Curriculum Guide for Values Education

Grades 1 to 6 Textbooks and Teacher’s Manuals

Note: All the competencies for Grades 1 and 2 are found in the Teacher’s Manual.
The following information will provide more understanding to the curriculum
guide used in preparing these materials.

I. Introduction
"Start children off on the way they should go, and even when they are old they will not turn from it" (Proverbs
22:6 NIV).
As a values-oriented publishing house, our response to this challenge is to draw up a solid value system
and develop this concept through the production of values education materials. Few and far between are the
attempts to create these materials that are produced by local teachers, writers, and artists. In that sense, this
endeavor is both pioneering and historic.
It is not our aim to duplicate the handing down of values from parents to their children; we are of the
position that nothing can replace that. We intend to reinforce the family in its effort to teach values, and where it
is not present or is inadequate; we have attempted to design a curriculum for values education. This curricular
design will be the basis in the preparation of the books, from Nursery, Pre-Kindergarten, Kindergarten, and
Grades 1 to 12. Through these instructional materials, the family can still monitor the development of such
values in their children. In the school setting, teachers are provided with ample resources and mechanisms to
assist them in the effective teaching of values.
In this curriculum framework, a role model was identified upon which we can in turn identify core values that
we can teach our children vis-à-vis the model with the paradigm, "All journeys begin with God." These core
values are illustrated thru stories about and of Jesus, other biblical stories, stories depicting the Filipino
experience and culture, stories of men and women of other faiths, and other means that highlight the learning of
the universal value systems.

II. Vision and Mission

As a direct result of the reinvigorated focus on values education, the GOandTELL Publishing, Inc. envisions a
people in our society who are: liberated from ignorance and injustice; transformed into productive members of
society; and empowered to effect the necessary changes to benefit the society as a whole.
To realize this vision, the GOandTELL Publishing, Inc. aims to produce relevant, developmentally
appropriate, affordable, and easily understood instructional materials for the widest dissemination.
Using the DepEd Curriculum Guide for Values Education as the basis in the preparation of this framework,
the GOandTELL made conscious efforts in enriching and enhancing the framework to address perceived
challenges for both the educational institutions and the society, as a whole.

III. Theoretical/Conceptual Framework: Pedagogical Cycle

This is the theoretical/conceptual framework. While this concept is based on the Jesus model, it is really a set of
values education materials and not a set of religion materials. It is enriched with generic and universal Christian
values, indigenous Filipino values and values from other peoples and faiths. Every attempt was made to ensure
that there is no denominational or sectarian specific religious doctrine. It is intended to be used alongside the
specific religious orientation which the school has liberty to define themselves.

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 Important terms are hereby defined.
1. Story of Jesus. The Gospel is the Good News.
2. Liberating. It is an educational experience that enables the learner to imbibe the teachings of Jesus that are
life enhancing and affirming of freedom from ignorance and all forms of bondage and from any threat to the
fullness of life and one that enables also the learner to live a life that becomes a channel of God's liberating
ways for the rest of God's creation.
3. Transforming. It is the quality of educational experience which is based on the teachings of Jesus and
which leads to life defining changes in one's values, behavior, perspectives, beliefs, and principles in life
and which has the power to inspire others towards similar life changing experiences.
4. Empowering. It is an educational experience that enables the learners to acquire knowledge, skills and
character traits like discipline, excellence, compassion rooted in the teachings of Jesus and the rest of the
Scripture for the learners to discover, hone, and use their talents and abilities for self actualization and
leadership in the service of the people and the rest of God's creation.
5. Filipino experience. It is an educational experience that is grounded on love for the Filipino traditions,
values, identity, and way of life towards cultivating a love for one's country and aspiring always for its well-
being.
6. Inclusive and hospitable. Jesus broke all kinds of barriers that divide people: racial, cultural religious, socio-
economic, political-ideological. Children inherit all kinds of prejudice from their family and other significant
others, like teachers and church authorities, and from the mass media and children's toys and games.
Strangers or the "new kid in the block" are often objects of discrimination, ridicule and bullying. Jesus taught
that people who are marginalized by prejudice and mistrust should be given special attention and regard.
The Hebrew Scripture reflects a humanistic culture that provides a special space for aliens and strangers.
The Cebuano word of welcome, "Dayon" or come in is more than allowing a person to go in but a warm
acceptance and hospitality to the outsider.
7. Generous and self-giving. This is characteristic of Jesus that reveals the heart of God. For him, life is not
about acquiring and achieving for oneself but about serving and giving away. This is a counter-value to the
prevailing culture that thrives on material acquisition and exploitation. Jesus was born and grew up with
humble means and his humble origin gave him a compassionate and generous heart for those who are
wanting in life. Living among children and people of his social class, he found true friendship and genuine
human relationships not defined by having or not having power and material advantages. He learned that
without much to secure the future or to influence others, human beings depend on one another's generosity
and sacrifice. Having too much while others have so little is the root of conflicts, divisions, violence, and
abuse in the human community. The poor and their community is a school for learning the values of Jesus.

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 But even among the poor they have to learn how to recover, appreciate, and practice the values that they
share with Jesus.
8. Forgiving and reconciling. This is the final solution to enmity and the violence that it begets. One of Jesus'
last words at the cross was forgiveness to all who did him evil. The Cebuano for forgiveness is "pasaylo" or
let pass. It's a picture of someone who allows an offender to pass by the house or the way without being
attacked. The cycle of retribution ends when there is forgiveness. When the offense is forgiven and the
cause for vengeance is removed, the way to reconciliation and restoration of friendship and goodwill is
opened. It is often thought that forgiveness is a prerogative only of the one who is superior to the object of
forgiveness because the inferior can only meekly accept the inevitable of an unequal relationship. But for
the subordinate, forgiving is an act that restores his/her dignity because it makes the superior humble and
morally indebted, thus reversing the relationship. Children and youth are basically soft-hearted but they
have learned from adults to count offenses and hold grudges. Revenge in fact is a common theme of
movies and TV shows. Forgiveness is a counter-value that makes for a long-lasting peace.
9. Justice, peace, fair play, and integrity of creation. Children can learn the basic tenets of justice and fair play
by not condoning or abetting wrongdoing. They should learn how to do resistance and opposition without
hatred but driven by a passion to right the wrong and to create just relationships. Resisting and opposing
wrongdoing and evil is the complementary side of forgiveness. Like Jesus, a forgiving person seeks to
change the offenders into a friend by opposing or resisting them. Those who are forgiving are the most
qualified and equipped to resist the wrongdoers. It is resistance and opposition that are driven not by hate
or vindictiveness but by a desire to create a relationship among equals and friends. This is love and
compassion in practice as demonstrated by Jesus who resisted Roman oppression and opposed the proud
and exploitative Jewish authorities.
10. Friendly, compassionate, and helpful to the poor, the weak, and the marginalized. Being friendly is a quality
being able to reach out to others and maintain a relationship that is warm, open, and affirming; which
contributes to mutuality, growth and maturity, and personal happiness and which will contribute to the
creation of a community where there is harmony and cooperation and mutual help.

IV. Curriculum Framework from Nursery to Grade 12

The curriculum framework, presented in the form of a matrix where the vertical and horizontal perspectives are
considered, is based on the DepEd framework. The vertical articulation specifies the scope in each of the four
quarters in a school year calendar while the horizontal articulation includes the themes in each of the four key
stage levels. The intersection between each scope and the theme represents the strand for each key stage
level.

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 Values Education Curriculum Framework from Nursery to Grade 12

Important terms are defined.

1. Identity and unity. The first questions children ask themselves are: “Who are we and with whom do we
belong? The expected answers include: evangelical, ecumenical, of a royal priesthood ordained by God,
prophetic, created by God equal and in His own image, a sacred commonality, God’s own people, God’s
creation and ownership, children of God. Included in this quarter are the core values, integrity of creation,
friendly and helpful, and reconciliation. When learners know who they are and whose they are, this leads to
unity of purpose.
2. Avenues to affirming communities. There are three guiding principles that can affect already established
communities to become affirming communities. Core values include inclusive and hospitable, reconciling,
friendly and helpful, generous and self-giving.
a. God creates us every day and in giving us a specific topography, helps us to engage the environment
to realize His purpose for all creation.
b. God helps us conceive of structures that will assist us in the process of becoming. We acknowledge
that we are but a part of the bigger whole that seeks to derive the blessings of our gifts.
c. God helps us to recognize what we have and what we own (unique gifts). As a response, we must
acknowledge that we are but a part of creation realizing that everything that has been given to us was
meant to be shared with others.
3. Leadership building. Core values such as inclusive and hospitable, reconciling, friendly and helpful,
generous and self-giving can be used to develop leadership among the learners. The following guidelines
are used in the development of leaders:
a. Learning to lead is learning to follow.
b. Leadership is a gift from God that we must accept and fulfill.
c. Inspired and responsible leadership is our way to respond to God’s kindness.

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 4. Bridges to healing, wholeness, and hope. When learners apply the values of forgiving and reconciling,
justice and peace in real-life situations, they become bridges of peace, love, and hope to others. Some
indications of being bridges to healing and wholeness include the following. allowing passage and
continuity; breaking barriers; making atonement possible; curing brokenness; connecting divisions; filling
gaps; and surmounting obstacles.
5. Living as used in the titles would mean linking, integrating, and connecting with people and their immediate
environment.
6. Utilizing means engaging the environment, building appropriate structures, and acknowledging the idea of
sharing one’s spiritual gifts to others.
7. There are four key stage levels and each level is thematic, has corresponding strands based on the scope,
and corresponding titles per grade level. . Each book is accompanied by a Teacher’s Manual.

Key Stage Level 1 (Grade1 to Grade 2)

Theme: Life at Home, in School, and in the Community
Strands: Self-awareness in Relation to Others
Awareness of One’s Immediate Environment
Learning Leadership by Following
Recognizing God’s Will
Titles: Life at Home, in School, and in the Community (Grade 1)
Life at Home, in School, and in the Community (Grade 2)

Key Stage Level 2 (Grades 3 to 6)

Theme: Living on God’s Resources
Strands: Utilizing God-given Resources in the Philippines
Awareness of One’s Environment and its Effects on Community Efforts
Identifying Challenges to Leadership
Finding Mutually Beneficial Solutions
Titles: Living in Communities with Agricultural and Forest Resources (Grade 3)
Living in Communities with Water Resources (Grade 4)
Living in Communities with Minerals and Other Power Resources (Grade 5)
Living in Communities with Service, Manufacturing, and Industrial Environments
(Grade 6)

VII. Literature, Related Studies, and Strategies in Teaching

A. Use of Storytelling as a Content Strategy
Stories have internal and external power to liberate, transform, and empower the readers. Having this in
mind, stories have been employed in the content of the lessons based on the concepts.
Storytelling is a transformational device (Niles). Stories have internal and external power in cognitive
science, psychodynamic theory, and social content. They augment analytical thinking by opening the
imaginative element of the readers. A story structure includes the beginning (background information), the
middle (Conflict), and the ending (Resolution) parts.
Jesus, the greatest storyteller, is used as the model in conveying the changes that people need as they
journey to the Kingdom of God.
Stories include short anecdotes, poems, songs, parables, psalms, letters, essays, drama, etc. about
and of Jesus, other biblical stories, peoples of other faiths, Filipino experience and culture, concrete
personal, family, social life, and relevant issues. The stories are selected using these criteria: age of the
readers; developmental in nature; thematic; timeless; meaningful; intentional; reality accepting; forward
looking; hopeful; and uplifting. The presentation takes into account these criteria: simple; brief; factual;
accurate; resonant; unified; intentional; promoting values (encouraging); and intense.
B. Use of the Mediated Learning Experience as a Performance Strategy
The Mediated Learning Experience (MLE) is one educational approach that incorporates with societal
influences the development of reasoning through values clarification processes where students learn how to
critically assess and evaluate value positions and then come to their own value positions. The MLE was
described by Dr. Reuven Feuerstein, an internationally renowned Israeli professor of psychology and a
scholar in the field of child psychology (Tzuriel and Eran, 1990).

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 Dr. Feuerstein believes that individuals have the potential to change and are modifiable if provided with
the opportunities to engage in the right kind of interaction. This right kind of interaction is what Dr.
Feuerstein describes as time when a more knowledgeable person prompts a less knowledgeable person to
label compare, categorize and give meaning to a present learning experience as it relates to past and future
ones. The Mediator is the knowledgeable person who creates this interactive experience (Feuerstein et al,
1982).

This MLE Model is a modification of Piaget's Stimulus-Response model. What Dr. Feuerstein did was to
put the Organism (student) in the middle of the Stimulus or the information given based on student's needs
and the Response or the student's response to the stimulus. The first position of the Human mediator is
between the Stimulus and the Organism in order for the mediator to filter stimuli for the student by
transforming the message, amplifying, detailing it or substituting the language to make it better understood
and increase it appeal. The second position of the mediator is between the Organism and Response
wherein the mediator guides the student responses. The MLE is characterized by closing the loop between
the teacher as the emitter of a message, the student as the receiver of the message, and the message itself
to ensure that the message will be received and the desired effect on the receiver achieved.
The process of mediation starts when the student (learner) is exposed to stimuli at increasingly higher
levels of abstraction. This encourages student to develop more efficient cognitive functioning and
adaptation. The mediator facilitates students learning by providing appropriate classroom experiences
according to the student's needs, adapting selected techniques according to student's needs and using
interactive language (dialogue) and guided questioning. The goals of MLE are identifying needs for future
planning, effecting structural change in thinking, and enabling interdependent learning.
Dr. Feuerstein lists ten critical factors for an experience to be termed a mediated learning experience.
However, he considers four factors absolutely essential for MLE to occur.
The first MLE factor called Reciprocity is the loop of trust between Values Education Mediator (VEM)
and student. Reciprocity establishes positive connection between mediator and student, judges learning
and makes needed change and encourages elaboration and understanding. Reciprocity means that VEM
should facilitate MLE when and where students express a need or when based on observations of the
student's behavior or thinking.
The second critical factor of MLE is intentionality. The VEM focuses students' attention on the learning
task. Using well-prepared and organized learning tasks, the VEM has thought about how to catch and focus
the attention of the student in advance of the learning experience. In order to plan future learning tasks, the
VEM must keep anecdotal records. Also, the VEM must be aware that his or her intent often needs to
change during the learning tasks and that he or she must be flexible most of the time. Intentionality
transforms any interactive situation from accidental to purposeful. Instead of being a mere provider of
information or verbal directions, the VEM must become a source of constant affirmation that the information
or tasks involved are cognitively important to the learning of the student.
The third critical factor of MLE is meaning. It is the key to understanding the significance of the learning
tasks. The Meaning provides the students with the emotional excitement of learning and with a feeling of
competence or success. It connects the "whys" and "what fors" of what one is learning and energizes
awareness and makes the present learning experience personally relevant.
The fourth critical factor, transcendence, is the bridge that connects related ideas and links them with
immediate and ever-expanding needs. It expands students' understanding beyond the current learning
context and helps students to become active generators of information who can apply what they learn
outside the current context. The chief difference between the mediation of meaning and the mediation of
transcendence lies in the difference between comparing and contrasting previous or anticipated learning
experiences in the context as opposed to bridging the learning experience to de-contextualized principles
that are beyond their context. Meaning happens in the present learning experience while transcendence
goes beyond this learning experience and is applied to another situation. Transcendence is the goal of a
mediated learning experience because it is what guides students to apply what they are learning with a
mediator to other settings and in turn become active generators of their own learning.

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 Listed herein are some of the approaches that are used in making the content of the stories more
meaningful, critical, and creative: K-W-L Chart/K-W-L-Explore More Chart;
Somebody…Wanted…But…So…; Analogies: Finding Relationships; Metaphors; Graphic
Organizers/Pattern Guides; Concept Maps/Story Map Reading; Story Mountain/Story Caravan; Two
Column Notes (Main idea/Details; Opinion/Proof); Summarizing Based on Rules; About/Point (text is
about/author’s points); Questioning the Author; Interpreting Political Cartoons; Think-Pair-Share; Shared
Inquiry; Paraphrasing; Action Project; Biopoems; Proverb Interpretation; Journaling; Literary Report Card;
and Self-Assessment Scale.

VIII. Interactive Approach in Teaching Values

Using the related studies aforementioned, the following paradigm is the suggested strategy in teaching values
among the students in order to clarify values:

Step 1. Strive for reciprocity and intentionality. Establish a positive connection between you as the values
education mediator (VEM) and your students. Facilitate the mediated learning when and where the
students express a need. Focus the student's attention on the learning task and always remember the
purpose of the learning task that you are going to talk about.
Step 2. Present stories. The chosen stories are to reflect the core values, namely, inclusive, hospitable,
generous, self-giving, forgiving, reconciling, promoting justice, peace, and integrity of creation, friendly
and helpful to the poor, weak, and marginalized. As the students understand how to use these values in
their relationships and duties, they are expected to search themselves or make a self-awareness list in
relation to God as Creator and Jesus as Savior. The ultimate goal of these materials is for the students
to be Christ-like persons who are liberated, transformed, and empowered.
Step 3. Prepare the students to find meaning of the learning task. Tell them to observe what the story
says. Observing objectively what the story says means giving facts found in the story. Leigh defines an
observation as a statement of the following:
a. It is an isolated fact.
b. It is a relationship between facts or a pattern of relationships between facts which is indicated
directly by the biblical text. It is something that is concrete, explicit, evident, visible, and easily
verifiable, in the text.
c. It is a statement of what the text omits.
d. It states with complete certainty what the text says.
e. It is not an interpretation.
It is important to guard against two errors in determining the facts about the stories. The first is
getting more out of the text than there actually is because of one's assumptions. The lesser one
assumes, the lesser are the dogmatic interpretations. The second is failure to include all the facts given
by the writer when trying to understand what the writer actually thought. A careful observation of the
facts in the story will help us avoid these errors.
Some skills that prove helpful in observation are as follows: noting the details by asking wh- and
how questions to elicit factual information, determining the main idea, sequencing events, and using
other resources related to the story.
Step 4. Continue to facilitate the process of finding meaning of the story read. Tell the class to interpret
what the story says. Interpreting the story based from an objective observation will result in its
meaning and significance. Students find difficulty in finding meaning because they have not carefully
observed the facts in the story. An interpretation includes the following:
a. It is an explanation of the meaning or intent of, a summary of, a generalization based on, a principle
derived from, the significance of, a conclusion, implication, or inference drawn from, a judgment
about those facts, relationships, or patterns.

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 b. This interpretation is not found explicitly in the text, but it must be based on induced form of
observations.
c. It states in varying degrees of certainty what the text means.
d. It is not an application.
The interpreter's work is to find meaning and significance of the facts given in the words, phrases,
and sentences. Interpretations may be in literary or contextual forms. The interpreter considers what
is the mind of the writer and those of the original readers. Included are the readers' language, the
historical, cultural, and personal backgrounds, and the circumstances at the time of the writing.
Literary interpretation may be literal or figurative. This means that the interpretation is according
to their literal and grammatical sense with proper place given to figurative elements in the text. Some
passages need to be interpreted literally while some are to be treated figuratively. Caution should be
made when interpreting passages figuratively when they should only be interpreted literally. The
students are to be assisted in classifying facts that are literal statements and figurative statements. It is
best to start with the literal interpretation before making adjustments called for by the figurative
statements that an interpreter can arrive at the correct interpretation.
Contextual interpretation, on the other hand, is making a conscious effort always to look in the
context for important information that will help you interpret a word, phrase, or sentence. Contextual
facts add to the figurative meanings. Other skills in interpreting the stories may take the form of
organizing Ideas, perceiving relationships, predicting outcomes, making inferences, drawing
conclusions, evaluating ideas, and following directions.
Step 5. Clarify the values learned and encourage the students to conceptualize and internalize the value.
Step 6. Tell the class to apply the observed principles and interpretations to reach transcendence. After
clarifying the values, assist the students to evaluate the relevance and usefulness of the story. Then
lead the students to transcend by bridging the concepts learned and their immediate and ever-
expanding needs. While the VEM facilitates meaning in the present learning experience, transcendence
is mediated when it goes beyond the learning experience by applying the learned values in other
situations.

Calendar of Lessons and Value Focus for Each Lesson in Grades 1 to 6

Week Grade 1 Grade 2

Quarter 1 Identity and Unity (Self-Awareness in Relation to Others)
1 Socialization and Preparation of Materials
2 Lesson 1 Dan and the Mirror I and U
Affirmation, Appreciation Respect for individual differences
3 Lesson 2 Dinner in our Small House My Father’s Special Guests
Equality Acceptance and equality
4 Lesson 3 A New Day for Kukay Camping Is Fun
Acceptance and tolerance Integrity of acceptance
5 Lesson 4 Elaine’s Puppy Flowers for Jesus
Caring and loving Caring and loving
6 Lesson 5 Trina’s Family Day My Favorite T-Shirt
Sharing Being generous
7 Lesson 6 Study Group The Twin Bananas
Honesty Sharing and generosity
8 Lesson 7 Good or No Good Daniel and His Friends
Doing what is right Doing what is right
9 Lesson 8 Family on the Go Waste Nets and Waste Boxes
Happiness and contentment Accountability and responsibility
10 Examination Week
Quarter 2 Avenues to Affirming Communities (Awareness of One’s Environment)
11 Lesson 9 A Lesson for Kim Caring for Baby Moses
Helping family members Accountability
12 Lesson 10 Classroom Cleaners A Cheerful Helper
Doing one’s responsibility cheerfully Being responsible and helpful
13 Lesson 11 Joy’s Decision Little Hands for Progress
Reconciliation Optimism, Cooperation
14 Lesson 12 Kuya Fred, the Hero Helping Hands: Our Hands
Respectfulness Helpfulness
15 Lesson 13 Ben’s First Day David as a Boy

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 Friendliness Being industrious and helpful
16 Lesson 14 Love Gifts Nick, the Orphan Boy
Sharing and caring cheerfully Forgiveness
17 Lesson 15 Playing Tag Lem, the Prisoner
Being a good role model Obedience
18 Lesson 16 One Rainy Day Smarty, Naughty, Hungry, and Funny
Promoting peace and cooperation Resourcefulness and being wise
19 Examination Week
20 Semestral Break
Quarter 3 Leadership Building (Learning Leadership by following)
21 Lesson 17 Called to be a Leader The Best Student of the Year
Promoting peace and cooperation Being responsible in doing school work
22 Lesson 18 Follow the Leader Following Instructions
Following rules correctly Obedience
23 Lesson 19 Timothy: Legacy of Faith Martha: Nurturing Faith
Appreciation of able-adults Appreciation of able-adults
24 Lesson 20 Leading by Example The Good Leader
Setting a good example Setting a good example
25 Lesson 21 Jose’s Dream JosefaLlanesEscoda: A Life of Service
Courage to pursue a dream Courage to pursue a dream
26 Lesson 22 A Willing Scout Yes, I Can
Taking advantage of leadership trainings Taking advantage of leadership trainings
27- Christmas Break
28
29 Lesson 23 Leadership is a Gift Dengue, Go Away
Following rules properly Following health rules properly
30 Lesson 24 Leading in Time of Need Checking the List
Leading at the right time Community involvement
31 Examination Week
Quarter 4 Bridges to Healing, Wholeness, and Hope (Recognizing God’s Will)
32 Lesson 25 Alone Kim, Dave, and Job
Living harmoniously Being humble and generous
33 Lesson 22 Caring for Mother Earth The Carousel Ride
Caring for the environment Living harmoniously
34 Lesson 27 The Repentant Child Never Will I Do it Again!
Unconditional forgiveness Unconditional forgiveness
35 Lesson 28 Ron, the Winner One Moment with Jesus, My Friend
Acceptance Acceptance of reality
36 Lesson 29 Happy To Say Sorry Joseph Forgives
Promoting wholeness Promoting wholeness
37 Lesson 30 A True Friend Following the Footsteps
Forgiveness as a way to friendship Resourcefulness and generosity as ways to
friendship
38 Lesson 31 Ana and Her Favorites Kid’s Fair
Being sensitive to the needs of others Being sensitive to the needs of others
39 Lesson 32 Jimmy’s Lesson Little Fight
Fair sharing Fair sharing that leads to peace
40 Examination Week

Week Grade 3 Grade 4

Quarter 1 Identity and Unity (Utilizing God-Given Resources in the Philippines)
1 Socialization and Preparation of Materials
2 Lesson 1 Mountains, Mother, and Me We See God in Differences
Appreciation of God’s creation Acceptance and appreciation of the environment
3 Lesson 2 Gilda, the Girl in a Colorful Dress I Survived
Acceptance, appreciation, being friendly Faith and trust in God
4 Lesson 3 It’s Harvest Time Again Tuburan
Helpfulness, harmony, and reconciliation Appreciation of the benefits of nature and a
corresponding resolve to preserve it
5 Lesson 4 Plantacia Baon
Appreciation and conservation of natural Acceptance of diversity and friendliness

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 resources and being helpful
6 Lesson 5 A Visit to the Orphanage Kengkeng
Sharing, appreciation and perseverance Accepting and appreciating one’s culture and that
of others, and willingness to learn the culture of
others
7 Lesson 6 A Little Girl’s Dream God Gives Us This Place
Appreciation, aspiration and being helpful Unity and cooperation
8 Lesson 7 Puhon God Creates, I Care
Appreciation of creation and being Responsible overseeing and supervising God-
responsible given land and water resources
9 Lesson 8 The Tire Tracks Ricefield
Preservation of God-given resources and Responsible use of land and water resources
being respectful
10 Examination Week
Quarter 2 Avenues to Affirming Communities
(Awareness of One’s Environment and its Effects on Community Efforts)
Unit 2 Getting to Know My School Knowing My School
11 Lesson 9 Sweet Coffee My Father, My Idol
Perseverance, contentment, helpfulness and Appreciation and affirmation
being appreciative
12 Lesson 10 Blessings Amomongpong
Sharing, appreciation and being generous Being friendly, helpful, generous, and self-giving
13 Lesson 11 Three Bowls Liza Rides a Motorboat
Sharing, understanding and being helpful Satisfaction, hard work, and simplicity
14 Lesson 12 The Happy Tree Typhoon Habagat
Preservation of natural resources and being Unity of purpose
self-giving
15 Lesson 13 The Stone Pickers Marine Sanctuary
Being helpful, reconciling, and persevering Preservation of water resources and respect for
laws related to their preservation
16 Lesson 14 A Bag of Love and Service A River Speaks
Resilience, perseverance, selflessness, love Responsibility in preserving water resources and
and service cooperation
17 Lesson 15 Nutrition Month Carinderia
Unity, camaraderie, and being reconciling Affirmation and acceptance
18 Lesson 16 Saving Sapa River The Day Nature Showed It’s Wrath
Preservation of natural resources and being Presence of mind, acceptance and willingness to
appreciative correct one’s mistakes
19 Examination Week
20 Semestral Break
Quarter 3 Leadership Building (Identifying Challenges to Leadership)
Unit 3 Getting to Know My Family Knowing My Family
21 Lesson 17 I Love to Serve My People The Fate of the Sea Creatures
Service, responsibility, and leadership Responsibility to lead in preserving nature
22 Lesson 18 Sumibol Rescue Team Water Hyacinth
Initiative, sharing, and responsibility Creativity and Industry
23 Lesson 19 Ruth: Steadfast Faith Jonah: A Transformed Faith
Perseverance, kindness, and indebtedness Obedience and faithfulness
24 Lesson 20 Small Hands Sultan Kudarat: Fighter for Freedom
Helpfulness, good leadership, and Bravery and love for one’s people
appreciation
25 Lesson 21 Miggy and the Monk Bravery and Ingenuity
Friendliness, sharing, and good relations Courage and persistence even in the midst of
challenges
26 Lesson 22 Lunch Box An Exemplary Leader
Good leadership, sharing, faith Loyalty and dedication to one’s duty
27-28 Christmas Break
29 Lesson 23 The Kaingin System Immersion
Vigilance, leadership, and service Getting information and proper training
30 Lesson 24 Roy’s Role Model Amphibian Jeepneys
Good leadership, service, and doing what is Self-giving and modeling
right
31 Examination Week

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 Quarter 4 Bridges to Healing, Wholeness, and Hope (Finding Mutually Beneficial Solutions)
Unit 4 Getting to Know My Community Knowing My Community
32 Lesson 25 Enjoying Life in a Barangay Meeting
Respect, camaraderie, and responsibility Reconciling and spirit of cooperation
33 Lesson 22 Just Call Her, “Pangga” In Silence
Acceptance, understanding, and Gratitude and thanksgiving
reconciliation
34 Lesson 27 The Farm Reservoir
Forgiveness, acceptance, and reconciliation Acceptance and Reconciliation
35 Lesson 28 Scavenger Hunt Fisherfolk Village: A Vision for a Better Life
Being helpful, cooperation, and camaraderie Tolerance, perseverance, and acknowledge of
one’s rights according to the law
36 Lesson 29 Montana, the Barangay Health Worker A Life for Others
Service, being helpful, and camaraderie Accepting and reconciling common needs to solve
conflicts
37 Lesson 30 Common Miracles Scarce but Happy
Teamwork, cooperation, camaraderie, Contentment and perseverance
harmony, and peace
38 Lesson 31 Rescued Beautiful Indeed
Being helpful and faith in God Importance of dialogue and respect and love
towards elderly
39 Lesson 32 Miguel Loves Aunt Susan’s Home Dear Diary
Peace, sharing, helping, and appreciation of Sincerity of purpose and spirit of volunteerism
life
40 Examination Week

Week Grade 5 Grade 6

Quarter 1 Identity and Unity (Utilizing God-Given Resources in the Philippines)
1 Socialization and Preparation of Materials
2 Lesson 1 Pap’s Beads Tiya Nelly
Influence and critical mindedness Being compassionate, helpful and grateful
3 Lesson 2 Poverty Is Not a Hindrance To Success The Ugliest Woman in The World (A Reflection for
Girls)
Determination Self-worth, acceptance, and confidence
4 Lesson 3 The Acquaintance Party No Limbs (A Reflection for Boys)
Affirmation and harmony Sharing, accountability, self-assessment, and
open-mindedness
5 Lesson 4 Dreams Eid Al-Fitr
Aspiration Obedience, open-mindedness, God-loving, and
peace-loving
6 Lesson 5 For Roger “Kilaw Ta!”
Reconciliation Sharing, understanding, and reconciliation
7 Lesson 6 To Mine or Not to Mine Teacher Larosa
Social Awareness Appreciating and using gifts well, service and
sharing
8 Lesson 7 Curious John Dok Luis
Curiosity that leads to improvement Responsible and sharing
9 Lesson 8 River Boats Triumph over Poverty
Responsibility Perseverance and responsibility
10 Examination Week
Quarter 2 Avenues to Affirming Communities
(Awareness of One’s Environment and its Effects on Community Efforts)
Unit 2 Getting to Know My School Knowing My School
11 Lesson 9 Journey Home Call Center Agent
Appreciation and self-giving Generous and self-giving
12 Lesson 10 Sanctuary Habal-Habal
Appreciation Being generous, self-giving, and grateful
13 Lesson 11 Vacant Lot “Humota Nimo Oy!”
Optimism and cooperation Being adaptable, friendly, and hospitable
14 Lesson 12 Lost and Found Cellphone The Coop Store
Honesty, wisdom and service Spirit of Bayanihan, being helpful, and hospitable
15 Lesson 13 The Last Frontier Gratitude at its Best
Social awareness Being grateful, compassionate, kind generous and
GOandTELL Curriculum Guide for Values Education (Grades 1 to 6) Page 11
 thoughtful
16 Lesson 14 Simple Men Nurse Pam
Determination and simplicity Being helpful, compassionate, and self-giving
17 Lesson 15 To Letlet The Power of Prayer
Community involvement Trust, friendliness, and hopefulness
18 Lesson 16 The Story of Matinlob Valley Isko at Barangay Makalat
Repentance and social responsibility Integrity of creation, care and concern
19 Examination Week
20 Semestral Break
Quarter 3 Leadership Building (Identifying Challenges to Leadership)
Unit 3 Getting to Know My Family Knowing My Family
21 Lesson 17 Not Like Us Brave New World
Acceptance of differences Trust, confidence, patience, and concern
22 Lesson 18 If Only Gold Could Talk Paulo: The Leader
Determination Being helpful and concerned
23 Lesson 19 Noah: Unquestioning Faith Dorcas: Service-Bearing Faith
Humility and obedience Being kind, self-giving, and compassionate
24 Lesson 20 Why Are You Not in School? The Challenges of a Good Leader
Generosity Being wise, objective, selfless, and sacrificing
25 Lesson 21 Elena G. Maquiso: God’s Gift of Music Valeriano Abello: An Ordinary Hero
Selflessness and bravery Selflessness and bravery
26 Lesson 22 Wanted: Free Energy A Letter to the Future Generation
Resourcefulness Being good, outstanding, honest, transparent, and
faithful
27-28 Christmas Break
29 Lesson 23 Fish Kill Working for Teams
Determination and resourcefulness Leadership, helpfulness, and self-giving
30 Lesson 24 Matanao Firefighters
Determination and responsibility Self-giving and helpful
31 Examination Week
Quarter 4 Bridges to Healing, Wholeness, and Hope (Finding Mutually Beneficial Solutions)
Unit 4 Getting to Know My Community Knowing My Community
32 Lesson 25 Mining with Responsibility The Longest Bridge
Environmental awareness and responsibility Patience and reconciling
33 Lesson 22 Lomboy Forgiving Ourselves
Perseverance Acceptance, humility, and being practical
34 Lesson 27 Spirit of Bayanihan Father’s Angels
Cooperation and social involvement Cooperation, acceptance, and self-giving
35 Lesson 28 Community Store The Musketeers
Cooperation, unity Vigilance and being cooperative
36 Lesson 29 Dayong Going Home
Cooperation and social awareness Forgiveness, peace, and reconciliation
37 Lesson 30 Girls’ Day Out The Meeting at the Factory
Harmonious living and peaceful resolution Peace and reconciliation
38 Lesson 31 Healing Beads Being a Blessing
Peace and healing Self-giving and generous
39 Lesson 32 Stranded Blessings The Bus Ride (A True Story of Rosa Parks)
Justice, peace, and healing Justice, peace and reconciliation
40 Examination Week

GOandTELL Curriculum Guide for Values Education (Grades 1 to 6) Page 12