La Salle Green Hills

Grade School Department

Guidance and Education Intervention Services

GRADE 2 CLASS GUIDANCE # 1 ACTIVITY PLAN

School Year 2019-2020

Focus/Area of Development: Social Development with Preventive Bullying

Objectives:
Terminal: At the end of the session, the pupils will be able to learn how to make and keep
friends
Enabling: Through the activity, the pupils will be able to:
1. apply the concept and implications of the word respect in relation to oneself and
others
2. apply learned skills and concepts in handling of oneself and others in relation to
preventive bullying
3. work cooperatively to achieve a goal to help promote a bully-free environment

Time Frame: 40 minutes

Venue: classroom

Materials: PowerPoint presentation

Procedure:
1. Start the class with a prayer.
2. Introduce the activity and its objectives.
3. Activity Proper: With the aid of the PowerPoint presentation, the Counselor will:
3.1 discuss with the pupils students about what the word respect means, and then
recognize their teacher, counselor, school administrator and peers for the respectful
things they do (the kinds of behaviors considered to be disrespectful will likewise be
taken note of)
3.2 talk about ways in which pupils show respect for adults and peers in their school
community ... Make a list of some of the pupils' best ideas.
3.3 have pupils look through pictures showing people respecting others' differences or
pictures of different kinds of people working or playing together.
3.4 reiterate and encourage the pupils to support the different approaches undertaken by
the school community to help keep LSGH a bully-proof institution.

Processing
1. Is there anything you dislike about the way people treat each other here at school? Do you
know of any disrespectful behavior? Describe it. How do you feel about it?
2. What do you like most about the way people treat each other here at school? Does it have
anything to do with respect?
3. What is a bully? Is bullying an act of disrespect? In what way? Are there bullies here at
school? Can someone be a bully without meaning to be? How? Has it happened to you or
have you witnessed such situation?
4. How can treating people with respect prevent fights? How does treating people with respect
affect friendships? When you are with a group of kids, what things might other kids do or say
that make you feel good? What things make you feel bad?
5. In what ways do you treat people in school (teacher, counselor, school administrator) with
respect? Are there any ways in which you don't? What responsibilities do you feel you have
toward your classmates?
6. Is it ever okay to treat another person with disrespect? What are the benefits of treating
people with respect?

Deepening:
Staying in a diverse community made up of many different cultures and backgrounds, that kind
of variety can make all our lives a lot more fun and interesting, only if, we get along with each
other. Respect means treating people the way you want to be treated and that goes without
saying that everyone should be treated with respect. Moreover, being respectful entails showing
concern and consideration for others and/or property, behaviors that help people feel calmer,
safer, friendlier, and more cooperative. As opposed to bullying, wherein a more powerful person
hurts someone’s body, feelings or things or frightens someone on purpose, again and again,
respect is people reaching out because they want to establish good interpersonal relations with
another. And that actuation ultimately, makes the world a nicer place to live in, whether it's at
home, at school, or out in the community. Some of the ways we can manifest respect can be
done by:
 Not insulting people or making fun of them.
 Listening to others when they speak.
 Valuing other people's opinions.
 Being considerate of people's likes and dislikes.
 Not mocking or teasing people.
 Not talking about people behind their backs.
 Being sensitive to other people's feelings.
 Not pressuring someone to do something he doesn't want to do.

Synthesis:
We need everyone to work together to make this school a safe and respectful place. Everyone
must take part in making it happen. We all—adults and pupils— must share this responsibility
and help each other. Safety starts in the classroom. Pupils should also feel and be safe
everywhere on campus—in the cafeteria, in the library, in the rest rooms, on the bus, and on the
playground.

Everyone at school can work together to create a climate where bullying is not acceptable.
Respectful behavior is people reaching out because they want to get to know someone better.
Sometimes people act friendly just because it feels good to do something nice. And we know
that being friendly makes our school a better place to be. A place where bullying goes
unchecked is probably an unhappy place to live, work, or go to school. That’s why it is so
important for each of us to be part of the solution to stop bullying. It’s up to each of us to do
what we can. Pupils and adults have a responsibility to help create a safe, respectful, caring
school environment. We’re all part of the school community, and we should watch out for each
other. We want to make sure that we do everything we can to stop bullying.
 La Salle Green Hills
Grade School Department
Guidance and Education Intervention Services

GRADE 2 CLASS GUIDANCE # 2 ACTIVITY PLAN

School Year 2019-2020

Focus/Area of Development: Academic Development

Topic: Test Taking Skills

Objectives:
Terminal: Improve the student’s attitudes, skills and knowledge as regards learning style and
related study strategies in so as to enhance their test scores

Enabling: Through the activity, the students will be able to:

1. identify needed changes to improve their studying based on their learning style
2. learn related study strategies
3. realize the impact their learning style and personal study strategy have on how
they learn and study

Time Frame: 40 minutes

Venue: classroom

Materials: PowerPoint presentation

Procedure:
1. Introduce the activity plan’s objectives.
2. Activity Proper:
2.1 Ask the students to reflect on their study strategies that work and also the strategies that
don't work. List both the positive and the negative strategies together.
2.2 Review the list, isolating those strategies that help when taking a test. Display the list
and add to it as new strategies are learned. Tell the pupil that some of the strategies they
currently use are probably helpful, while some are less so. Ask, “Which strategies do you
think would result in learning?” Put a star by the strategies students identify as most
effective. Validate their choices that lead to long-term retention and understanding, such
as working a short amount each day, finishing assignments on time, and asking for help.
2.3 Conduct class brainstorming session to find out what students already know about
testing.
2.4 Explain the purpose of testing to students (tell pupils that test results are one way of
determining how much learning is occurring).

2.5 The counselor will discuss various test taking strategies by engaging the pupils in a
game called “hidden puzzle” (they will take turns guessing what is under the colorful
 squares presented. The squares will continuously be removed until the final picture is
revealed).
2.6 Synthesis and processing of the activity will follow.

Processing:
1. What do you do to study for tests?
2. How do you take tests?
3. Why is it important to prepare to study? Why do we need study skills?
4. Describe a test taking skill that works for you. Did you learn new strategies from others in
your class?
5. Do the same study skills work for everyone? Are there some study skills that work better for
most people?
6. How can you improve your study skills based on what you have learned today? How can
you practice some of the skills you learned here? How will this change your study habits?
7. Ask the students to think about the factors that may get in the way of effective studying for
tests

Synthesis:
As much as most people dislike it, you will take many, many tests while in school. No matter the
reason a test is being taken, it is imperative for a person to have great skills for test taking.
There are several techniques that can be used before, during, and after a test to make sure the
test score reflects your true knowledge of the subject or subjects you’re being tested on.

The first step in developing better test-taking skills is to analyze your individual situation to
decide exactly which areas need to be improved upon. In general, you should work to improve
your study strategies and habits, learn to manage your time and organize your notes better, and
look over your past tests and use those to learn where improvements may be needed. Be
confident and prepared when you get ready to take the test. Exercise is good for you in more
ways than one and it not only keeps your body healthy but your mind as well. The night before
your test, go to bed a little earlier so that you’re well-rested and upon waking in the morning, be
sure to eat a healthy breakfast. Never go in for a test on an empty stomach as a growling
tummy will cause you to lose your train of thought. Be sure to real all the test questions very
carefully and do not panic if you don’t know the answer right away. Do the easier questions first
and come back to the harder ones later. These are just some basic test-taking tips but the
following list of resources will provide more in-depth information on test preparation, test taking,
and test anxiety: Once effective study habits are developed, the job of studying and learning will
become easier. Instead of working harder, one will be working smarter.

La Salle Green Hills

Grade School Department
 Guidance and Education Intervention Services

GRADE 2 CLASS GUIDANCE # 3 ACTIVITY PLAN

School Year 2019-2020

Focus/Area of Development: Leadership Formation

Objectives:
Terminal: At the end of the session, the pupils will be able to name behaviors that will make a
person be a leader.

Enabling: Through the activity, the pupils will be able to:

1. introduce the concept of leadership to pupils
2. consider the qualities that enhance effective leadership
3. develop an understanding of leaderships styles and skills

Time Frame: 40 minutes

Venue: classroom

Materials: PowerPoint presentation

Procedure:
1. Start the class with a prayer.
2. Introduce the activity and its objectives.
3. Activity Proper:
3.1 Lead the class into a discussion (via a PowerPoint presentation) - Definition of Leadership;
Traits of a leader; show clips of different leaders
3.2 Synthesis and processing of the activity will follow.

Processing:
1. What qualities make them good leaders?
2. Do they have trust among the people?
3. Do people admire them and for what reasons? Are they popular, confident, good
looking, honest, funny, or enthusiastic?
4. Do they take responsibility to get things done? Are they skilled in what they do? Do they
have good ideas? Have they helped other people?
5. What positive value did you discover out of the presentation?

Deepening:
A leader is someone who influences and guides others toward the accomplishment of a goal.
Leadership qualities include the ability to inspire others, establish trust, and promote teamwork.
While successful leadership is sometimes attributed to innate characteristics, effective
leadership relies in large part on the successful application of learned skills and behaviors in
order to focus on doing things correctly and using resources wisely.
Anyone can be a leader and the world definitely needs lots more good leaders! What is
leadership? It is all around you and shows up in many ways. Leadership is…
 Doing the right thing without being asked or when no one is watching
 Helping others in need
 Guiding others on the right path
 Setting a good examples for others and being a good role model
 Stand up for others even when it may be the hard thing to do
Leadership is one of the most important skills you can learn to be the best person you can be
and make the world a better place. The great thing is, you have the opportunity to practice
leadership every single day in your home, at school, in sports and everywhere in between.
Good leaders are not bossy and loud. They are:
 Good at listening
 Proactive
 Honest
 Generous
 Strong communicators
 Confident
 Fair
 In control of themselves

Synthesis:
Leadership is a process of leading people in the right direction in order to achieve goals.
Leaders apply leadership attributes such as values, knowledge and skills to implement this
process so that it would successfully and accomplish aspirations, and motivate others to excel
in the field they are working. They model and exhibit the very characteristics they wish to instill
and observe in their fellow pupils. They likewise communicate and model enthusiasm,
commitment, integrity, flexibility, and innovation. Leadership qualities are not inborn but can be
developed gradually through education and self-study. It is about awakening the persistence
and passion among its followers, colleagues, friends, community members to get the desired
result.

La Salle Green Hills

Grade School Department
Guidance and Education Intervention Services
 GRADE 2 CLASS GUIDANCE # 4 ACTIVITY PLAN
School Year 2019-2020

Focus/Area of Development: Career Development

Topic: Community Workers

Objectives:
Terminal: At the end of the activity, the pupils will learn about the variety of traditional and
nontraditional occupations.

Enabling: Through the activity, the pupils will be able to:

1. learn and value the different types of work in the community
2. recognize, describe and appreciate different types of work in the community

Time Frame: 40 minutes

Venue: classroom

Materials: PowerPoint presentation

Procedure:
1. Introduce the activity and its objectives.
2. Activity Proper:
2.1 The counselor begins by collecting children’s prior knowledge of community helpers.
2.2 Define “community helper” by stating that these jobs are services provided to people in
the community. They will then be asked to list any other jobs that they can think of that
are community helper jobs. A PowerPoint presentation will be shown so that the pupils
can see other pupils’ renderings of community helpers and their work.
2.3 They will be encouraged to share other stories and pupils’ experiences with community
helpers.

Processing:
1. Who are our community workers and what do they do?
2. What are some ways in which community workers help other people?
3. Think about your own strengths and abilities. How could you use those strengths and
abilities to serve the community? What job do you think you would best be suited for? Why?

Deepening:
A community helper is anyone in the community who helps others by providing a service of
some kind. They help the families in the community meet their needs. Every day, all over town,
community helpers are hard at work to help you. Some keep you safe, some help you learn,
some keep you healthy, and some help make your town a better place. As such, we must learn
to respect and appreciate the work they do. These are some examples of the different
community helpers and the kind of work they do:
1. Teacher - help you learn about many subjects. Educate pupils on a daily basis on a
variety of subjects. However, they are not just there to teach, they are also important role
models. Teachers are there to support and help children.
2. Counselor - they provide additional support to assist and guide pupils. They also help
you on any personal problem a pupil may have.
3. Librarian - helps you find the information you need from books and magazines.
4. Doctors - when you are sick or hurt, the doctor is there to help. They examine you to
find out what is wrong and make you feel better. You just don’t go to the doctor when
you’re sick, you can also go for check-ups so that you don’t get sick.
5. Firefighters - help pout out fires. They also respond to other emergencies such as
accidents.
6. Police Officers - help keep you and your neighborhood safe. They make sure people
follow rules. They also direct traffic and solve crimes.
7. Janitor - helps look after and makes our buildings and other surroundings clean and
safe.
8. Construction Worker - helps our community by building and repairing houses, buildings,
roadways and bridges.
9. Lawyer - helps people who have been accused of a crime; makes sure court trials are
fair.
10. Soldier - a community helper who defends and/or fights for our country.

Synthesis:
Just about everyone in the community is a helper in some way. But each one of us cannot do
the community tasks/responsibilities by ourselves alone. Community helpers are a group of
people working together to provide services to help improve our day to day lives. They work
together to make our lives easier and better for everyone. As such, appreciation for the job they
do and praying to God that they may be healthy, safe and committed is but fitting to show our
love and appreciation for them.

La Salle Green Hills

Grade School Department
Guidance and Education Intervention Services
 GRADE 2 CLASS GUIDANCE # 5 ACTIVITY PLAN
School Year 2019-2020

Focus/Area of Development: Intrapersonal Development

Topic: Uniqueness

Objectives:
Terminal: At the end of the activity, the pupils will develop positive attitudes toward self as a
unique and worthy person.

Enabling: At the end of the session, the pupils will be able to:
1. gain an awareness and knowledge of one’s self
2. develop positive attitudes and behaviors so as to show care and concern in
dealing with one’s self

Time Required: 40 minutes

Materials: PowerPoint Presentation and Visual Aids

Venue: Classroom

Procedure:
1. The counselor will introduce the activity and its objectives
2. The counselor will then show the visual and give a lecturette on what positive attitudes or
behaviors the pupils must carry out/perform in dealing with one’s self
3. Synthesis and processing of the activity will follow

Processing:
1. With the activities presented in the pictures, have you experienced doing (all of) these by
yourself?
2. How do you feel when you are able to do things on your own?
3. What are the other things that you can do by yourself whether you are at home or in school?

Synthesis:
Every person that has ever lived, or ever will live, is unique. You are truly one of a kind. We all
know that we, as humans, share the usual bits and pieces that most of us have in common,
such as certain essential body parts — a head, a heart, a brain, and so on. But the similarity
ends there.
You may have also learned some things in a similar way to other children, such as having
respect for your fellow man, the need to “clean up your room!”, or to brush your teeth twice a
day, and so on. Yet you will have also learned many things that other children did not, such as
how to care for a rabbit, or play a musical instrument, or build a fort in the woods, or solve
complicated math equations. Others may share some of your talents and abilities, but there is
no one who is identical to you.

Everybody is different, or unique. What a person looks like on the outside has nothing to do with
what is inside! Every person has special talents, special qualities...

Everyone has things about them that make them similar and different from the people around
them. We can make a lot of friends if we accept that we all have differences that make us
unique, and that we can do things in many different ways. We all have things we are good at,
and things we are not so good at. Sameness is boring, difference is interesting!

Prepared by:

Miss Shari Mae B. Arbues, RGC

Grade 2 Guidance Counselor

Noted by:

Mrs. Ma. Carmela A. Alcantara, RGC

Head, Guidance and Education Intervention Services