Home Room Guidance Activities for Junior High School

Saint Columban's College
Lingayen, Pangasinan
HOME ROOM GUIDANCE FOR JUNIOR HIGH SCHOOL

GRADE 7-10
RATIONALE: Teachers are guidance teachers. They are responsible to assist their students in their
needs and concerns. Teacher advisers are in-charged of homeroom activities. They facilitate activities
and make their rooms a room where students are free to express their ideas and feelings. Students can
be what they are with their advisers/teachers as parents’ surrogate.
GRADE COMPETENCY TOPIC OBJECTIVES STRATEGIES

LEVEL
FIRST QUARTER
Identify the Respecting Exercise wise use of Ice breaker, Lecture, Concept
methods of Myself through resources and the Webbing, Journal, Sharing, Activity
GRADE 7 effective study Work commitment to produce Sheet
habits toward something of good
lifelong learning quality.
Value oneself The Share who are the other Ice Breaker, Reflection, lecture,
Importance of persons who shaped me Activity Sheet
GRADE 8
Oneself as Part other than my family
of the Family members.
Respect individual Respect: Explain why it is Ice Breaker, Reflection, lecture,
differences Tolerance and important to talk about Activity Sheet, Resolution
GRADE 9
Acceptance of differences among
diversities people.
Gain Understanding Understand how Emotional Intelligence Competencies
understanding of Ourselves, personality traits and Assessment, My Emotional
oneself and others Understanding emotional intelligence Intelligence Growth Plan
GRADE 10 Others (EI) abilities have a
profound impact on my
success and wellbeing in
life and work.
SECOND QUARTER
Share the lessons My Honor Is Share to others the Ice breaker, Lecture, Activity Sheet,
learned from My knowledge gained from Journal, Sharing, Reflection
school and Communities school and community
GRADE 7 community that Honor beneficial in life.
can be used in
daily living.
Apply lessons Setting Goals Demonstrate how to Ice breaker, Lecture, Activity Sheet,
from home, and develop strengths and Journal, Sharing, Reflection,
school and Overcoming overcome weaknesses Integration
GRADE 8 community to Obstacles
daily living with
consideration to
family and society.
Examine the Our Way to The student will Ice Breaker, The SWOT Analysis ,
different factors in Decision recognize the Reflection, Lecture
GRADE 9 decision-making Making importance of seeking
for the information before
achievement of making a decision
success.
Understand the Factors to Appreciate the guide of Icebreaker, A Table of Choices

importance of Consider in the parents in choosing worksheet, Reflection
guidance from Choosing a a career in life.
parents or Career
guardians and
significant others
GRADE 10 in choosing a
profession,
vocation and
future plans.
THIRD QUARTER
Apply effective My Future Is Realize the advantages Ice breaker, Dream Session,
ways protecting My and importance of being Responsibility Chart
GRADE 7
oneself and others Responsibility responsible for oneself Activity Sheet, Reflection
and others
Live effective ways Standing Tall, Relate the effective Ice Breaker, Triadic Sharing,
in resolving issues Come Rain and ways in solving problem Relaxation and Imaging Exercises,
GRADE 8
that involve Storm Reflection, Journal, Activity Sheet
oneself and
others.
Describe the Fit me Right Express commitment to A Walk to Remember (Motivation)

chosen field pursue the chosen field Fit Me Right (Main Activity)
Career Choice and Career Support
GRADE 9 Checklist (Lecturette)
Creative Presentation (Application)
Causes of disagreement between
child and parents (Reflection)
Pledge of Commitment (Evaluation)
Reflect on the Up in the Name the pros and cons Ice Breaker, Worksheet, Lecturette,
decisions made Ladder of my of the decision made for Application, Reflection, Evaluation
GRADE 10
for life and Career life and career
profession.
FOURTH QUARTER
Live ways that My Country: A Show concern to the Ice Breaker, Earth Drama Activity,
respect and part of the environment using Self-Analysis, Worksheet, Earth Diary
GRADE 7
protect the Earth – I dare knowledge and skills.
environment to Care
Share one’s Walk the Talk Recognize positive Pair up activity, Worksheet based
abilities for the strategies for building activity, Large group sharing,
GRADE 8 development of social interaction Lecturette
others and through communication
community. and collaboration.
State steps to
fulfill the Goal in Goals: Steps in Appreciate the Icebreaker, Pre-evaluation, Student’s
GRADE 9 life. Fulfilling One’s importance of career Work sheet, Lecturette
Goals. goal setting and
planning strategies.
GRADE 10
Outline plans for My Career Identify the Icebreaker, Pre-evaluation, Student’s
the chosen Exploration requirements of various Work sheet
profession, Guide professions in the
vocation and the different career clusters
future
Prepared by:
Ms. Rose Angela M. Uligan

Guidance Designate
Recommending Approval:
Mr. Jesus R. Vargas

High School Principal
Approved by:
Rev. Fr. Leo R. Macaraeg

School Director/College Dean

HOME ROOM ACTIVITIES FOR JUNIOR HIGH SCHOOL
GRADE 7
Focus Center: Respecting Myself through Work
Objectives: After completing this module, the student should be able to:
 Exercise wise use of resources and the commitment to produce something of good
quality.
 Take advantage of and use every chance they have to perform a task.
 Value work which requires possessing patience, avoiding procrastination and wasting of
time, completing one’s task, and using every opportunity to do something worthwhile.
Title of the Activity: Work So You May Reap
Materials:
 Bond Paper
 Pencil
 Worksheets
Directions:
A. Concept Webbing
Different people have different views about work. What is your view of work?
Write the word WORK on a coupon bond. Use key words in writing your concept
of work, encircle your answer and draw an arrow connecting it to the WORK.
After doing it, study the words connecting to the original word, and summarize
the class’ view of work.
How do you view work?

____________________________________________________________________________________
________________________________________________________________________________
Why do you see work this way?

_____________________________________________________________________________________
_________________________________________________________________________________
How does the class view work?

_____________________________________________________________________________________
_________________________________________________________________________________
How does this view relate to your attitude toward work?

_____________________________________________________________________________________
_________________________________________________________________________________
B. How do you usually spend your day during this pandemic? Recall what
you normally do in new normal day and record your activities. Start
from the time you wake up. Write the time you start and finish each
activity then rate how you feel about performing each activity from 1
to 3, wherein 1 means you dislike the activity, 2 means you feels
indifferent about it, and 3 means you enjoy doing it. Your entry should
end at the time you retire at night.
Time Activity Rating
Choose a partner in the chat room with who you can share your responses to the activity.
C. Go back to your list of activities. Identify the time/ periods which are not spent wisely and
productively. List alternative activities which you plan to do to improve your daily schedule.
Before I used to….. Now, I will …..
Activities I dislike because …. I will ----
Processing:
1. What changes do you want to make in your schedule?
2. Why do you think you have to do these activities?
3. What purpose/s do/es work serve for you? For others?
Generalization and Application:
 If you will look around, you will definitely recognize that everything is a fruit of work, and in
each fruit, you will see the human effort put into it.
 All the things that you are using and enjoying now, the tools that make your life easier and more
comfortable all products of someone’s work.
 Write a reflection: “No work is a wasted effort. All the things that one puts into work sow for
him/her knowledge and experience which he/she can reap even if work itself is a failure

GRADE 8
Focus Center: THE IMPORTANCE OF ONESELF AS PART OF THE FAMILY
 Describe the good and bad experiences they have had with their family.
 State how their experiences with their family affect them as a person and how these
shaped them to become a strong, responsible, and loving person.
 Share who are the other persons who shaped them other than their family members.
Title of the Activity: My Family Shapes Me to Be Me
Materials:
 Praise Song entitled “Welcome To the Family”
 Pencil
 Work Sheet
Directions:
A. Do you know the praise song entitled “Welcome to the Family” sung
by the Reds praise Kids? It is a meaningful song. Try to reflect on the
words and lines of this song.
B. Recall some significant experiences you have had with your family
inside and outside your home. Write the Key words or symbols that
remind you of these experiences inside each drawing. Also, think of the corresponding
effects of these experiences on your personhood.
At the dining table

Experience:
__________________________________________
__________________________________________
__________________________________________
How it shaped me:
__________________________________________
__________________________________________
__________________________________________
In the living room

Experience: __________________________________________
__________________________________________
__________________________________________
How it shaped me:
__________________________________________
__________________________________________
__________________________________________
In the kitchen
Experience:
__________________________________________
__________________________________________
__________________________________________
How it shaped me:
__________________________________________
__________________________________________
__________________________________________
In the bed room

Experience:
__________________________________________
__________________________________________
__________________________________________
How it shaped me:
__________________________________________
__________________________________________
__________________________________________
Outside the home

Experience:
__________________________________________
__________________________________________
__________________________________________
How it shaped me:
__________________________________________
__________________________________________
__________________________________________
In the church, other homes, parties, market, etc.

Experience:
__________________________________________
__________________________________________
__________________________________________
How it shaped me:
__________________________________________
__________________________________________
__________________________________________
Processing:
 What good experience have you had with your family? Have you had any bad
experiences, too?
 How did these experiences affect you as a person? How did these shape you to
become a strong, responsible, and loving person?
 Were there other persons who shaped you other than your family members?
 What do you think would you be like today if you did not have a family?
 The family is often referred to as a person’s “roots and wings.” Your family as your
roots enables you to grow and become the person that you are now.
 Everything you experience in your family contributes to your development, for you to
be strong especially in times of crisis.
 It is important therefore for you to help maintain your family solidarity and healthy relationships
among family members.
 Reflection: God, why didn’t you give me the power to choose?

GRADE 9
Focus Center: RESPECT: TOLERANCE AND ACCEPTANCE OF DIVERSITIES
 Explain why it is important to talk about differences among people.
 Identify some of the ways that each individual are different from each other.
 Define “culture” and describe how it results in similarities and differences
between people.
Title of the Activity: To Show Respect, I Wait For…
Materials:
 Coupon Bond
 Work Sheet 1.1 People Bingo
 Work Sheet 1.2 Culture: Telling your Story
Directions:
 In 15 minutes, list down as many things as you can to complete the following
I Respect Others By…

1 11
2 12
3 13
4 14
5 15
6 16
7 17
8 18
9 19
10 20
 Share your list with a group in the chat room.

 As a group in the chat room, cluster together the ones that are closely related.
 Present your clusters through your Homeroom Online Schedule.
 As a group in the chat room, discuss among yourselves the following points:
a. Explain each of the clusters you made for the lists.
b. Examine whether each item is acceptable to your group.
c. Decide for your final clusters.
 Make a resolution to enhance respect for others using the format below.
RESOLUTION ON SHOWING RESPECT FOR OTHERS

Before, I used to… From now on, I resolve to…
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
Processing:
 What do your clusters show about respect?
 How did you finally come up with the final group output?
 Were there differences in views? Were there any arguments? Conflicts? How did
you manage the differences/conflicts?
 Was respect for each other maintained in your group work?
 What qualities of the group members in the chat room did you show to maintain
respect for each other?
 Respect is the basis of harmonious and peaceful relationships.

 Respect becomes the basis of the loving relationships between and among people.
 Respect is tolerance and acceptance of the ideas, feelings, and beliefs of others
without necessarily sacrificing your own.
 Write a reflection: “Respect is...

GRADE 10
Focus Center: UNDERSTANDING OURSELVES, UNDERSTANDING OTHERS
 Recognize our own feelings and those of others.
 Understand how personality traits and emotional intelligence (EI) abilities
have a profound impact on your success and wellbeing in life and work.
 Explore who we are and understanding our individual identity in the world.
 Focused on how well we handle ourselves and our relationships

Title of the Activity: Understanding Others
Materials:
 Coupon Bond
 Emotional Intelligence Pre-Assessment Sheet
 Emotional Intelligence Competencies Assessment
 My Emotional Intelligence Strengths and Weaknesses
Procedure:
 Mary’s Story
 Mary is a receptionist in a doctor’s office. She has an enthusiastic smile and an outgoing
positive presence. She greets every patient as they come through the door with a
welcoming “Hello, how are you today?” She is calm and considerate with each
individual. She listens carefully to upset patients and asks how she can help them.
Mary pays attention to everyone and brings a sense of softness to the situation. She
seems to be able to connect with a wide range of people and somehow creates a caring
atmosphere among the patients in the reception area. Her friendly demeanor and
kindness brings a calm to people who are stressed and anxious.
___________________________________________________________________
Identify someone you know in your personal or professional life who has the same kind
of qualities as Mary.
1. How do you feel being around them?
2. How do other people see them?
3. What is it that these people do to attract and connect with people?
 Emotional Intelligence Pre-Assessment
EI Abilities Rating Example

1. The ability to understand 1 2 3 4 5 6 7 8 9 10
oneself and other people.
2. The ability to get along in 1 2 3 4 5 6 7 8 9 10
the world and work out your
differences.
3. The ability to deal with life’s 1 2 3 4 5 6 7 8 9 10
demands and pressures
4. The ability to develop 1 2 3 4 5 6 7 8 9 10
positive relationships with a
variety of people.
5. The ability to adapt to 1 2 3 4 5 6 7 8 9 10
change in your environment.
 Share your ratings and examples with your partner in the chat room.
 Emotional Intelligence Competencies Assessment
1. Emotional Self-Awareness The ability to recognize your Low High
own emotions and their effects on yourself and others 1 2 3 4
2. Accurate Self-Awareness Knowing your inner resources, Low High
abilities, and limits. Being aware of your strengths and 1 2 3 4
limitations.
3. Self Confidence The belief in your own abilities to Low High
accomplish your goals or a task. Communicating in a self- 1 2 3 4
assured manner.
4. Emotional Self Control The ability to keep your Low High
impulsive feelings and emotions under control. Restraining 1 2 3 4
negative reactions
5. Trustworthiness This means creating consistency Low High
between your values and your behaviors. It means being open, 1 2 3 4
honest, reliable, and caring.
6. Conscientiousness This is about taking responsibility for Low High
your personal performance and behavior. It means people 1 2 3 4
can count on you and you deliver good work.
7. Adaptability The ability to be flexible and to be able to Low High
work effectively with different people in a variety of 1 2 3 4
different situations.
8. Optimism This competency is about seeing the good in Low High
others and the situation at hand. It is about seeing 1 2 3 4
opportunities and possibilities.
9. Achievement Orientation This means working toward a Low High
standard of excellence. It means trying to improve your 1 2 3 4
performance.
10. Initiative This is the ability to identify a problem, Low High
obstacle, or opportunity and take action on it. 1 2 3 4
11. Empathy This competency is about understanding Low High
other people. The ability to pick up emotional cues and to 1 2 3 44
appreciate what they are saying or going through.
12. Organizational Awareness This is the ability to Low High
understand the power relationships in the group. Being able to 1 2 3 4
identify real decision makers and who can influence them.
13. Service Orientation This competency is driven by the Low High
desire to help or serve others in order to meet their needs. 1 2 3 4
14. Developing Others This is the ability to help others Low High
learn and to find their own way towards growth 1 2 3 4
15. Leadership This is the ability to step-up and take on the Low High
role of leader of a team or group. It is about a desire to lead. 1 2 3 4
16. Influence This is the ability to persuade, convince, or Low High

influence others in order to get them to go along with or 1 2 3 4
support your direction
17. Communication This is the ability to send clear and Low High
convincing messages to an audience in an open and 1 2 3 4
effective way.
18. Change Agent This competency is having the ability to Low High
alert, energize, and lead groups to bring about specific 1 2 3 4
changes in the way things are done.
19. Conflict Management This is the ability to handle Low High
difficult individuals, groups of people, or tense situations 1 2 3 4
with diplomacy and tact.
20. Building Relationships This is about working to build or Low High
maintain friendly, two-way, and warm relationships or 1 2 3 4
networks of contacts.
21. Teamwork and Collaboration This competency is about Low High
working cooperatively with others, not separately and 1 2 3 4
competitively within a team.
 My Emotional Intelligence Strengths and Weaknesses
Strengths Weaknesses
1. 1.
2. 2.
3. 3.
4. 4.
 Human personality is very complex and a number of factors contribute to shaping our
identity.
 The study of personality is about exploring who we are and understanding our
individual identity in the world.
 Human personality is very complex and a number of factors contribute to shaping our
identity. We know that genetics and your environment, culture, and social group contribute
greatly to the development of one’s personality. One way to view personality is through the
idea of stable traits.

GRADE 7-10
Focus Center: SETTING GOALS AND OVERCOMING OBSTACLES
 Demonstrate how to develop strengths and overcome weaknesses
 Know your strengths and limitations.
 Exercise good qualities that you should develop in order to overcome obstacles and to
make dreams come true.
Title of the Activity: Overcoming Obstacles
Materials:
 Bond Paper
 Pencil
 Work Sheets
Directions:
On the chart below write your goals on the first column and the obstacles in
the second column. Think of possible strategies or ways by which you can
overcome these obstacles. Write these on the corresponding places on the
third column.
GOALS OBSTACLES STRATEGIES TO OVERCOE

OBSTACLES
5 YEARS
1O YEARS
15 YEARS
Processing:
 What failures have you experienced in the past?
 Were you able to find out the reasons for your failures? What were they
 Does a person always get what he wants? Why?
 What should a person do when he fails?
 What should a person do about his limitations?
 What could be some of the characteristics of successful person?
 We always say “No one is perfect” because all of us have limitations.

 It is important to recognize our limitations and resolve to do something good about
it. This is positive self-criticism.
Write a reflection: “The path was worn and slippery, my foot slipped from
under me, knocking the other out of the way, but I recovered and said to myself,” It’s a
slip and not a fall”. (Abraham Lincoln)

GRADE 7-10
Focus Center: MY HONOR IS MY COMMUNITIES HONOR
 Demonstrate how to develop strengths and overcome weaknesses
 Know your strengths and limitations.
 Exercise good qualities that you should develop in order to overcome obstacles and to
make dreams come true.
Title of the Activity: Overcoming Obstacles
Materials:
 Bond Paper
 Pencil
 Work Sheets
Directions:
On the chart below write your goals on the first column and the obstacles in
the second column. Think of possible strategies or ways by which you can
overcome these obstacles. Write these on the corresponding places on the
third column.
GOALS OBSTACLES STRATEGIES TO OVERCOE

OBSTACLES
5 YEARS
1O YEARS
15 YEARS
Processing:
 What failures have you experienced in the past?
 Were you able to find out the reasons for your failures? What were they
 Does a person always get what he wants? Why?
 What should a person do when he fails?
 What should a person do about his limitations?
 What could be some of the characteristics of successful person?
We always say “No one is perfect” because all of us have limitations.
It is important to recognize our limitations and resolve to do something good about
it. This is positive self-criticism.
 Write a reflection: “The path was worn and slippery, my foot slipped from under me,
knocking the other out of the way, but I recovered and said to myself,” It’s a slip and not a fall”.
(Abraham Lincoln)

GRADE 7-10
Focus Center: OUR WAY TO DECISION MAKING
 Share to others the knowledge gained from school and community in life.
 Recognize the decisions that will make an impact in your life and insure that you will
decide wisely.
 Develop an honorable conduct through the principle of good judgment rather than
impulse, desire, and pressure.
Title of the Activity: To Make or Break Your Honor: That is Your Choice
Materials:
 Ball pen
 Work Sheets
Procedure:
 Imagine yourself attending an international conference of young people. How
would you introduce yourself as a Filipino? Write down the facts, your perceptions, and
feelings. You may include your external characteristics/features (like color of your skin)
your attitudes and values, and personal information which you think should be shared
with other people.
 Share your feelings and insights in the chat room with your classmates. How did you find
the activity-easy or difficult? Why? What was your feeling – happy, ashamed, proud, why?
 The youth were asked to study a list of social practices which you see in the first column.
They were instructed to answer whether they a.) considered them wrong or b.) the practices
were socially acceptable or c.) might or will do these practices in the future. The percentages of
youth respondents may be seen in the last 3 columns.
Practices (A) (B) (C)
Conside Socially Might/
r Accepte Will Do
Wrong d %
% %
a. Use forbidden drugs like Shabu 90 33 11
b. Cheat on my boyfriend/girlfriend; wife/husband 85 45 15
c. Drive a car after drinking heavily 79 35 8
d. Take something from a store without paying 78 29 30
e. Stay away from work or school when you’re not ready 73 52 30
f. Get divorce or separated 71 53 8
g. Avoid paying taxes/Cheat when paying taxes to pay 71 32 6
less
h. Have a mistress or a boyfriend even if married 66 40 6
i. Have a sexual relations before getting marries 66 51 19
j. Use violence when the problem can’t be solved by 65 28 13
negotiation
k. Get drunk at a party 64 57 24
l. Smoke cigarettes 62 63 26
m. Use sexually explicit language or swear 62 46 21
n. Cheat in School 61 40 24
o. Look at pornographic materials 58 44 17
p. Become a communist 57 25 7
 Share the feelings and reactions that you have based on the findings presented. What
are your realizations and insights about the data.
 Write you Code of Honor that will guide you to become a builder of an honorable
society
My Code of Honor
In the first column, list down things that we Filipinos do to bring honor to our
community especially during this pandemic. In the second column, list down Filipino
ways that bring dishonor to our community.
Things that bring honor to Things that bring dishonor Ways to improve
our community to our community
Processing:
 What feelings were awakened in you as you were going over the research findings?
 What made you experience such feelings?
 How are you affected by the research findings?
 Do you think these findings are true I your community?
 As a responsible person you ae accountable for your conduct. You are responsible if
you are dependable, reliable, and trustworthy.
 Whatever great things you do, add to the honor of our country.
 Every individual is free to make his/her choices and should be responsible for the
decisions and actions he/she makes. His/her choices either make or break his/her
honor as a person.
 Attitudes, values and beliefs are factors that affect one’s decisions and honor.
 Wisdom and good judgment should dwell together to make an honorable decision

GRADE 7-10
Focus Center: FACTORS TO CONSIDER IN CHOOSING A CAREER
 Reflect on the factors to consider for a happy lifetime career.
 Appreciate the guide of the parents in choosing a career in life.
 Determine happiness and self-fulfillment.
Title of the Activity: Happy Lifetime Career
Materials:
 Ball pen
 Work Sheets
Directions:
 The table that follows is adapted from the National Education empowerment
Foundation. The table has columns for decision criteria, their importance to you, and
the choices you are contemplating on. Insert a possible career at the top of each of the
last columns.
 Rate the relative importance of each of the decision criteria for you: 1 – Little/No
importance; 2- Some Importance; and 3 – Very Important. Then rate how each of the
career option performs in relation to the decision criteria: 1 – Very Unfavorable; 2 –
Unfavorable; 3 – Neutral; 4 – Favorable; and 5 – Very Favorable. Eliminate career
choices with few “4 or 5” ratings and those with many “1 or 2” ratings especially if the
ratings are very important factors. Explore the remaining career choices
Decision Criteria Importance

Earnings and Security
Starting Salary/Bonus
Benefits
Promotion Opportunities
Job Security
Occupation Attributes
Relocation and travel
Work Environment
Level of Responsibility
Education Requirements
Personal Fit with You
Skills/Knowledge
Aptitude/Interest
Values
Job Satisfaction Factors
Autonomy/Variety
Intellectually Challenging
Personal
Growth/Development
Status
Other Considerations
 Reflect on your answers. You are now at the crossroad of your life. You are confronted with the
choices you listed above. Decide which among the considerations you made are the most
important for you. Once you have found what fits you, stick to it and do your best.
Processing:
 Does this career require me to relocate or travel a lot?
 Does the work environment fit my personality traits?
 Does this occupation require a higher level of responsibility?
 A youngster should never make a mistake in choosing his lifetime career.

 A wrong decision may result in lifetime regret and misery.
 Reflect: My dream is to be a…… I believe it will pave the way to happy lifetime career
because I realized that I ……..
GRADE 7-10
Focus Center: MY FUTURE IS MY RESPONSIBILITY
 Realize the advantages and importance of being responsible for oneself and others.
 Enumerate the reasons why a person should prepare for his/her future.
 List down ways for one to attain his/her goals.
Title of the Activity: Preparing for a Successful Future
Materials:
 Bond Paper
 Pencil
 Work Sheets
Directions:
 Introduce the song: “The Impossible Dream”. What message does the song convey?
What about you, are your dreams impossible? What are they?
 Dream Session: Do you know what lies in the future for you? Have you tried
knowing it by consulting crystal balls, horoscopes, cards or palm readers?
 Share your experiences and tell whether their predictions came true or not.
Do you believe in them? Why?
 Write in your journal a brief description of the things you “saw” in the imaging activity.
Write also your thoughts and feelings about them. Share these with your partners via
chat room.
1. Did you see yourself?
2. Share with your classmates through your online Home Room Schedule,
what you have seen in the imaging activity. Is your dream realistic or
difficult or impossible to achieve?
3. Are you happy with what you saw? Why?
4. What do the scenes tell about your future?
5. Are you contented and satisfied with that kind of future? Would you like to
change it?
 List the goals you have identified in the activity. For each goal, make a plan of action by
listing down the specific strategies you need to employ to attain it. Include your time
frame for accomplishing strategy.
GOALS STRATEGIES DURATION

Processing:
 What do these images that you saw represent? What do they mean to you?
 Based on the activity, what are your goals and dreams in life? Do you have one?
 How can you make these goals a reality?
 Whose responsibility is your future? Why?
 What will happen if you do not have any goal in life?
 Everyone is responsible for preparing for his/her future.

 One’s goals are attained through God’s guidance and by the plans he/she has set and
implemented
 Dreams motivate person to move on to develop himself/herself.
 Write a reflection: “Whatever failures I have known, whatever errors I have committed,
whatever follies I have witnessed in private and public life, have been the consequence
of actions without thought”.
GRADE 7-10
Focus Center: FIT ME RIGHT
 Discuss the role of parents, guardians, and significant others in pursuing a profession or
career;
 Evaluate the role of parents, guardians, and significant others in deciding for a
profession or vocation;
 Express commitment to pursue the chosen track/strand.
Title of the Activity: “A Walk to Remember”
Materials:
 Activity Sheets 1- 4
 PowerPoint presentation for the lecturette
 Video clip presentation
 Comic strip as an alternative reading material
 Reflection notebook/paper
Procedure:
 A Walk to Remember :Set up two columns in the chatroom. Column 1 is Yes while column 2 is
No.
 Flash each of the 10 statements for the learners to read. For every statement flashed,
the students will line up to the column of their choice— whether yes or no.
 Statements: a. Your parents/guardians spark your motivation in discovering your
passion. b. Your parents/guardians provide direction and guidance in choosing a career
path. c. Your parents/guardians worry about their expectations from you that may end
up as a failure. d. Your parents/guardians influence you on your career outlook. e.
Your parents/guardians influenced you to follow their ideas and views about choosing a
career during their days. f. Your parents/guardians are interested in your well-being
and success. g. Your parents/guardians have the best knowledge about your interests
and abilities. h. Your parents/guardians spend time with you in cultivating your career
interests and considerations. i. Your parents/guardians say that they know best when it
comes to the right career you will pursue. j. Your parents/guardians have less time or
no time at all to answer your queries about career choicesface of these problems?
 Where do you get your inner strength as a person?
 Fit Me Right
 Students and parents will answer the questions in the feet graphic organizer provided in
Appendix 7 as Activity Sheet No. 4.1
 Students were given the activity sheet for their parents to answer during the previous
module. Return these activity sheets to students.
 Ask students to compare their answers with those of their parents.
 Questions :
For the Parents/Guardians For the Students
1. Anong kurso/curriculum exit ang nais 1. Anong kurso/curriculum exit ang

mong kunin ng iyong anak nais mong kunin ng iyong anak?
2. Sino ang mga taong 2. Sino ang mga taong
nakaimpluwensiya sa iyong anak sa nakaimpluwensya sa iyo sa
pagpili ng kurso/curriculum exit? pagpili ng kurso/curriculum exit?
3. 3. Sapat ba ang abilidad at 3. . Sapat ba ang abilidad at
kakayahan ng iyong anak upang kakayahan mo upang makamtan
makamit ang kursong ito? ang kursong nais mo?
4. Sa palagay mo, angkop kaya ang 4. Sa palagay mo, angkop ba sa iyo
kursong ito sa iyong anak? 1. Anong ang kursong ito?
kurso/curriculum exit ang nais mong
kunin?
 Guide Questions: 1. Do you have the same answers with those of your parents?
2. How do you feel about it?
3. If your answers are different, how do you intend to resolve it?
Processing:
 How did you feel about the activity?
 How many of the statements tell about your choice for a career? How many do not?
 Did the statements prove beneficial to you now?
 If you were given a chance to alter your choice of career, would you do that? Why?
 What are your realizations?
Note: 1. Remind students to reflect on their answers first before choosing the column in
the chatroom. Tell them to refrain from following the decisions or responses of their
peers or groups.
2. Emphasize the value of cooperation and orderliness in the conduct of the
activity.
3. Be creative in facilitating the activity to the learners. Make it less formal so
students would feel comfortable in answering the questions.
 Choosing a career is a very crucial aspect of a learner’s decision making process. It could
make or unmake his/her future. Deciding on what to pursue therefore needs to be taken
slowly and cautiously.
 Reflection :
a. What are the causes of disagreement between a child and the parents when
choosing a career path?
b. Is the support of your parents in choosing a career path important to you? Why?
GRADE 7-10
Focus Center: UP IN THE LADDER OF MY CAREER
 Name the pros and cons of the decision made for life and career;
 Formulate ways of addressing the possible challenges and areas for
enrichment
Title of the Activity: “Jumping the hurdles ”
Materials:
 activity sheets
 paper
 pen
Procedure:
 Activity Sheet No. 6.1: My Priorities
Directions: Choose three challenges or concerns from the list below that relate to
what you are presently experiencing in your chosen career. Rank them one to three
with 1 as the topmost challenge and 3 as the lowest.
___________ Financial status
___________ Health
___________ Job opportunities
___________ Parents influence
___________ Influence from significant others
___________ Distance between home and employment opportunity
___________ College/university after high school
___________ Capital for entrepreneurship
___________ Opportunities to work abroad
___________ Will to pursue college
___________ Educational scholarship
___________ Change of life style
___________ Work ethics
___________ Compensation
___________ Hard skills
___________ Personal choice (interest)
Source: Career Planning Model by the Department of Training and Workforce Development Career Centre,
accessed December 6, 2016
 Tell the learners to answer the activity sheet by writing in the column the advantages or
disadvantages of the factor on the left.
Factors Which has the greater weight?
Advantages Disadvantage
s
Employment opportunity
Availability of job in the locality and/or nearby
areas
Financial capability of parents
-Availability of financial resources to sustain the
needs to finish the preferred course
Global opportunity
-High probability to work in other countries
Health
-Enjoy good physical and mental health and
vitality; enjoy physical and mental well-being; be
free from disease or pain
High paying job/profession/income generating
career
-Compensation is far above the regular received
salary of common workers.
Interest
-Preference for certain case of activities
Mental capacity
-Sufficient understanding and memory to
comprehend in a general way the situation in which
one finds oneself and the nature, purpose, and
consequence of any act or transaction into which
one proposes to enter
Personality
-The characteristic patterns of behavior, thought,
and emotion that determine a person’s adjustment
to environment
Prestige
-Become well-known; gain the respect of others; be
acknowledged by others as being better
Social responsibility
-Social and humanitarian values
 Provide students with Activity Sheet No. 6.4: My Action Plan. Have learners prepare an
Action Plan based on the disadvantages they have indicated in activity sheet no. 6.2.

Disadvantages Plan of Action
1. Financial capacity Graduate in Senior High School under the
TVL strand.
Earn the NC2 at TESDA.
Look for a parttime job in fastfood chains or
restaurants while pursuing college.
Apply for possible scholarships or financial
assistance. Enroll in a state university.
2.
Processing:
 Which challenges or concerns did you pick out?
 Why did you consider these as your top three challenges/concerns?
 Are you satisfied with your choice? Why?
 What factors did you consider in planning a career?
 What are your realizations/insights about the activity?
 Are the factors to consider mentioned in the activity necessary in choosing a career?
Why do you say so?
 Were you able to identify at once whether the factors are advantageous or
disadvantageous to your chosen career? Why?
 Do your answers reflect the way you are planning to implement your career path?
 There will be many obstacles that the adolescent will face when choosing
and planning a career path.
 The bigger the problems adolescents think they have, the stronger they will
become after overcoming these problems.
 Jumping the hurdles that are within will take time, but practicing the virtues will
strengthen adolescents for the hurdles they will have to jump over.
 There are many different external obstacles that adolescents will face in the path that
they choose to take. Many of these problems may seem like they are beyond the
adolescents’ control.
 It is important however, to remind them that in every situation that occurs, what
matters most is how they deal with it. To jump the hurdles from outside takes a lot of
strength in decision making.
 Reflection (15 minutes)
In your journal, write your insights and realizations about the three activities.
GRADE 7-10
Focus Center: MY COUNTRY: a PART OF THE EARTH – I DARE TO CARE
 Show concern to the environment using knowledge and skills
Title of the Activity: “Stay Calm, Pray and Feel Strong for God is with you”
Materials:
 Bond Paper
 Ball Pen
 Work Sheets
Directions:
 Show appreciation by singing the song entitled “Magpasalamat kayo sa Panginuon”
 Write a dialogue between Mother Earth and various creatures to show mutual nurturing
relationships.
 Activity 1: Look at the following pictures. What do these pictures tell you about the
earth’s resources?
 Activity 2: Self-Analysis: Do I Really Dare to Care? Read the statement below then put a
check mark before each item that applies in your home, in school, and in the community
during this pandemic time.
______1. I switch off the lights when not needed.
______2. I buy only what I need.
______3. I let the sunlight enter my room for better lightning and proper ventilation.
______4. I use water wisely.
______5. I support the anti-smoke belching campaign
______6. I participate actively in the “Plant a Tree” campaign in our barangay.
 Activity 3. Write some concrete steps you can do to help our country’s bounty?
 As a product of reflections on the various activities, let us recite together “A Litany of
the Circle”
Application:
 Keep an “Earth Diary”. Write the major ways to show you have affected the earth
positively on a given
GRADE 7-10
Focus Center: WALK THE TALK
 Recognize positive strategies for building social interaction through communication and
collaboration.
 Demonstrate positive strategies for building social interaction through communication
and collaboration
 Appreciate the importance of positive strategies for building social interaction through
communication and collaboration.
Title of the Activity: “I Got your Back”
Materials:
 Ball pen
 Paper
 Work Sheets 5.1
Procedure:
 Energizer: Find a classmate to pair up with. Roles will be allocated; one person is the
sender and the other one is the receiver. Later on, roles will be reversed.
 Your facilitator will separate the senders group and receivers group. The senders will be
asked to get the secret illustration from the facilitator. The first batch of senders will be
told or shown the figure that they shall verbally describe to their partner receivers. The
example given is the figure onto the first part of worksheet %.1: I Got Your Back
 Once done, sit back to back with your partner. As the sender, describe the specific lines
and shapes in the picture to the receiver, who in turn will draw the same shape on their
worksheets.
 As the receiver, you are not allowed to ask questions or seek clarification. Afterward,
the pair can view the original picture and the receiver’s copy.
 After the first round of sender-receivers, roles shall be reversed. Get the next figure for
the second round of senders.
 Once both rounds are done, share your experiences and reflection the effectiveness of
collaboration and communication.
 Worksheet 5.1 : As The Sender: In the space provided, draw the figure secretly assigned to
you by the facilitator. Be careful not to show this figure to your partner in the chatroom. As
you setback to back with your partner, you will be given two minutes to verbally describe
the assigned figure to your partner, Who will try to draw the figure without seeing it or
knowing what exactly the figure is. As the sender, you may describe the figure’s specific
shapes and lines, but you are not allowed to say what it is.
MESSAGE SENT!
Describe this image

to the receiver
 As the Receiver: Roles will be reversed, as you sit back to back with your partner, he/she will
be given two minutes to verbally describe to you the assigned figure. As the receiver, you
must listen to your partner’s instructions and try to draw the assigned figure in the space
provided.
MESSAGE RECEIVED!
Processing:
 Whose task is more difficult, the sender or the receiver? Why?
 What did you feel when you were tasked to be the sender?
 What effective strategies did you use during the game?
 What were the insights that you have gained from the activity?
 Apply knowledge to attain stability, honor and quality of life as a community member,
family and citizen.
 Team up with people who have the same goal as you. Work together in solving a
problem.
 Know how to handle own emotion and behavior to understand others.

GRADE 7-10
Focus Center: STEPS IN FULFILLING ONE’S GOALS
 Identify career goal setting and planning strategies.

 Demonstrate career goal setting and planning strategies
 Appreciate the importance of career goal setting and planning strategies.
Title of the Activity: “Goal Setting and Goal-fulfilling”
Materials:
 Ball pen
 Bond Paper
 Pencil, color
 Work Sheets
Procedure:
 Using the eight secrets, choose two of the goals given by the teacher and write your
strategy in fulfilling them.
 In writing your strategy, remember to include the following:
1. Determine your strengths and weaknesses.
2. After determining your strengths and weaknesses, decide how you are going to
harness your strengths and limit the effects of your weaknesses.
3. Write down your steps to reach your goal.
4. List the names of those people who can help you and how they can help you.
5. Set your deadline in attaining your goal.
 In a bond paper, draw or make a collage visualizing your goals in life. Be creative and
expressive.
 To fulfill our goals is not always easy. Sometimes, we need to sacrifice in order to reach
them. While sacrifice are needed, we can also follow some ways and means to fulfill our
objectives.
 Reflect: I’m an achiever! Because I am keen in fulfilling my goals in life, I have resolved
not...
GRADE 7-10
Focus Center: MY CAREER EXPLORATION GUIDE
 Identify the requirements of various professions in the different career clusters.

 Relate the requirements of various profession in the different career clusters
 Appreciate the importance of identifying and relating the requirements of various
professions in different career clusters.
Title of the Activity: The Importance of the Different Requirements of Various Professions
Materials:
 Ball pen
 Work Sheets
Procedure:
 Accomplish Worksheet 10.1: Career Clusters Interest Survey
 In this activity, answer a survey that will measure your three highest scores/cluster
matches.
 With a group of two or three classmates in the chat room, accomplish the following:
1. Among the top of three highest scores, identify one (1) cluster that interests you the
most.
2. List two or more careers in your cluster of interest that you want to learn more
about. Discuss how you were able to discover these careers/fields.
 Assign a secretary in each group in the chat room who will list down the careers of
interest of the members and discuss with the whole class through Zoom meeting how/
where to acquire more information about it.
Processing:
 What are your top three career clusters?
 How did you feel about the results of your career exploration?
 Are career clusters useful in career exploration? Why?
 Did you discover anything new about yourself? What are those?
 When students are supported with the techniques and tools for career exploration and
the process of gathering information regarding different occupations or career paths,
they are empowered to actively plan their career, and their ability to make decisions are
improved.
 Acquiring occupational knowledge is one of the basic skills needed for a successful
career choice.

Home Room Guidance Activities for Junior High School

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Saint Columban's College

HOME ROOM GUIDANCE FOR JUNIOR HIGH SCHOOL

GRADE COMPETENCY TOPIC OBJECTIVES STRATEGIES

Understand the Factors to Appreciate the guide of Icebreaker, A Table of Choices

Describe the Fit me Right Express commitment to A Walk to Remember (Motivation)

Ms. Rose Angela M. Uligan

Mr. Jesus R. Vargas

Rev. Fr. Leo R. Macaraeg

Saint Columban's College

HOME ROOM ACTIVITIES FOR JUNIOR HIGH SCHOOL

Focus Center: Respecting Myself through Work

Title of the Activity: Work So You May Reap

How do you view work?

Why do you see work this way?

How does the class view work?

How does this view relate to your attitude toward work?

Before I used to….. Now, I will …..

Activities I dislike because …. I will ----

Generalization and Application:

Saint Columban's College

HOME ROOM ACTIVITIES FOR JUNIOR HIGH SCHOOL

Focus Center: THE IMPORTANCE OF ONESELF AS PART OF THE FAMILY

Title of the Activity: My Family Shapes Me to Be Me

At the dining table

In the living room

In the bed room

Outside the home

In the church, other homes, parties, market, etc.

Generalization and Application:

Saint Columban's College

HOME ROOM ACTIVITIES FOR JUNIOR HIGH SCHOOL

Title of the Activity: To Show Respect, I Wait For…

I Respect Others By…

 Share your list with a group in the chat room.

RESOLUTION ON SHOWING RESPECT FOR OTHERS

 Respect is the basis of harmonious and peaceful relationships.

Saint Columban's College

Focus Center: UNDERSTANDING OURSELVES, UNDERSTANDING OTHERS

 Emotional Intelligence Pre-Assessment

EI Abilities Rating Example

16. Influence This is the ability to persuade, convince, or Low High

 My Emotional Intelligence Strengths and Weaknesses

Saint Columban's College

HOME ROOM ACTIVITIES FOR JUNIOR HIGH SCHOOL

Focus Center: SETTING GOALS AND OVERCOMING OBSTACLES

Title of the Activity: Overcoming Obstacles

GOALS OBSTACLES STRATEGIES TO OVERCOE

Generalization and Application:

 We always say “No one is perfect” because all of us have limitations.

Saint Columban's College

HOME ROOM ACTIVITIES FOR JUNIOR HIGH SCHOOL

Focus Center: MY HONOR IS MY COMMUNITIES HONOR

Title of the Activity: Overcoming Obstacles

GOALS OBSTACLES STRATEGIES TO OVERCOE

Generalization and Application:

Saint Columban's College

HOME ROOM ACTIVITIES FOR JUNIOR HIGH SCHOOL

Focus Center: OUR WAY TO DECISION MAKING

Generalization and Application:

Saint Columban's College

HOME ROOM ACTIVITIES FOR JUNIOR HIGH SCHOOL

Focus Center: FACTORS TO CONSIDER IN CHOOSING A CAREER

Title of the Activity: Happy Lifetime Career