Year: First Year Date of facilitation: (First week of December) I.

Rationale A persons talent, idea or any contribution for a worthy cause, no matter how small or insignificant it insignificant it appears to be is magnified in the change or improvement it brings about. II. Objective: Count their blessings and appreciate how people reach out and touch their lives in a positive way. III. Content A. Activity:SMILE Time required: Materials: pen and paper Instructions: 1. They will be given twenty minutes to recall and write on a paper one or single moment that brought laughter to their life recently or in the past. 2. After everybody had finished, there has to be a sharing of work. (Read and pass each paper counter clockwise until they receive their own papers) 3. Volunteers will share to the class their joyful moments. IV.Processing 1. What do you have most in your life, sad moments or joyful moments? 2. Was it difficult for you to recall and select from among the joyful moments you had in your life? 3. What feelings emereged while you are listening to the joyful/sad moments of your classmates. 4. What lessons did you derive from this activity? *At this point, the students will be encouraged to keep a notebook labelled joy journal and for them to make it a habit to record laughable moments IV. Lecturette Counting our blessings might afford us less anxiety, with the possibility of shrinking our fears. Counting our blessing would tune us in to the laughter and joy that occurs in everyday life. We would be more fun to be around. That, in turn, would decrease the holiness and isolation we feel. We would want to bond with

positive people who help us feel better and appreciate. We would be healthier because we would be laughing more and enjoying life. The bible did often say and it came to pass but never does it say, It came to stay. We should remember that LAUGHTER: Lightens the load; Avoids negativity; Unites hearts; Gathers people together; Heals heartache; Tickles the soul; Energizes the human spirit; and Restores us to wholeness and holiness

Source: CHAT

Year: Second Year Date of facilitation: (First week of December) I. Rationale Victor Frankenstein is a fictional doctor who played god by trying his best to bring life to a man assembled through different body parts of the recently dead. Here, he was successful yet this success was the greatest regret of his life. Like Frankenstein, some may want to be god, to manipulate things that best suit our intentions, either good or bad. However, just as how the story of Frankenstein evolved, our need for power to manipulate usually ends up devastatingly. Its either we ruined someone elses life or even our own. On the other hand, if we are the one being manipulated, we end up as dependents, lost figures. Just like the creature created by Frankenstein, we might find ourselves crying for the innocence and ignorance we have about our own selves. This group activity tends to highlight on these two opposites the manipulator and the manipulated- with the desire to emphasize the importance of freedom/freewill in making a life worth living. It also encourages activity rather than passivity since it is through being active that one practices his freewill and through passivity that one let him self be manipulated like someone mechanical object. II.Learning Objectives: This group activity is meant to emphasize the concept of freedom and respect from that freedom. On one side, however, it also promotes coordination and cooperation. III.Content A.Activity: FRANKENSTEINS GAME Time required: Materials: cosmetics Instructions: ***Before anything else, there should be enough space for a group to work freely. This activity could either be done outside or inside the classroom. 1. Group the students into at least three members. Let the group select a willing subject among themselves to be the object to be worked on. 2. After selecting a subject, the remaining members are instructed to do anything to their subject. They are called to play god and do whatever they pleases them to the subject e.g apply cosmetics in any way they want, position the subject in any way they desire, etc. In other words, to treat the

subject as an object to be manipulated. Give the students maximum of twenty minutes to do their manipulations. 3. Next, have each group display their subject like an art piece in some gallery. Give five minutes maximum time for the students to roam around and see the work of other groups. 4. After which, let some students describe/explore/explain that they made in creating their project. IV. Processing 1. Do you like what came out of your project(to the maestro)/what became of you(to the object)? 2. What and how did you feel about what you just did (manipulating or letting someone manipulate you)? Why? (Questions for the subjects) 3. Which do you prefer, to manipulate or to be manipulated? Why? 4. What do you think are the effects of manipulating or being manipulated? 5. What do you think are the reasons why people manipulate or let themselves be manipulated? 6. If given a choice, would you choose to eradicate any action of manipulation in this world? Why or why not? V. Lecturette Life is filled with choices and one choice to make is if we should manipulate others or to let others define and order what we should do. Of course, sometimes issues and decisions regarding this depend on the situation and need for it. Other times, our purpose in taking the role of either the dictator or dictated is justified by good intentions, by logical reasons that seem to point out whats best. Yet, the fact remains that there is always a choice and to manipulate others or to let others manipulate you is such disgrace to the freewill that God has gifted humanity. To try to control others or to just do nothing while others bully you to be a mechanical object, controlled by some remote control is the greatest humiliation that freedom will ever have to face. Hence, what must we do to fight for our freedom? A good start would be by being active and assertive citizens. By utilizing our own gifts of intellect and instincts to think and decide for ourselves. In a nutshell, to gain control over ourselves, over what we do that no one else will ever have to do it for us.

Source: SLU Homeroom Kit

Year: Third Year Date of facilitation: (First week of December) I.Rationale Trust is the elemental factor that holds any relationship intact, or prevents untimely endings of relationships. If not to understand past mistakes and pick up with a fresh start. It is the absence or lack of it that from all concerned which causes the relationship to end in crumbles. II.Learning Objective To inculcate and develop in the students the value of maintaining trust in a relationship III.Content A. Activity: T.R.U.S.T Time required: 25 minutes Materials: Handkerchief Instructions: The facilitator will ask the students to select their partner. Each pair will have to choose who will be blindfolded first (before the activity will be facilitated, the students will be informed ahead of time to bring handkerchief). The partner who is not will give the command to his/her blindfolded partner to go out of the classroom. Moreover, the one who is blindfolded must not hold hands with his/her partner nor hold the staircase railings and the walls while walking to the school ground. When each pair reaches the ground they will switch role and this time they have to direct their partner to their classroom. IV.Processing (20 minutes) 1. How did you feel when you were blindfolded and being directed by your group members? 2. Was it easy being directed by your partner and not able to see? 3. How did you feel when you were directing your partner? V.Lecturette (10 minutes) Sooner or later we must learn to trust others for it is in this way alone that we are able to accomplish the things we would want to do. Relationships are trial and error based. We should not be avoiding risks with our dealings because if we

should do so, we are going to end up being alone. Respect is earned not demanded. Similarly, it is unfair to demand trust from others when you are not trustworthy yourself. He who does not trust enoughWill not be trusted Lao Tzu

Source: SLU Homeroom kit