Integrating Science
III. Teaching Strategies
Components
Duration
Activity:
Activities and Procedures
“Task Cards On the Go!”
Cards with emotions and situations relative to
environmental conservation and restoration.
Materials:
1.
B. Concept
Exploration
2.
15 mins
3.
4.
5.
Arrange the class accordingly considering equal opportunity to all
types of learners regardless of their diversities and differences
Explain the rules. Focus on expressing empathy-related themes
cognizant to environmental conservation and restoration
Based from the different task cards that will be presented, learners
act out emotions/situations; class guesses.
Reflect on portrayed emotions. Discuss challenges and insights
gained.
This activity fosters positive relationships and social interactions
which requires the ability to recognize and respond to a range of
emotions and situations with empathy.
Part III-Valuing
III. Teaching Strategies
Components
C. Valuing
Duration
20 mins
Activities and Procedures
Activity: “Emotional Cinematics”
Materials: Film clip, projector/screen
1. Show a short clip with emotional content.
2. Prompt learners and discuss character feelings
and real-life connections.
3. Explore the role of empathy in understanding
others and its application in daily interactions.
4. Ask this reflective question: "Can you recall a
time when understanding someone's feelings
changed your reaction?"
Part III-Valuing
III. Teaching Strategies
Components
Duration
✓ enable learners to
abstractly
think
about
or
practically
Valuing learners
20 mins
✓C.enable
to
apply
the
values/concepts
learned to real-life
scenarios
Activities and Procedures
Activity: “Emotional Cinematics”
Materials: Film clip, projector/screen
1. Show a short clip with emotional content.
2. Prompt learners and discuss character feelings
and real-life connections.
3. Explore the role of empathy in understanding
others and its application in daily interactions.
4. Ask this reflective question: "Can you recall a
time when understanding someone's feelings
changed your reaction?"
Sample Integrating Science
III. Teaching Strategies
Components
Duration
Activities and Procedures
Activity: #Hugot of the Day
Materials: Film clip, projector/screen
1.
2.
3.
C. Valuing
20 mins
4.
5.
Present a video clip showing school and community-based activities of
learners towards environmental conservation and restoration.
Prompt learners and discuss the impact of initiating programs, projects, and
activities relative to environmental conservation and restoration
Explore the role of empathy in understanding other learners and their
significant contribution towards environmental conservation and
restoration.
Ask this reflective question: "How do you perceived those learners who are
actively engaged in initiating programs, projects, and activities in their
school and community settings towards environmental conservation
and restoration?”
This activity helps people understand empathy and connect with one
another, regardless of their diversities, which is important in the
development of solid, enduring relationships.
Part III-Journal Writing
III. Teaching Strategies
Components
Duration
Activities and Procedures
Activity: “Expressing Empathy: Our Journey”
Materials: Journals, writing tools, coloring materials,
cellphones for digital entries, bond paper.
1.
D. Journal
Writing
15 mins
Explain the task: Creatively express thoughts
on empathy.
2. Allow time to write, draw, or record thoughts.
3. Sharing Option: Offer learners the chance to
share reflections.
4. Conclude by emphasizing the critical role of
understanding and practicing empathy for
positive social interactions and relationships.
Part III-Journal Writing
III. Teaching Strategies
Components
Duration
✓ provide
a
reflective exercise
for learners to
express
their
D. Journal
15 and
mins
thoughts
Writing
learning
Activities and Procedures
Activity: “Expressing Empathy: Our Journey”
Materials: Journals, writing tools, coloring materials,
cellphones for digital entries, bond paper.
1.
Explain the task: Creatively express thoughts
on empathy.
2. Allow time to write, draw, or record thoughts.
3. Sharing Option: Offer learners the chance to
share reflections.
4. Conclude by emphasizing the critical role of
understanding and practicing empathy for
positive social interactions and relationships.
Sample Integrating Science
III. Teaching Strategies
Components
Duration
Activities and Procedures
Activity: “Traversing Empathy for Every Juan”
Materials: Journals, writing tools, coloring materials, cellphones for digital
entries, bond paper.
1.
2.
D. Journal
Writing
15 mins
3.
4.
5.
6.
Present the passage “Underneath We’re All the Same,” Amy Maddox, 16 years
old, Teaching Tolerance, 1995
“He prayed—it wasn’t my religion. He ate—it wasn’t what I ate. He spoke—it
wasn’t my language. He dressed—it wasn’t what I wore. He took my hand—it
wasn’t the color of mine. But when he laughed—it was how I laughed, and when
he cried—it was how I cried.”
Explain the task: Creatively express thoughts on empathy based on the
presented passage. Allow time to write, draw, or record thoughts.
Sharing Option: Offer learners the chance to share reflections.
Conclude by emphasizing the critical role of understanding and practicing
empathy for positive social interactions and relationships which is
necessary towards environmental conservation and restoration
This activity promotes active participation in school and community-based
activities which are essential for learners to internalize and apply empathy as a
critical social skill in their daily lives.
Concluding each session
• End with Impact: Teachers are encouraged
to end every session with impactful
materials like a statement, thought, audio,
visual, or audio-visual content that leaves a
lasting impression on learners.
Thank you!