Grade 3 RHGP Module

Immaculate Conception Cathedral School, Inc.
REVITALIZED HOMEROOM GUIDANCE PROGRAM

Student Development Center
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GRADE LEVEL: Grade 3
DOMAIN: Academic Development

MONTH: AUGUST MODULE #: 1
TOPIC: BALANCED STUDY HABITS
“I’LL CHECK MY SCHEDULE FOR TODAY”

I. INTRODUCTION:
“Waiting for the right time and being able to do what i have to do first, makes me a respectful
student.”
Making the most use of your time and working more smartly rather than harder are the
cornerstones of time management. It necessitates preparation and then adherence to the
preparation, and that involves discipline. Your timetable and your priorities are key to time
efficiency. Go over your priorities, then list them.
II. LEARNIING OBJECTIVES:

 To be able to be called a balanced healthy student
 To identify tips and steps in managing time and responsibilities
 To be a respectful child in doing work and job
 To learn how to prioritize as a student, a friend and a family member.
III. MATERIALS:
 MY SCHEDULE SHEETS
 PENS/PENCILS
 CRAYONS
IV. ACTIVITY: MY PERSONALIZED SCHEDULE

Instruction:
1. With the provided sheet for the student to answer, they will be instructed to provide
drawings or words of their answer to the question.
2. They are asked to write a personalized schedule for a week. All their written schedule should
be factual and attainable.
3. They may add art, creativity and color to their answers. They are given freedom to express
themselves.
4. They are given at least 30 minutes or so.
5. After the activity, they may present it to the class or in a group.
V. PROCESSING QUESTIONS:
 How does it feel doing an organized schedule of your day?
 What are the most important things that matters to you?
 What is a balanced healthy students to you?
 Do you see yourself as a time balanced student? Why?
Adapted from: DEPED Homeroom Guidance Module

ATTACHMENT FOR THE ACTIVITY
NAME: __________________________________________________
GR. & SECTION: _____________________________________________
My schedule for the week…

TIME AND 5:30- 7:31- 9:31- 11:31- 1:31- 3:31- 5:30- 7:31-
DATE 7:30AM 9:30AM 11:30AM 1:30PM 3:30PM 5:30PM 7:30PM 9:30PM
MON
TUES
WED
THURS
FRI
SAT
SUN

VI. DISCUSSION
TIME MANAGEMENT- Being able to identify what we need to do and starting to pinpoint what are mostly
important to be accomplished before doing the things we want or for the enjoyment. Time is the only
constant notification of our day, as a student and a member of the society.
As a grade 3 student who is transitioning into a more independent and having more responsibilities be
expected to be done by our teachers, we may start to feel stress. Here are some tips that could be helpful to
BALANCE our everyday needs and wants where no one will be forgotten, most especially the academic
related responsibilities.
BALANCE- Study life balance means putting enough effort into your academic work while also taking time
to enjoy the social, sporting and cultural aspects of being a student.
Having the sense of responsibility and accomplishments starts at your age. Now, to be able to maintain a
healthy balance study life, building a schedule is important.
Each person’s day-to-day is different and unique to them, so make sure your schedule works for you. Once
you’ve accounted for consistent commitments such as classes or your shifts at work, add in study sessions,
extracurriculars, chores and errands, and social engagements.
Consider your personal rhythm. If you typically start your day energized, plan to study or accomplish chores
then. If you fall into an afternoon slump, give yourself that time to take a guilt-free TV break or see friends.
Having a schedule that works for you will help maximize your time. Plus, knowing exactly when your laundry
day is or when your intramural volleyball practice is every week will help you avoid trying to cram everything
in one day (or running out of clean socks!)
reference: https://summer.harvard.edu/blog/8-time-management-tips-for-students/
VII. APPLICATION:
Your time is your life.
rather than always depending on our teachers directing every step in the learning, we need to give
ourselves opportunities to break larger projects into smaller tasks and to prioritize multiple tasks
over an extended period of time. This, of course, will need to be adjusted depending upon the age
and our experience as learning students, but all learners can work toward self-managing their time
and tasks. It is also important to provide students with opportunities to reflect on their time
management practices so that they may refine their own personal best practices.
When we develop our students’ time management skills, we not only help them successfully meet
class deadlines, we also help them gain a life skill that will benefit them both personally and
professionally in the years ahead.

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TOPIC: FAIRNESS AND EQUALITY
“WE’RE ALL EQUAL”

I. INTRODUCTION:
fairness refers to the nature of the interaction between instructor and students and encompasses
impartiality, respect, concern for students, integrity and propriety. Below we offer tips on how to be
fair and ethical in the classroom, thereby avoiding as many classroom problems as possible.
Impartiality. You may look different from the eyes of others and you look very different from them
as well. But the understanding and acceptance that not only do we have to tolerate our differences
inside the classroom, but the respect that centralized it all.

 to identify the importance of being fair and equal inside classroom settings.
 to get to appreciate the value of having a healthy relationship with others.
 to be able to practice different healthy ways of ACCEPTING other people
III. MATERIALS:
 HOW I RESPECT MY EVERYONE sheet
 Pencil/Pen
IV. ACTIVITY: CONNECT MY DOTS

Instruction:
drawing or words of their answer to the questions.
2. They are instructed to write how they can show respect and acceptance with the different
relationship they have listed in the sheet provided.
3. They can be creative and add their own personality to the activity.
5. After the activity, they may present it to the class or in a group or dyad.
1. How are your relationships with the different people you encounter every day?
2. How and why do we accept the differences we have from others?
3. Why is fairness important within school/classroom?
4. what are examples of being fair and accepting differences? Give 3-5 examples.

NAME: ___________________________________________
GRADE AND SECTION: __________________________________________
HOW I RESPECT MY EVERYONE!

MY RELATIONSHIPS HOW I SHOW RESPECT AND FAIRNESS
1. MYSELF
2. MY PARENTS AND
FAMILY
3. MY FRIENDS
4. MY CLASSMATES
5. MY TEACHERS AND
SCHOOL STAFF
6. OTHER PEOPLE
OUTSIDE SCHOOL
VI. DISCUSSION
Do you feel safe in your own home? How about feeling safe in your own CLASSROOM? Do you trust your
classmates and teachers?
FAIRNESS in the classroom not only gives the teacher respect but also gives the students a sense of safeness
and trust within the classroom. Creating an environment that revolves around fairness, trust and respect will
be beneficial to all of the children in the class.
You could show fairness and equality in the classroom by:

 respecting your classmates things and space
 being quiet when someone is talking
 asking for permission at all times
 do not steal, cheat or take things from your classmates
 do not shout when inside the classroom
 being careful in the classroom
 raising of hands when you want to say something
 following the teachers rules.
This are just some simple things that should be followed at all times.
AS A SMALL RECAP FROM LAST YEAR’S LESSON ABOUT ACCEPTANCE, we have

6 steps to accept and understand differences:
1. Respect each other’s "BOUNDARIES"
2. accept people's differences but find your similarities.
3. Make sure you listen to their opinions.
4. Avoid being proud of yourself too much.
5. Do not use their difference to bully them,
6. COMPLIMENT THEM.
Fairness can be easily seen and understand because it is not a lesson you should memorize but a lesson
you should show. Because fairness is a perception based on interpretations of behavior, not intentions,
many instructors may inadvertently engage in what students perceive to be unfair behavior.
reference: https://graduate.unl.edu/connections/how-be-fair-and-ethical-classroom
VII. APPLICATION:
You are your own home. WHAT YOU SHOW OTHERS IS WHAT AND HOW YOUR PARENTS RAISE YOU.
UNIQUE, DIFFERENT BUT RESPECTFUL.

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TOPIC: BUILDING SENSE OF INITIATIVE
I WILL DO IT!!
I. INTRODUCTION:
Let us first define the word initiative, it means having an opportunity to do something before others, next
let us look at how "self-starter" is defined. As the main topic of the lesson so far is all about starting to be
independent and responsible students for future profession and possible success. Not only do we have
to learn from them, to be able to start the initiative on ourselves.
A self-starter is a person who begins work on his own without needing a lot of instructions and help.
Some kids are naturally independent, while others seem to need more assistance staying on track. But
with the right kind of help, almost all kids can develop initiative and be a self-starter to manage their own
school works and activities.

 To understand work habits that might get in the way of working Independently.
 To identify ways how to act with initiative
 To identify and remember work habits that help people become more independent workers at
home and at school.
III. MATERIALS:
 Space inside the classroom
IV. ACTIVITY:
1. Make sure to settle the students down. And divide them to at least 3 groups, you can decide
to the number of groups depending on the talents presented that each groups wants to
show to the whole class;
 DRAMA/ACTING – The students may act how a president can lead a country.
 SINGING A SONG – The group/teacher can choose 1 song to sing that portraits being
brave and free
 DANCE TO A SONG – The group/teacher might choose 1 song to dance that portraits
being brave and free
 DRAWING – The teacher will give the group 1 white Cartolina and let the students
create a slogan or poster
2. They are given 10-20 minutes to practice and finish their work.
3. Then after, each group will present it to the whole class.
IV. PROCESSING QUESTIONS:

1. How did you handle being in a group?
2. Who leads the group the most?
3. Why did you choose that group?
4. How does it feel being able to choose for self with good results?
V. DISCUSSION
What is sense of initiative in children?
Kids who develop initiative are eager to try new activities and experiences without
excessive fear of failure. They learn what they can and cannot control.
When they do make mistakes, they don't feel guilty;

they understand that they just need to try again.
Children are born with great imagination and a strong desire to explore the world. Encourage this
pursuit, help them discover the beauty and wonder of everything that surrounds them. It is with
their own will to explore the world, gain experience and be able to idenitify the right and wrong
through socializing in the classrooom setting. A the student's activity during their 6-10 of age,
produces their sense of initiatives, self-actions to their environment, creative fulfillment and
expression of self, social goodness, prosocial behavior, and establishing healthy connection.
an initiative child:
is any child with a standard or non-potential for action and development, a child with a will for self-
expression and self-affirmation, a child with a real opportunity and need for interactions in the
social environment with the aim of new actions and solutions for overcoming problems.
One of the essential messages of the initiative child is "I will do it, I want to be noticed..."
Being an Independent child:

Self-dependence, in turn, is related to the ability to evaluate opportunities, plan activities, predict
results and perform independent actions with a view to completing a task, achieving a goal without
the help of others.
it emphasizes the importance of independence by Learning to take initiative is a behavior that helps
kids navigate their lives with courage and optimism. Initiative directs our attention toward a
challenging goal and helps us overcome obstacles.
reference: https://centerprode.com/conferences/4IeCSHSS/coas.e-conf.04.19215d.pdf
VI. APPLICATION:
it is advisable for the educator to draw the attention of the children to the understanding that a
person is valuable but is part of a group/society and successful groups are those in which there is
cooperation, assistance, understanding and more.

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DOMAIN: Career Development
MONTH: SEPTEMBER MODULE #: 1

TOPIC: Decision Making
MY ACTION AND MY FUTURE TOGETHER

I. INTRODUCTION:
As a student in school, it is one of the teachings that every teacher wants the student to learn is to be able to
incorporate their lessons into their life and be able to help in making decisions for future career. Making
decisions is an important part of a child's personality development. The ability assists him in selecting a
logical career interest of his calling.
Encourage your child to make small decisions from an early age, so that this skill becomes an important part
of your child's identity. When making a decision, what are to be considered and why making decisions affects
our future?

 To be able to learn how to decide on their own
 To relate values, beliefs and interests into decision making
 To understand how important decision’s results will be
III. MATERIALS:
 Story about decision making
 Pencil
 Paper
IV. ACTIVITY: STORY TELLING

Instrcutions:
1. First, Read the story to the whole class
2. Give time to reflect and ask how was the story
3. After the activity, they may share their reflection to the class or in a group or dyad.
4. Then, write their reflection on the paper with the processing questions.
THE BOSS AND THE HELPER

Once upon a time in a very busy place, a chef named MR.CAKE with a bakery
business was famous for its quality cakes and desserts. There cakes were praised by
many and MR. CAKE feels proud of all his achievements and success.
He will boast to his other chefs and the whole place knows MR.CAKE’S delicious
desserts.
People from different places were opting for his shop because of the quality.
Because of the shop’s success, he became relaxed and arrogant towards some of
his workers, one of them is the cleaning boy in the kitchen named JOJO.
One day JOJO who was cleaning the kitchen found that the oven machine suddenly
makes a spark. For JOJO it is alarming and could be a reason that the oven is
broken.

So JOJO told MR.CAKE to have it repair because it could cause a problem in the
future when not fixed. But MR. CAKE asked JOJO to forget it and to just focus on his
business.
After a few days another spark again happened and the oven machine now takes
time to open cook the cake. JOJO immediately called MR. CAKE and showed him
the oven machine that were sparking and overheating.
The merchant thought that it’s just a small spark and just turn off the oven for 5
minutes and use it again. They have a lot of orders to do and cakes to bake so as it
is not affecting the machine yet. MR. CAKE is also worried about what people will so
he chooses he could postpone the fixing of the oven machine.
Also, he had a big order to fulfil. He thought he would get it repaired after that. But
JOJO said, “MR. CAKE I think the right decision is to get it done then, as the machine
would run continuously and may break down.”
But MR. CAKE postponed the work.
Like JOJO said, the oven suddenly broke down and smoke suddenly went out of the
oven machine. Making the whole machine broke down.
Now in the middle of business, MR. Cake had to immediately get the oven repaired.
The repairman who came to repair said that he had to remove all the parts of the
machine, remove the broken pieces and re clamp it again.
As the repairman fixed the machine, he said to MR. CAKE If he had cared for fixing
the services of the oven machine early this problem wouldn’t have arrived.
The decision that MR. CAKE chose made it worse for the business and his future as
a baker.
1. How were the results of the decisions of each ministers have done?
2. When deciding, how was honesty affects the ministers’ results?
3. What will you do every day if teacher’s give you tasks to do?
VI. DISCUSSION
Through Decision Education, students learn how to build their own decision-making process, including
framing the decision, thinking about personal values, seeking multiple options, gathering information, and
predicting outcomes.
What is decision-making in the classroom?

In classroom contexts, teacher assessment decision-making is a multi-step process in which teachers form
judgements about the quality of student work or performance from available information and then relate
these judgements as a score to a rubric, criteria, scale, standard or continuum.

The effect of the decision we made is called change. It can be a positive or a negative change in our lives and
can give a positive or a negative impact to others as well. Change requires ownership, meaning all the
outcome of our decisions should be accepted and must take responsibility for. Then when it has a positive
outcome that comes from the opportunity to participate in defining change and the flexibility to adapt it to
individual circumstances; the corollary is that change does not result from externally imposed procedures.
Learning decision making skills to make their own choices helps children be more independent, responsible,
and confident. It gives them a sense of control over their lives, reducing anxiety and promoting resilience.
Furthermore, it encourages self-exploration and helps them to solidify their values.
life is just a series of decisions, one right after another, each determining the life that we lead. Sometimes
the decisions are small and inconsequential, like my morning selections. However, sometimes the decisions
are big. They have the power to shape us, such as which college to attend, and the degree to pursue, whom
to marry or where to settle down.
OWNERSHIP AND RESPONSIBILITY IS WHAT THE DECISION MAKING SHOULD BE BASED ON.
reference: https://everfi.com/blog/k-12/responsible-decision-making
VII. APPLICATION:
One Should Carry Out Every Work Honestly. It Is deciding whether we do and show our best self,
showing our best traits by being responsible of our actions, by believing in our interest and beliefs.
As One have to undergo the Consequences of our Own Activities.

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TOPIC: RESILIENCY

ON MY OWN
I. INTRODUCTION:
Resilience is the ability to withstand, address, adapt and adjust to misfortunes, overcome obstacles,
and to bounce back from perceived failure, disappointment, or rejection. How a student learns to
handle hurdles will have lasting impact in their future careers and relationships.
One example of an everyday resiliency is when the teacher graded your project and it was below
the average score. It does make you sad, but after thinking about it and realizing that growth is
what you need, so when the teacher gave you another project to do, you showed your best and
gave it all to get a higher score than before. That is resiliency.

 To be able to adopt to your surroundings to solve a problem
 To be able to understand failures and be used as motivation
 To overcome classroom challenges
 To solve problems and learn a lesson
III. MATERIALS:
 LIST OF FILMS
 REFLECTION PAPER
IV. ACTIVITY: FILM SHOWING

1. It is important that the students will be able to see and not only hear about the lessons they
are thought. It helps them to know its importance and effect when they have known about
it.
2. Give the students, a movie from the list that they can watch and write a reflection about
what they feel.
LISTS OF FILMS ABOUT RESILIENCY
1. SOAR: https://www.youtube.com/watch?v=eDkpVwrhYfo
2. HE FAILED 1000 TIMES: https://www.youtube.com/watch?v=Dbb4htY9ldw
3. ONE SMALL STEP: https://www.youtube.com/watch?v=yWd4mzGqQYo
4. BUILDING YOUR CHARACTER: RESILIENCE https://www.youtube.com/watch?v=JkDkJmbdxVQ
5. THE HUGGING TREE: https://www.youtube.com/watch?v=CCZY_TIwhDU
6. MENTAL TOUGHNESS: https://www.youtube.com/watch?v=_iuPewWbp2U
7. WELLBEING FOR CHILDREN: RESILIENCE https://www.youtube.com/watch?v=zeu9X88g8DE
1. Do you have an idea what RESILIENCY means?
2. Why do you have to know the values of resiliency within classroom, at home, and in public?
3. What will you do after you faced a problem? Why?
4. What is the difference between courage and resiliency?
VI. DISCUSSION

Developing resilience is critical to student success even at a young age where adjustment and
appreciation is needed for success. Difficult situations can arise at any point, but during this new
year of school who may already be experiencing many new stressors all at once that they might find
encountering setbacks and obstacles. While students with healthy resilience are able to adapt and
tackle obstacles that arise, others who lack resilience may develop anxiety, depression or unhealthy
coping strategies. As there age is the level for exploration, it is important to be able to start having a
professional traits.
Learning to navigate challenges that arise during this important transition period can set students
up for lifelong success. Many students are developing resiliency programming to address elevated
stress levels of students and equip them with the tools they need to face roadblocks.
What is resilience?
Resilience is the ability to withstand, address, adapt and adjust to misfortunes, overcome obstacles,
and to bounce back from perceived failure, disappointment, or rejection. How a student learns to
handle hurdles will have lasting impact in their future careers and relationships.
When facing fear, disappointment and rejection, having a positive outlook offers a better state of
mind to tackle problems and manage anxiety and stress. Introducing positive thinking and
mindfulness in students helps them to learn to tolerate and combat negative emotions for an
effective way to increase overall positivity. Offer meditation classes in-person or online, and
encourage students to come up with positive affirmations to post on a board, wall or virtual feed to
inspire positive thinking.
reference: https://blog.campusgroups.com/campusgroups
VII.APPLICATION:
Working together can make tackling a challenge fun, enriching and rewarding, and helps students
better understand how to approach and solve problems logically, with patience, pragmatism and
persistence. This will help teach students how to anticipate and effectively deal with difficult
situations they encounter.
How is resilience important for students?
Being resilient gives them the ability to tackle these head-on, bounce back from any setbacks and
have the best chance at succeeding. It allows them to learn and grow in all situations – two skills
that are crucial to wellbeing and development.

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TOPIC: SELF MOTIVATION
“I CAN DO IT!”
I. INTRODUCTION:

The best way to ensure that students take an active role in maintaining the positivity,
encouragement and self-strength to continue school and be able to accomplish tasks with the best
output is to have a positive SELF MOTIVATION. Just like a car, self-motivation is the gas that makes
the motor to move, function and be able to perform to its best of its abilities. Us, being cars, our self
needs motivation and personal encouragement to make us proud of our selves in a healthy matter.

 Identify and apply ways to stay a motivated student
 To be able to show the best abilities on school outputs
 To share positivity in the classroom and ignore stressors
 To identify the importance of motivation and professional.
III. MATERIALS:
 Piece of paper
 Pen/Pencil
 CLASSROOM SPACE
IV. ACTIVITY:
1. In a piece of paper (the paper depends on what the teacher prefers) they will write their
name above the paper, leaving ¾ of the paper blank.
2. They can design their names for 5 minutes, but make sure there is a big space available.
3. After which, they will form a big circle in the floor with a space to write on the floor.
4. Then ALL TOGETHER, THEY WILL PASS THEIR PAPER ONCE TO THE RIGHT. Now they are
holding the paper with the name of the person from their left. Then, they will write an
ENCOURAGEMENT OR MOTIVATION WORDS LIKE “good job, you did good, ang galing mo,
you’re pretty, you’re handsome, matalino ka, mag-aral Mabuti!, etc..”
5. Then after writing (make sure it is small but readable) they will now PASS AGAIN TO THEIR
RIGHT… and so on, and so forth until they have received their own paper.
 While writing good words to your classmate, how does that make you feel?
 When you read good words from your classmates, how does that makes you feel?
 What is the word you like the most?
 How is it important to feel encouraged of loved, or appreciated? Why?
 How will you encourage others?
VI. DISCUSSION
People can be motivated by many things, as a student, they can be motivated by good grades,
having friends in the classroom, eating foods in the cafeteria and being able to buy new things for
school. It can be both internal or self-motivation and external or caused by others. It can be a desire
to do something, love of someone, or of what is needed at the moment. Usually, motivation is a
result of several factors.
What is Motivation?
 Motivation is what pushes us to achieve our goals, feel more fulfilled and improve our
overall quality of life.

 Understanding and developing your self-motivation can help you to take control of many
other aspects of your life.
 Motivation is one of the three areas of personal skills that are integral to the concept of
emotional intelligence.
 Daniel Goleman, the author of several seminal books on Emotional Intelligence, identified
four elements that make up motivation:
 Personal drive to achieve, the desire to improve or to meet certain standards;
 Commitment to personal or organisational goals;
 Initiative, which he defined as ‘readiness to act on opportunities’; and
 Optimism, the ability to keep going and pursue goals in the face of setbacks. This is also
known as resilience.
To improve self-motivation, it is therefore helpful to understand more about these individual
elements.
reference: https://www.skillsyouneed.com/ps/self-motivation.html
VII. APPLICATION:
One Step at a Time…
Becoming self-motivated, or even just improving your self-motivation a little, will not happen
overnight.
There are many skills involved, and you cannot expect to develop them all instantly. However, a
better understanding of the elements of motivation, and particularly how they fit together, should
help to increase your skills. Just remember, A beautiful painting was not painted in just a day: think
about making progress over a long period of time and in small steps, you will be a beautiful piece of
artwork.

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DOMAIN: Student Personal Development

MONTH: OCTOBER MODULE #: 1
TOPIC: Self-Management and Study Strategies

This is ME!
I. INTRODUCTION:
This is ME! But why do you have to value your own self?
You value yourself when you believe that you are worthy of respect, love, and well-being. Self-value is
different than selfishness or self-absorption. As the new school year starts, and having a new year and a new
opportunity to grow, learn and achieved more achievements, it is with confidence that we must understand
our own self more and more.
When you value yourself, you HAVE TO LEARN and try to do things where you never forget to show self-
respect and respect to others. set up healthy boundaries for yourself and others in your life.

 To be able to value, appreciate and accept their personal capabilities.
 To be ab le to also value, appreciate and accept the image of others.
 To acknowledge the feelings that you have for your own self
 To be able to help others understand themselves as well.
III. MATERIALS:
 Papers,
 Pencil,
 Coloring Materials
IV. ACTIVITY: STAND OUT INFRONT OF THE CROWD

Instruction:
1. In a piece of paper, write your name as big as it can fit inside and design or color it in
whatever way you like.
2. The students are given at least 15 minutes to finish the activity.
3. Once they are done, they can settle down.
4. The teacher then will one by one call the students in front, let them show their artwork to
everyone by stating their name and about their artwork.
5. This activity shows confidence and being proud of their capabilities during the first days of
school.
1. How do you feel today? Why?
2. Do you like what you draw? How and why?
3. How does it feel talking in front of the class?
4. When others are sharing, how does that make you feel?
5. What makes you feel special about yourself?
VI. DISCUSSION
Self-esteem is how much people value themselves and how important they believe they are in their world in
a healthy manner. You might hear people talk about the importance of self-esteem in kids, and “positive self-
esteem” in particular. But what exactly is it? And why does it matter so much?

Self-esteem is:
Trusting your own beliefs, capabilities and being confident of who you are.
On the first day of school, we experience anxiety and agitation in the classroom. We may only recognize a
few people, yet it still feels unfamiliar and could make us uneasy for a while. And it is normal to experience
those feelings, particularly when we are still getting used to our new environment.
Why is self-esteem important?

Self-esteem is important because it heavily influences people's choices and decisions. In other words, self-
esteem serves a motivational function by making it more or less likely that people will take care of
themselves and explore their full potential.
Just like a reminder,

Kids with self-esteem:
 feel proud of what they can do
 see the good things about themselves
 believe in themselves, even when they don't do well at first
 feel liked and accepted
 accept themselves, even when they make mistakes
Being able to say, “I LIKE MYSELF” and showing it to others by making them feel loved and them being able
to say “I LIKE MYSELF TOO”.
reference: https://kidshealth.org/en/kids/self-esteem.html
VII. APPLICATION:
The drawing that you’ve made have shown your own capabilities and your personal growth from
before. It also allows you to show who you really are and hear what others can say about
themselves. It is with respect towards them to accept and support them in all good things they do,
and all the good things they are proud of. Opening oneself to accept the appearance of others even
while walking on the street, or in the school. Understanding the feelings, they show towards you
and how you can express yourself as well.
Through this way, you slowly build your beautiful character of acceptance and appreciating of
others, building your own self-esteem and self-value.

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TOPIC: Individuality of self

GET TO KNOW MYSELF MORE!
I. INTRODUCTION:
This module is designed to help in your personal-related needs such as your concerns affecting your
individuality (self), your relationship with others and interaction in the community; and in discovering your
interests, talents and skills that will help you explore future career options and opportunities. This module is
all about you becoming better and being able to identify a difference from before.
You can improve your skills, interests, and talents. You will find a way to explore and use them in your daily
living and for you to achieve your goal in life.

 To identify the things and activities that you like and dislike from last year;
 To explore and use them in your daily living and for you to achieve your goal in life.
 To be able to understand your feelings and emotions better.
 To gain understanding and awareness of self more.
III. MATERIALS:
 Self-awareness paper
 Pen or Pencil
 Eraser
 Coloring materials
IV. ACTIVITY: THIS IS WHAT I LIKE AND DON’T LIKE PART 2

Instructions:
themselves.
1. Does your interests and likes changes from before?
2. What are the things that you do not like? Why not?
3. Do you have classmates that have the same interests and dislikes like yours?
4. How can your likes when you’re in:
-SCHOOL
-HOME
-IN PUBLIC
ATTACHMENT FOR ACTIVITY:
SELF-AWARENESS SHEET for GRADE 3

Name: _________________________________________

THINGS I LIKE: THINGS I DON’T LIKE:
THINGS I AM PROUD OF: THINGS I AM NOT PROUD OF:
THINGS I GIVE MY THINGS I DON’T GIVE LOVE:

LOVE:
THINGS I CAN DO: THINGS I CANNOT DO FOR NOW:
VI. DISCUSSION
What does it mean to be self-aware?
self-awareness can be defined as having a sense of who you are in front of people and your own character, it
is also important for understanding your own emotions.
And does, when we are fully aware of ourselves, this may show what we like and dislikes; our interests and
skills we can use as our strengths. In school setting, when a child develops its awareness on themselves. They

may become an independent and decisive children/student. This could bloom into positive traits that can be
used for the growth and their future professional careers.
JUST A RECAP: When we are self-aware, we are able to:

1. Recognize their strengths and challenges
2. Understand and talk about their needs and feelings
3. Recognize other people’s needs and feelings
4. See how their behavior affects others
5. Develop a growth mindset and learn from their mistakes
When people understand themselves better, it’s easier for them to build positive self-esteem. That's
especially important for people who learn and think differently and who struggle with certain skills and tasks.
Self-awareness gives them a way to look not just at their challenges, but also to see what they’re good at.
reference: https://www.understood.org/en/articles/the-importance-of-self-awareness
VII. APPLICATION:
"To know thyself is the beginning of wisdom." To find growth on self and independently handle
situations that are understandable to self can make you a wise and positive student.
The famous quote is often attributed to Socrates. But what exactly do you know when you “know
yourself?”. As we grow older, we’re able to identify who we are by knowing what we like in food,
clothing, things to do, colors or even in a person. And the things we don’t like that may trigger our
sadness, anger, and hatred. This emotions and life experiences makes us self-aware.

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TOPIC: Personal Strengths and weaknesses

I AM MY OWN SUPERHERO
I. INTRODUCTION:
As a student, a child and a daughter/son, you may feel happy with the people surrounding you and helping
you with your every need. And as we grow older, we may feel the sense of socializing and being able to
communicate with everyone around us. Being a ble to communicate what we feel, think and what we
wanted to do properly can help us become better students and a person. From communicating with different
types of people and with their help you get to grow and develop to a person you are now. And the people
that always helps you gives inspiration for you to do better and make them your inspiration for good things.
You also have your own strength you have to master and make it your identity and also weaknesses that
makes you humble and to learn even more, like a SUPERHERO!

 To be able to understand and learn from self’s strengths and weaknesses
 To nourish and develop the strength of oneself
 To be able to accept and learn how to make weakness of oneself as strength
 To understand self-more and self-awareness
III. MATERIALS:
 My superhero intro Paper
 Coloring materials
 Pencil or Pen
IV. ACTIVITY: I’M MY SUPERHERO

Instruction:
themselves.
1. What are the strengths that makes your superhero strong?
2. How does he/she show its strengths to other people?
3. What are his/her weaknesses?
4. What do you feeling when you knew your own weaknesses?
I’M MY SUPERHERO

THE SUPERHERO’S NAME IS:
_______________________________________
DRAW YOUR SUPERHERO: WHAT IS HIS/HER POWERS?
WRITE ITS STRENGTHS WHEN IN WRITE ITS WEAKNESSES WHEN IN SCHOOL:

SCHOOL:
NAME: _________________________________________________________
GRADE AND SECTION: __________________________________________
VI. DISCUSSION
When you’re a 8-9 year old student or in the grade 3 level; Children in this age group might start to
form stronger, more complex friendships and peer relationships. Their understanding of socializing,
forming bonds and connections and their understanding of their self, It becomes more emotionally
important to have friends, especially of their same sex/gender or age. This may lead in experiencing

more social struggles, misunderstanding and exploration of what others wants and self as well. They
may experience more peer pressure.
And in so, the students may start seeing their strengths and weaknesses. This may be seen through;
 Different Thinking and Learning abilities
 Facing more academic challenges at school.
 Becoming more independent from the family.
 Beginning to see the point of view of others more clearly.
 Having an increased in their attention span.
Children are at the stage of their lives as a grade 3 students where they will be learning to read and
write, to do sums and choosing being options, to do things on their own. Teachers begin to take an
important role in the child’s life as they teach the child specific skills. Letting them understand what
they lack and what they must follow to fully understand the norms of being a student and in the
stage of their middle childhood.
Here are some examples of strengths you can DEVELOP MORE:

Examples of Examples Examples of Social Examples of Intellectual
Emotional Behavioural Strengths & Communication Strengths & Logic Strengths
Strengths Strengths Strengths (Cognitive Strengths)
 Kindness  Time  Good listener  Solution finder

 Creativity management  Active communicator  Good organizer
 Empathy  Organization  Good friend  Strong common sense
 Resilience  Following rules  Able to ask questions  Leadership qualities
 Managing and boundaries  Comforting others  Works to find patterns in
difficult  Showing respect  Social awareness learning (math, music)
emotions  Truthful  Having awareness of
 Internal  Resisting peer others’ personal space
motivation pressure  Recognise friend from
 Self-regulation enemy
 Self-awareness
Here are some examples of weaknesses you can learn to take care of and be transformed as your
own strength:
Examples of Emotional Examples Examples of Social Examples of Intellectual
Weaknesses Behavioural Weaknesses & Weaknesses & Logic
Weaknesses Communication Strengths (Cognitive
Weaknesses Weaknesses)
 Acts before  Lazy  Does not know  Hard time to solve

thinking  Stubborn how to comfort problems on their own
 Unable to control  Gets scared others  Gullible
anger or jealousy easily  Can’t express self  Questions things but
 Gets envy  Doesn’t listen  Says whatever unable to ask
 Unable to well comes to mind  Unable to follow rules
understand  Unable to without thinking and instructions
emotions show properly  Letting others control
 Judges self equality  Not confident you.
 Does not know  Cheating about self

what is a good and  Always  Tends to cry easily
a bad reaction shouting
 Lying
 Always hides
emotions
As being emotionally aware is important and already been discussed when they were in grade 2
level, it is now the intellectual and their wisdom in life that must be developed in order to become
fully aware of their surroundings that helps build and form who they are in school, home and in
public.
Reference; https://www.myprivatetutor.ae/blog/academic-strengths-and-weaknesses-of-students
VII. APPLICATION:
If children are encouraged and reinforced for their initiative, they begin to feel industrious
(competent) and feel confident in their ability to achieve goals. If this initiative is not encouraged, if
it is restricted by parents or teacher, then the child begins to feel inferiour, doubting his own
abilities and therefore may not reach his or her potential.
If the child cannot develop the specific skill they feel society is demanding (e.g., being athletic) then
they may develop a sense of Inferiority.
Some failure may be necessary so that the child can develop some modesty. Again, a balance
between competence and modesty is necessary. Success in this stage will lead to the virtue of
competence.

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TOPIC: Self Improvement
I CAN BE BETTER!
I. INTRODUCTION:
Let show the students how to become the best version of themselves. If a student would like to know more
about how he can improve himself/herself, they will be able to show confidence and always show both of
their feet forward!
Kids who become invested in self-improvement at a young age will likely experience many advantages in life.
But it can be a little tricky to figure out exactly how to go about teaching kids about self-improvement.

 To encourage students about self-improvement
 To give compliments and confidence to own self
 To be able to set future goals and provide motivation for the future
 To learn to solve their problems on their own.
III. MATERIALS:
 MY SMART GOALS sheet
 Pen/Pencil
IV. ACTIVITY: MY SMART GOALS

Instruction:
1. With the provided sheet for the student to answer, they will be instructed to provide words
of their answer to the questions.
 MY GOAL IS: what is there goal in life or who they want to be in the future
 I WILL ACHIEVE MY GOALS BY: what will they do to achieve their goal
 TO MAKE MY GOALS HAPPEN, I WILL HAVE: what must they have to accomplish their
goals
 MY GOAL IS IMPORTANT TO ME BECAUSE: what is there reason
 I KNOW I HAVE ACHIEVED MY GOAL WHEN I HAVE: how will they know they’ve become
successful.

1. What makes you feel while you’re planning your future?
2. Will it be easy for you to achieve your goals?
3. What will you do to achieve your goals?
4. Who are the people that will help you achieve them?

MY SMART GOALS
NAME GR. & SECTION
MY GOAL IS:
I WILL ACHIEVE MY GOALS BY:
TO MAKE MY GOALS HAPPEN, I WILL HAVE:
MY GOAL IS IMPORTANT TO ME BECAUSE:
I KNOW I HAVE ACHIEVED MY GOAL WHEN I HAVE:
VI. DISCUSSION

As an educator, you can help you raise confident children who are invested in becoming the best version of
themselves. It starts with accepting oneself of its flaws and capabilities at a young age, being a ble to show
others their emotions and still take responsibility about it. They may know how show emotions but they may
struggle identifying how and what is the right way to do so.
It’s important to teach them that they can love themselves the way they are while also striving to become
better. It is now with self-awareness as the fuel to progress and be able to respond well with life challenges.
They may now identify their good traits or strengths, and their bad traits or weaknesses.
Giving tips and strategies will not be enough, they still have to know how it is effective and why it is
necessary for their future self. Personal development is an umbrella term that refers to self-directed efforts
that help students learn, grow, and improve. Through personal development activities, coping mechanisms
and strategies for self-improvement and their own example, they can help themselves to appreciate the idea
that anything worth having is worth working towards - which includes becoming a better, well-rounded
person in the future.
Goal Setting
To reach your own full potential, students need to learn how to set goals. Learning how to plan for the future
is an important skill that can help kids stay motivated. Parents can work with their kids to brainstorm
possible goals that they would like to achieve.
When students learn to how be goal-oriented, they learn to take responsibility for their personal
development and align their actions with their goals. Moreover, they experience and grow to love the sense
of fulfillment that comes with achieving a goal.
3 Steps to Goal Setting for Students:

1. Write Your Goals Down -
The first step is to clearly define what you want to accomplish, who do you want your future self to be. Try to
make concrete goals that are not vague.
2. Know the Steps to Accomplish Your Goals
How are you going to accomplish the goal that you set? This is one of the most important parts of achieving
your goal. Write clear detailed steps for what you must do to make progress toward achieving your goal.
ALWAYS REMEBER to make it realistic and achievable
3. Review and Reflect
At the end of each week/month after you went to school, review what you have done over the days. Have
you improved? It is a perfect time to reflect on what you did well, what you struggled with, and what you
want to do the next week. By actively reflecting and writing down your successes and struggles, you are able
to look at your performance objectively. Make sure to celebrate and compliment yourself!
reference: https://www.roliedema.com/personal-development-for-kids.html
A. APPLICATION:
The goal will depend on the child. If they already excel at something that they want to focus even more on,
the big audacious goal would be to push their talents further than what they currently think is possible. Help
brainstorm ideas with your child and even come up with an audacious goal of your own this year.
Working a little bit every day on something will have a much bigger impact than working one full day every
couple of weeks. It is too easy sometimes to always think about what you need to do to do better, but it is
also important to pat yourself on the back for the small wins you have each week. Think about how your life
will be different when you accomplish your goal.

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MONTH: NOVEMBER MODULE #: 1
TOPIC: Importance of Reading
A WHOLE NEW WORLD!

I. INTRODUCTION:
What is reading? it helps keep our minds open.
A child's reading skills are important to their success in school as they will allow them to access the breadth
of the curriculum and improve their communication and language skills. In addition, reading can be a fun and
imaginative time for children, which opens doors to all kinds of new worlds for them.

 To identify the benefits of reading
 To know how reading affects our brain
 To be creative and learn to use most time in reading
 To find interest in reading
III. MATERIALS:
 LIBRARY
 Reflection Paper
 Pen/Pencil
IV. ACTIVITY:
1. Let the students read a short story on their own inside the library.
2. They are given 20-30 minutes to read.
3. After, give time to reflect and ask how was the story.
4. After the activity, they are given time to write their reflection or understanding of the
story.
5. They may share their reflection to the class or in a group or dyad.
1. How was the story for you?
2. What was your feelings and thoughts while reading?
3. Do you imagine the story while it was being read?
4. Will you read a book because you like it? Why?
DISCUSSION
Helping your child to develop successful reading strategies is one of the greatest gifts you can give them.
Effective reading skills give your child access to wonderful new worlds.
JUST A RECAP:
What are the benefits of reading?
some of them:
1. Enhanced brain activity
Unlike watching television or streamed entertainment, reading requires focus, imagination and
understanding. This encourages student to be engaged. It stimulates more brain regions than passive forms

of entertainment. Books found increased connectivity in the brain areas involved in understanding for
language, plus physical sensation and movement.
2. Improved vocabulary
By exposing students to new words, reading can expand vocabulary and knowledge for life experience. This
has been shown in research, such as this 2015 study which found that reading-related activities were the
primary cause of vocabulary growth from grades four to ten.
3. Developing critical thinking

Reading widely allows students to encounter different ideas and ways of understanding the world,
compelling them to consider what they believe and why. For young people with a Christian faith, whose
beliefs will be challenged throughout their lives, it’s vital they learn to give reasoned arguments for their
faith (1 Pet 3:15). Critical thinking skills are also some of the most highly valued in the workplace, and are
linked with experiencing fewer negative life events.
4. Increased ability to understand others

Encountering different ideas also helps us to understand others. Research has indicated that reading literary
fiction (fiction books with literary merit) enhances what researchers call ‘Theory of Mind’, or the capacity to
understand the mental state of others.
Reading is Essential and serves as a basic building block for learning, regardless of the school subject, be it
language arts or even math. In daily life, the need to read things such as street signs or prescriptions proves
reading is also an important life skill. Reading Strengthens the Brain and improves memory.
reference: https://www.acc.edu.au/blog/reading-comprehension-student-performance/
VI. APPLICATION:
It is the experience, the sweet and bitter taste of life from stories heard and read gives every insight
to a student to grow, learn, be inspired and develop personality. We feel transformed through our
experiences, our connections, our passions.
Having a journey and identifying the importance of reading, we may change into kinder, wiser
versions of ourselves. “The journey itself is my home,”


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TOPIC: Reading and Emotional Intelligence
READING IS HEALING.
I. INTRODUCTION:
Last year, you were given a chance to read, understand its importance and its effect on our emotional and
expressive wellbeing. Studies show that reading can help kids build developmental skills of emotional
intelligence and empathy, enabling our young readers to better connect with other perspectives and human
experiences. This does not mean reading everyday and/or regularly but being able to read artistically made
stories, life experiences or diaries of an influential person can make a person empathic and emotionally
aware.

 To understand the importance of reading to emotional awareness.
 To enhance the value of empathy in connection to reading.
 To find mind, and body healing in reading.
III. LOCATION:
 Library
IV. ACTIVITY: BOOK READING TIME

1. They will be given 30 or more than minutes to read a book that is about a person, a true
story or non-fictional story.
2. After reminding simple rules inside the library, they can start reading.
3. It is okay if they can’t finish the book.
4. Read only 1 book for easy composition of their personal reflection paper.
5. Then write a reflection paper about the book they’ve read.
6. Follow the processing questions for reflections.
1. Who is the story was the book all about?
2. Write a short summarization of the story
3. How can you relate your life to the character of the story?
VI. DISCUSSION

When a person experiences empathy, it shows true understanding of what another person is going through
and the emotions that they are experiencing. This ability is important part of growing up, in order for
children to understand their peers and those around them. One way to potentially promote empathy in
children, and everyone else, is through reading, which allows connecting to characters of different
backgrounds and realities.
Research shows that life time exposure to reading increases a person’s cognitive empathy, which is
understanding the world from another person’s point of view. A short-term experience of reading will impact
affective empathy, which is the capacity to share another’s feelings (Stansfield & Bunce, 2014).
It can make us more understanding.

Researchers at The New School in New York City have found evidence that literary fiction “improves a
reader’s capacity to understand what others are thinking and feeling.” Another study “drew a strong
connection between reading fiction and better performance on widely used empathy and social acumen
tests.” We’re all better off when when understand what others are experiencing.
It gives us an opportunity to identify with others in similar circumstances.

When we read about others with similar experiences, we can feel less alone. This is especially good for youth
facing challenges. “…there are now more and more young adult novels which can help teenagers by
addressing head-on the issues they may be dealing with in their day-to-day lives, from bullying to drugs to
transgender issues and social exclusion….”
reference: Reference: https://namica.org/blog/why-reading-is-good-for-mental-health
VII. APPLICATION:
researchers at the New School in New York City “found evidence that literary fiction improves a
reader’s capacity to understand what others are thinking and feeling.” The article further argues
that literary fiction can “support and teach us values about social behavior, such as the importance
of understanding those who are different from ourselves.”
The results of this study suggest that readers have greater emotional intelligence and empathy,
meaning they can better put themselves in someone else’s shoes.

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TOPIC: ACADEMIC CREATIVITY
I AM MY OWN BOOK
I. INTRODUCTION:
What does academic creativity mean?
Academic creativity is a way of thinking about, learning, and producing information in school subjects such as
science, mathematics, and history. As reading a story or seeing a new experience/ new world from reading,
they can run their creative motors and be able to use their personal learning into their own strength and way
of coping
a s a student, most specially in a classroom setting. This is not to pressure themselves and help cope from
academic stress.

 To help students in a creative way and improves reading comprehension skills.
 To take the skills taken from reading to life and academic improvement.
 To know reading was an essential component for academic and future success.
 To express self and gain confidence of personal life to be shared.
III. MATERIALS:
 COLORING MATERIALS
 PENS/PENCIL
 COLOR PAPERS
IV. ACTIVITY: CARD MAKING

1. The students must create 3 Christmas cards with their personal letter for:
 PARENTS
 FRIENDS
 TEACHER
2. They must make the card from scratch, showing their selves in the card, their personality or
to whom they will give the card to.
3. They are given at least 20 minutes to do the activity.
4. They are reminded that it should be PRESENTABLE, CLEAN AND CREATIVE!
1. How was your experience making a card for someone?
2. What are the arts or creative thing you added to the card?
3. How important is creativity in expressing of self?
4. How is expressing self not by action but through writing makes you feel?

VI. DISCUSSION
1. Creativity motivates kids to learn.
Decades of research link creativity with the intrinsic motivation to learn. When students are focused on a
creative goal, they become more absorbed in their learning and more driven to acquire the skills they need
to accomplish it.
Students are most motivated to learn when certain factors are present: They’re able to tie their learning to
their personal interests, they have a sense of autonomy and control over their task, and they feel competent
in the work they’re doing. Creative projects can easily meet all three conditions.
2. Creativity lights up the brain.

Teachers who frequently assign classwork involving creativity are more likely to observe higher-order
cognitive skills — problem solving, critical thinking, making connections between subjects — in their
students. And when teachers combine creativity with transformative technology use, they see even better
outcomes.
Creative work helps students connect new information to their prior knowledge.
3. Creativity spurs emotional development.

As mentioned from the previous lesson, “Allowing students to experience the journey pf others, regardless of
the end result, is important,”
Creativity gives students the freedom to explore and learn new things from each other. As they overcome
challenges and bring their creative ideas to fruition, students begin to see that they have limitless
boundaries. That, in turn, creates confidence. It helps with self-esteem and emotional development.
4. Creativity can ignite those hard-to-reach students.

It can help about a student who was struggling in school. When academically disinclined students are
permitted to unleash their creativity or explore a topic of personal interest, the transformation can be
startling. Sometimes it is through creativity in school, or school projects makes a student shows his/her
artistic side.
5. Creativity is an essential job skill of the future.

Actually, it’s an essential job skill right now, as the school.
: Reference; https://www.iste.org/explore/5_Reasons_Why_It_Is_More_Important_Than_Ever
VII.APPLICATION:
By introducing a more creative approach to our classrooms we can help to equip children with skills
fit for their future. Rather than just focusing on retaining information more creativity in the
classroom will help to spark children's natural curiosity and develop an approach of self-learning to
engage and inspire each individual child. As having creativity as a skills, it covers the 5 areas of
learning as well;
 Imagination
 Being disciplined or self-motivated.
 Resiliency
 Collaboration
 Giving responsibility to students. Have them develop their own projects.

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MONTH: JANUARY MODULE #: 1
TOPIC: LISTS OF CAREER AND PROFESSIONS
“MY TOP 3 SELF IN THE FUTURE”

I. INTRODUCTION:
Choosing a career path is easier when you know what options you have. Knowing the various career fields
will help you be able to choose the right job based on your talents, education and interests. In this article, we
list common career fields and the example jobs within each category.

 To identify new options and have lists to explore for a wider choice in career
 To recall their strengths, interests and their personality to be linked in identifying their future career.
 To be able to know what they can have for their future career/goals.
III. MATERIALS:
 CAREER CHECKLIST
 Pen/Pencil
IV. ACTIVITY:
Instruction:
 With the provided sheet for the student to answer, they will be instructed to follow the
instruction.
 They are given at least 20 minutes or so.
 After the activity, they may present it to the class or in a group or dyad.
V.PROCESSING QUESTIONS:
1. What are your interests and the activities you want to do?
2. What do you want to be when you grow up?
3. Does your interest connect well with your future career?
4. How do you see yourself in the future from now?

NAME: ____________________________________________________________
GRADE & SECTION: ____________________________________________
First, encircle 5-10 jobs and professions that you want to be for your future self.
AUTO AND ARTS BUSSINESS & TEACHING & LAWS AND
AIRCRAFT RELATED PROFESSIONALS EDUCATION REINFORCEMEN
T
 Flight  Animator  Accounting  School  Police Officer
attendant  Cartoonist  Auditor Librarian  Ambulance
 Pilot  Artist  Budget specialist  Daycare driver
 Flight  Actor/Actress  Treasurer Teacher  Public safety
paramedic  Photographer  Banker  Science officer
 Aircraft  Script writers  Finance teacher  Firefighter
technician  Journalist manager  Sports Coach  Policeman
 Aircraft  Art teacher  Manager  Elementary  Military Officer
mechanic  Web designer  CEO Teacher  Investigation
 Flight  Graphic designer  Secretary  Professor Team
engineer  Fashion designer  Office  Art Teacher  Chief of police
 Automotive  Interior designer manager/worke  Music Teacher  Lawyer
designer  Book writers r  Principal  Immigrant
 Car engineer  Architect  Marketing team  Guidance Attorney
 Vehicle  Film director  Event manager Counselor  Court judge
inspector  Art therapist  Human resource  Highschool
 Automotive  Sculptor manager Teacher
instructor  Store Owner  PE Teacher
 Car  Special
salesperson Education
teacher
MEDIA AND MEDICAL AND SERVICE INDUSTRY TECHNOLOGY

PRODUCTION HEALTH
 News anchor  Dentist  Event planner  Software

 Editor  Psychologist  Secretary engineering
 News writer  Family doctor  Manager  Data analyst
 Journalist  Pharmacist  Stewardess  Video games
 Book Author  Nurse  Customer services head programmer
 Broadcaster  Ophthalmologist  Hotel manager  IT
 Art director  Surgeon  Hairstylist  Developer
 Photographer  Researcher  Accountant  Computer
 Film director  Scientist  Finance Head engineering
 TV Producer  Nutritionist  Front desk adviser  Multimedia artist
 Actor/Actress  Neurosurgeon  Chef  Web designer
 Pediatrician  Bank teller  Publication art
 Health educator  Tourism manager
 Paramedic  Video editor
 Physician
What is your TOP 1

choice?

IV. DISCUSSION
To easily identify and list down all the possible jobs you want to have in the future or professions you want to
be, we have CAREER CATEGORIES.
1. Aviation or AIRCRAFT. The airline industry is a multi-billion-dollar business. Aviation jobs are
available both in the air and on the ground, so you can work in the industry even if you don't like
heights. Some common aviation jobs are:
 Aircraft dispatcher
 Aircraft mechanic
 Airline pilot
 Federal Air Marshal
 Flight attendant
 Transportation security screener
2. Arts. Creatives and those who love art and design can forge their careers in an arts-related field. A
sample of arts careers include:
 Actor
 Fine artist
 Directors and composers
 Archivists, Curators, and Museum Technicians
 Musician or singer
3. Business or PROFESSIONALS. You don’t necessarily need a Masters of Business Administration (MBA)
to make it in business, although many jobs in this category will require some education past high
school as well as an aptitude for numbers:
 Accountant
 Administrative assistant
 Human resources specialist
 Management
 Market research analyst
4. Education. There are many education-related job titles in addition to teacher. Those with the ability
to teach can specialize in certain subjects, or they may choose to teach abroad, teach online, or
teach part-time.
 College professor
 Instructional coordinator
 Librarian
 Substitute teacher
 Teacher
 Tutor
5. Law Enforcement. Educational requirements vary for law enforcement jobs. Although federal law
enforcement jobs tend to require at least a bachelor’s degree, some police officers can get started in
the field with only on-the-job training or a few years of college or military experience. Some common
law enforcement careers include:
 Correctional officer
 Criminal Investigator
 Fish and game warden
 Police officer
 Government Employee
6. Media. For skilled writers, editors, and designers, media jobs may be a perfect fit. These kinds of jobs
might be found at print or digital publishing companies, marketing agencies, or media companies.

 Editor
 Public relations specialist
 Sound engineering technician
 Graphic designer
 Script Writer
7. Medical. It takes compassion and emotional fortitude to work in the medical field, as well as the
willingness to spend time and money training.
 Doctor
 Nurse
 Paramedic
 Physician assistant
 Caregiver
 Psychologists
 Nutritionist
 Social worker
 Veterinarian
8. Service. If you think of waitstaff or bartenders when you think of the service industry, you’re only
looking at part of the picture. There are many different jobs that involve serving the public. Could a
service industry career be right for you?
 Bank teller
 Hairdresser
 Personal fitness trainer
 Electrician
 Chef
9. Technology. You don’t necessarily need a degree to work in tech. Pick up the necessary skills via
online courses, boot camps, or practical experience, and many employers will put you to work.
 Computer systems administrator
 Database administrator
 Programmer
 Software developer
 Web developer
 Computer science
reference: 2012 Philippine Standard Occupational Classification (PSOC) | Philippine Statistics Authority
(psa.gov.ph)
A. APPLICATION:
During elementary school, children develop an awareness of the world around them and who they are in
relation to others. By sharing what they are good at, what they enjoy doing, and – more often than not –
what they want to be when they grow up, students develop decision making and teamwork skills.
When school districts transform the elementary classrooms by linking science projects to real life careers,
students develop critical thinking skills by looking at the world through problem-solving and innovative lens.
When educators Involve their students in real-world examples of decision-making and talk to them about
how their decisions impact other people.

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TOPIC: KNOWING HOW, WHEN TO ASK FOR HELP
MAY I ASK FOR YOUR HELP?

I. INTRODUCTION:
Asking for help builds connections by allowing others to share their information and resources and this in
turn shows people that you trust their ideas, feel competent in their skills, and appreciate their advice.
Asking for help allows for the possibility of fresh ideas and perhaps a new perspective.

 To be able to learn how to solve own problems
 To know how and when to properly ask for help
 To learn the importance of asking for help when needed.
 To feel confident about self
III. ACTIVITY: HELP FIRST-AID

1. With the provided sheet for the student to answer, they will be instructed to follow the
instruction. They will write the things the statement is looking for by looking through to their
own self and questioning themselves. It is like a HELP FIRST-AID being able to know how,
when and who will help you in time of this troubles.
IV. PROCESSING QUESTIONS:

1. Was it easy for you to think and write answers when asked about HELP?
2. Why do you have to help others?
3. When you need help, do people around you give you help? How does it make you feel?

NAME: ____________________________________________________________
GRADE & SECTION: ____________________________________________
WRITE YOUR ANSWERS TO THE ‘HELP FIRST-AID QUESTIONNAIRE’

V. DISCUSSION
Asking for help can be difficult. It can raise quite a few strong emotions. We might fear rejection, asking and
hearing “no”. For some of us we don’t want to be a burden, for others they might not want to appear
“weak”. The truth is that asking for help does require a certain amount of vulnerability, but the benefits far
outweigh any perceived downside. Also, being vulnerable allows many positives into our lives including
making new friends, learning new perspectives, and succeeding in the present challenges.
Remind them that it’s okay to ask for help

As Barack Obama put it, “Don't be afraid to ask for help when you need it. I do that every day. Asking for help
isn't a sign of weakness, it's a sign of strength.” As adults, we can seek support from our family, our friends,
our community, or reach out for professional help. By modeling this skill, our children will learn that we don’t
have to face challenges alone.
As kids learn how to communicate their needs and express their emotions, they will also learn how to ask for
help when they need it. Be sure to remind them that sometimes you have to ask for help too!
Why Should Your Help Others?

The answer is obvious – because one day you’ll need someone’s help as well. A sensitive friend is a real
treasure. You will be respected and loved more by people around you. That’s one more reason to learn that
to help others is a social emotional learning that must be developed and inherited for future
professionalism.
Roots and Benefits of Costly Giving

It is stated in a research that a child helping another child promotes better health. Interestingly, the most
active were kids from less-income families, demonstrating higher social sensitivity.
reference: Teaching kids how to ask for help — Better Kids
VI. APPLICATION:
When we notice we need help it is usually because we have taken on too much, or life has become too busy
for whatever reason. Noticing this is actually our brain and body sending messages for self preservation, to
keep us safe. By asking for help and accepting assistance it protects us from burn out, from being
overwhelmed and ensures our mental wellness.

We are social beings and we require connection to be happy and experience well-being. Asking for help
builds connections by allowing others to share their information and resources and this in turn shows people
that you trust their ideas, feel competent in their skills, and appreciate their advice.

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TOPIC: APPRECIATION
THIS IS MY THANK YOU, TO YOU.

I. INTRODUCTION:
Practicing gratitude will teach children empathy and compassion. They can fully feel themselves in the
moment and will be more comfortable taking the time to appreciate the good things in their lives. The
appreciation that they learn will help them grow into successful, happy, adults. Being able to show gratitude
and appreciation is also a professional and matured value that should be practiced more from the students.

 To learn about appreciation and its importance in future career.
 To be able to know when and how to properly say thank you
 To understand the connection of appreciation to socializing with other people.
III. MATERIALS:
 STATIONARY LETTERS
 PENS AND PENCIL
 LETTER ENVELOPE
IV.ACTIVITY: FORGIVENESS LETER TO SELF

1. It is important that the students will be able to EXPRESS and understand not only hear about
the lessons they are thought. It helps them to know its importance and effect when they
have known about it.
2. Within the given time of the teacher, the students will write a personal letter OF GRATITUDE
TO THEIR TEACHERS.
3. They will write all the feelings they have for themselves that they want to be thankful for.
They can write in their letters are things what they appreciate and feel gratitude throughout
the school year.
1. Why do you have to be thankful to people around you that helps you?
2. How does it feel saying thank you to your teacher?
3. Does hearing thank you from other people makes you feel good? Why?
DISCUSSION

Fostering kindness, patience, and empathy in students is important to all fields and for future careers. aiming
for students to grow up generous, and kind people. Something that can be challenging in our ‘everything-on-
demand’ world. One way to encourage these skills is by teaching students to practice gratitude. When they
can focus on the things, they are thankful for, they are better equipped to be kind & manage when things get
tough.
Why is gratitude important?

When students spend time, genuinely, acknowledging the things they are thankful for there they are
impacted positively. Students who practice gratitude regularly are benefited by:
 Increased self-esteem
 Reduced stress and depression
 Increased optimism and happiness
 Lower aggression
 Less stress, worry, and pain
Additionally, science shows that having an attitude of gratitude actually increases our body’s ability to
recover from sickness and trauma, improves our physical health and mental wellbeing overall, supports self-
esteem, enhances empathy, encourages compassion, improves sleep, and (as you can imagine), improves our
relationships with other people! There is nothing quite like that feeling when a loved one says, “I appreciate
you!”
As with anything else of value in our lives, appreciation must be practiced. As we teach students the
importance of feeling thankful for the good things and wonderful people in our lives, we must also help them
practice expressing that gratitude.
reference: https://anikabooks.com/teaching-your-child-the-importance-of-gratitude/
A. APPLICATION:
Gratitude is not just about saying ‘thank you’. It’s about understanding the importance of being
thankful. It’s something that students can show their teachers, parents and anyone who have truly
helped them. But isn’t easy to lecture them on. Practicing gratitude will teach students empathy
and compassion. They can fully feel themselves in the moment and will be more comfortable taking
the time to appreciate the good things in their lives. The appreciation that they learn will help them
grow into successful, happy, adults. And in the future, this will make them have a good relationship
with different people, feel confident about themselves, less stress and can handle situations
positively.

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MONTH: FEBRUARY MODULE #: 1
TOPIC: TRUTHFULNESS
TRUE COLORS.
I. INTRODUCTION:
Being truthful requires the value of honesty and it involves trust for both ways. The major component for
developing moral character is Honesty specially when you're a part of a big group or classroom. Honesty
helps in developing good attributes like kindness, discipline, truthfulness, moral integrity and more. Lying,
cheating, lack of trust, steal, greed and other immoral attributes have no part in Honesty.

 To know the importance of honesty in classroom.
 To understand the value of truthfulness and honesty
 To develop a good relationship within classroom that is bound within honesty.
III. MATERIALS:
 TRUTH PLEDGE
 CRAYONS/ COLORING MATERIALS
 PENS/PENCILS
IV. ACTIVITY:
Instructions:
2. Write an OATH or statement where they will put where and when they will be honest and be
truthful at all times.
themselves.
 What is honesty?
 How important is truthfulness to self and to others?
 What will happen if you lie or did not tell the truth in the classroom, at home or to
others?
 Why do you have to express what you feel?

ATTACHMENT FOR ACTIVITY:
Name: _________________________________________
MY TRUTH PLEDGE

DISCUSSION
Truth is the foundation for a fair and just society. In court, we require witnesses to swear to tell ‘the truth,
the whole truth and nothing but the truth’, because only that way can justice be delivered. There are a lot of
values when we tackle more about truthfulness or honesty. There are:
 LOVE
 TRUTH
 JUSTICE
 HONOR
 COURAGE
 KINDNESS
 DISCIPLINE
Two Types of Truth

There are two aspects of truthfulness: being true to yourself, and being true to others.
TRUTHFULNESS is being true to yourself and having your actions, words and thoughts are being centered to
the truth.
HONESTY is showing the truth to others and the importance of justice between your relationship with others.
The two are not quite the same thing, although they are closely linked. Shakespeare, for example, suggested
that someone who was true to themselves was unlikely to be false to others.
Truthful people will:
 Understand themselves, and know their own strengths and weaknesses. They will not delude
themselves about their successes or failures;
 Present themselves in a way that shows who they really are. Their reputation will be founded on
what they are and, whether in public or private, they will be the same;
 Meet any commitments or promises that they make;
 Be accurate in their descriptions of themselves or others, so that they do not mislead others.
reference: https://www.skillsyouneed.com/ps/truthfulness.html
VI. APPLICATION:
It is important to live and act in line with your values.
It is hard for us to act on actions and words that are not true. Because the truth is the guide and
just like a map, it leads us to not be lost. When we lie, we are led far from where we should go and
our life will be described as dark and it is harder for us to live.
Being truthful to yourself matters because you cannot live in line with your good values if you are
pretending to yourself that you are something else.
Truthfulness allows you to be honest about yourself to yourself, and to others, and to live a life
which reflects that.

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TOPIC: IMPORTANCE OF RULES AND REGULATIONS
THE POWER OF RULES

I. INTRODUCTION:
The last lesson about being able to truthfully believe in the values that should be followed specially
in the classroom. One genuine quality a honest person values is following rules and regulations for
the discipline of the whole class. Rules are regulations that the people under a government need to
follow. Rules are important as families and citizens have to live their lives in a happy but safe state.
Some aspects of why rules are important are: to maintain civil behavior, be organized, more
harmony in the community.

 To prioritize the value of following rules
 To understand how important honesty and discipline inside the classroom
 To have a safe classroom for everyone
 To find connection between self-control and discipline
III. MATERIALS:
 LIST OF ROLE-PLAY SCENARIOS
 PROPS (IF THEY HAVE)
IV. ACTIVITY:
1. It is important that the students will be able to EXPRESS and understand not only hear about
the lessons they are thought. It helps them to know its importance and effect when they
have experienced or have shown it.
2. Make sure to settle the students down. Now, partner the students into 2-3 (depends on
what the teacher prefers).
3. They are asked to act the scenarios or their understanding of RESPECT or FOLLOWING OF
RULES in these events or scenarios.
Respect 3 Ways:
 Respect Others (behavior towards teacher and classmates)
 Respect Materials (Acting safely with tools, items and materials in the classroom)
 Respect Self (Put forth full effort, Asking for help when needed)
“The Big 3”
 Respect (For self, teachers, students, materials)
 Safety (Following procedures, with tools, with self)
 Effort (Focusing on work, asking for help, trying your best)
“R-E-A-D”
 Respect (Obviously a very common and necessary rule inside the classroom!)

 Everyone has the right to learn
 Ask for help when needed or when you needed it
 Do not give up, a challenge builds a person up!
1. They are given 10-20 minutes to practice and finish their work.
2. Then after, each group will present their practiced scene or scenario to the whole class.
1. Why are rules in every scenario depicts is important?
2. Why do we have to understand how important honesty and discipline inside the classroom?
3. What will happen when someone disobeys the rules? Why?
VI. DISCUSSION
Self-control refers to your ability to manage your behavior in order to achieve goals, improve positive
outcomes, and avoid negative consequences.
Psychologists typically define self-control as:
 The ability to control behaviors to avoid temptations and achieve goals
 The ability to delay gratification and resist unwanted behaviors or urges
 A limited resource that can be depleted
Classroom rules are the foundation for a functional and successful classroom in any setting. Rules vary from
procedures as they determine what the classroom looks like, what type of behavior is acceptable and
encouraged, and help students work towards a common goal. In other words, they set the tone.
If there are no rules and everyone is free to do whatever they want, most people will probably behave
selfishly. We need rules to help us get a long together and show respect to each other.
For example in schools, if a student ignores rule against talking in class, the teacher will not be able to
achieve his goal to teach and other students can't concentrate. Drivers who don't follow traffic laws can
cause serious accidents. Doctors, engineers, farmers, everyone in the society must behave under rules. Most
things we do are governed by rules which may be unwritten like the rules of social politeness and back up by
the legal system.
All the rules and regualtions does not only restrain a person but it guides and giverns for the BENEFIT OF ALL.
They have the same purpose. They organized the relations between individuals and the society to make it
clear what is right and wrong and what happens if someone breaks the rules. They are designed to ensure
fairness, safety and respect for other people's right.
Most of us are basically honest, and knowing the rules means that we usually try to follow them. One reason
we do is to avoid punishment, but the strongest argument for following the rules is to make the world
peaceful and fair.
reference: http://english-passages.blogspot.com/2013/06/the-importance-of-rules-to-our-life.html
A. APPLICATION:
It is extremely important to plan out what classroom rules and procedures are to be used in the hospital
classroom. In these alternative class settings, procedures will likely be more limited, due to shortened class
times (typically 1-2 hours a day). However, they remain just as important as in the school setting.
Students find comfort in routine and consistent implementation, and having established classroom
procedures helps new school-aged patients integrate into that routine. Procedures should prioritize safety
and academic work above all else in the hospital classroom.

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TOPIC: BEHAVIOR CONTROL
YOU CONTROL YOUR OWN FUTURE!

I. INTRODUCTION:
Restrictions and control do not stop you from being free and showing who you are. But it is an organized way
for the leaders to be a able to provide peace and safety for all, mostly in a group with lots of members or
people involve. And it gives an individual the discipline for self-control, understanding and honesty.
Impulse control refers to the ability to manage urges and impulses. People who struggle with impulse
control may act first without thinking about the consequences of their actions. Just like doing your
homework first or listening to your parent’s command before playing or do what you want is an example of
self-control.

 To be a disciplined student
 To learn how to control self from negative actions
 To learn how to be patient, honest and controlled
 To think before acting out or speaking.
III. MATERIALS:
 3 PIECES OF SHORT BOND PAPER
 SCISSORS
 GLUE
 PENS/PENCILS
IV. ACTIVITY: CHAIN OF EVENTS

1. Before the start of the activity, make sure the students will settle all the required
materials.
2. Now, they will divide the short bond papers into 3, so they will have 9 papers in total.
3. For the 1 chain, the teacher will provide a STARTING CHOICE AND EVENT (check the list
st
for events and scenarios). Each student or 2 students will get the same scenario where
they will provide the next thing that will happen after.
They will write what will be the consequence of the effect of their decision based in the given
scenario. They will write on the next paper what will happen after the effects. Look for the example
below:
EXAMPLE:
Studying for an exam >>Having good grades >> My parents will be proud of me >> I will be
awarded in school >> My teachers will see me as a responsible student >> I will learn new things
more >> I can be whoever I want to be when I grow up >> I will be happy if I have good grades.

themselves.
3. Then, they will connect it together like chains and create a long chain of events.
4. They are given at least 30 minutes or so. After the activity, they may present it to the class
or in a group.
1. Why do you have to think before we act?
2. What are the things you should prioritize first as a student?
3. How will you be a good and happy student or human being? Why?
4. Why do you have to think before we act?
VI. DISCUSSION
to wait before getting what you want, is an important part of self-control.
People are often able to control their behavior by delaying the gratification of their urges.
Teaching self control to kids can have many benefits, such as increasing their mental and physical health,
improving relationships, and helping them to be better members of society.
Like any skill, self control must be taught and practiced. Of course, it comes more easily to some children, but
we can’t expect students to automatically be able to control their feelings, actions and words.
That is why, it is important for students to:

 KNOW WHAT YOU'RE FEELING: When students can recognize their emotions before they become
too intense, they are able to use coping skills to calm down. This helps them to stay in control of their
feelings and actions, and actually be able to use the strategies we teach them.
 KNOW YOUR CONSEQUENCES: Helping students get into the habit of thinking about the effects of
their choices is a key component of teaching self control. When teaching self control to kids, it’s
important to help them establish the habit of considering consequences.
 KNOW SOME REPLACEMENT BEHAVIORS: Another key strategy to teaching self control is by giving
students replacement behaviors to use. Simply telling the student to stop doing the undesired
behavior is not enough, we must teach them what to do instead.
 PRACTICE SELF-CONTROL: The more we talk about and practice self control with our students, the
easier it will be for them to use it. By explicitly talking about it, helping students understand the
consequences of their actions, and practicing it, students will build self control habits that will benefit
them in all aspects of life.
reference: https://brightfutures-counseling.com/blog/5-strategies-for-teaching-self-control-to-kids
A. APPLICATION:
Self-control is part of a group of skills that allow kids and adults to manage their thoughts, actions,
and emotions so they can get things done. Experts call this group of skills executive function.

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TOPIC: HELDFULNESS AND LOVE FOR OTHERS
HAPPINESS IS HELPING
I. INTRODUCTION:
A good group member, or at school, inside the classroom, makes it peaceful by BEHAVIORAL CONTROL,
HONESTY, and UNDERSTANDING the feelings of others.
When classroom setting is involved, it is impossible for the students to not talk with each other, or not notice
each one. Students talk with each other when they have to ask for something, if they need help, or the
teacher instructed them to do. In the level of grade 3 students, it is normal for them to befriend all and see
their good match of friends. Yet, as our religion and the teaching of the church involves that helping has no
option but it is for all who needed it.

 To know what compassion and helpfulness means
 To understand why we have to be helpful
 To know how to treat others with kindness and consideration
 To know how to voluntarily act in a good way
III. MATERIALS:
 LIST OF FILMS
 REFLECTION PAPER
IV. ACTIVITY: FILM SHOWING

1. It is important that the students will be able to see and not only hear about the lessons they
are thought. It helps them to know its importance and effect when they have known about
it.
2. Give the students, a movie from the list that they can watch and write a reflection about
what they feel.
LISTS OF FILMS ABOUT HELPFULNESS
1. THE KING AND THE BEGGAR https://www.youtube.com/watch?v=7wEWl0Kp-UM

2. HELPING ONE ANOTHER https://www.youtube.com/watch?v=tfcOwZNpUFo
3. THE STORY OF JOB https://www.youtube.com/watch?v=L-T2PUIGXXw
4. HAPPINESS IS HELPING OTHER https://www.youtube.com/watch?v=zcruIov45bI
5. HELPFULNESS https://www.youtube.com/watch?v=JO9r84pNXSQ
6. LIFE VEST INSIDE https://www.youtube.com/watch?v=nwAYpLVyeFU

7. KINDNESS AND JOY https://www.youtube.com/watch?v=ZXcTvbLwsRs
1. Do you have an idea what compassion means?
2. Why do you have to show compassion to your classmates, family members, elders and
others?
3. How can you show compassion and understanding to others?
4. What is the difference between understanding and compassion?
VI. DISCUSSION
Compassion is to feel another person's pain and wanting to help take away their suffering. The term
"compassion" comes from Latin and meaning "to suffer together." Just like a friend, you are being a
companion through all your friends and family’s sufferings.
It is not only limited from understanding what others feel, why they feel it and the reason how they act that
way, but through DOING WHAT IS NEEDED TO HELP AND GIVE AID.
Fostering a culture of kindness enhances the connections made peer-to-peer and student to teacher. Carving
out time to intentionally promote kindness cultivates empathy and understanding between individuals,
leading to deeper relationships.
“Classrooms can be the safe haven where academic practices and classroom strategies provide students with
emotional comfort and pleasure as well as knowledge. When teachers use strategies to reduce stress and
build a positive emotional environment, students gain emotional resilience and learn more efficiently and at
higher levels of cognition. Brain-imaging studies support this relationship.”
7 Simple Habits for Becoming a More Helpful Person

 Be there for people in their moments of vulnerability. ...
 Personalize whenever possible. ...
 Look out for others' blind sides. ...
 End conversations by asking how you can be helpful. ...
 Create a habit of recognizing people. ...
 Give selfless feedback. ...
 Write down meaningful things.
reference: https://www.pbs.org/education/blog/9-tips-for-teaching-kindness-in-the-classroom
VII. APPLICATION:
Kindness increases a positive outlook, so children have greater attention spans, are more willing to
learn, and are better creative thinkers with better results at school. Being kind has many physical
and mental health benefits, including increased happiness and reduction of stress.

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TOPIC: COOPERATION IN CLASSROOM
I AM ONE WITH THE OTHERS.

I. INTRODUCTION:
As apologizing and the importance of forgiveness makes the relationship solid even when cracks surfaces.
HONESTY and UNDERSTNADING are all under the importance of socializing or so-called COOPERATION
mostly in classroom. Cooperation is a core life skill and can be defined as the act or process of working
together to get something done for a common purpose or to achieve mutual benefit.
Because of the social interaction among students, cooperative learning can be used to model the appropriate
social behaviors necessary for employment situations. By following the appropriate structuring for
cooperative learning, students are able to develop and practice skills that will be needed to function in
society and their future professional self.

 To understand how cooperation shows future leadership
 To make responsible students and makes proper decision-making
 To be able to build trust within classroom
 To properly have a communication and conflict-management in classroom
III. MATERIALS:
 CLASSROOM SPACE
IV. ACTIVITY: CLASSROOM GIANT COUNT GAME

1. As cooperation strengthens the relationship specially in a classroom, uniting together to
fulfill a certain task and being to individually contribute to accomplish it, is cooperation
in classroom.
2. All students should form a big circle together. Then let them sit on the floor while giving
the task they have to accomplish.
3. Starting from number 1, each student must say the number while standing up for them
to reach the last total number and all the students are standing up. But there are
restrictions:
 NO student should say the next number when they are beside together
 NO student should say the number twice
 NO students should shout it together
 When they said the number but did not stand
All must start from number 1.

Reference video: https://www.youtube.com/watch?v=uS9CxZRfP5w

1. Why do you have to cooperate in the classroom?
2. Are you a responsible person/student when you follow rules?
3. Will you be able to build trust within classroom when you cooperate with others?
4. How should you talk with others in the classroom?
VI. DISCUSSION
Learning to cooperate means that a person can think about and balance their own needs and wants with
another person’s needs and wants. Many people think that cooperation means the child does what the adult
wants. That’s not the case. True cooperation is a give and take between people that ends up with something
they both agree on. As children observe what adults do when they’re in public, how they participate with
others and socialize with others. It is important for a child to communicate its feeling to others properly and
be able to cooperate to their peers and classroom settings.
Cooperation is a skill that must be learned. Here are some things you can do with the children in your care to
help them learn the skill of cooperation.
What are some ways that you can learn cooperation at school? These are teaching behaviors that will
ultimately help in understanding how to cooperate and what cooperation means.
 Listen carefully to others so you can understand what they are saying.
 Share or take turns when more than one person wants the same thing.
 Compromise when you have a serious conflict.
 Do your part of a shared task and do the very best that you can.
 Show appreciation to people for what they contribute to a group or team.
 Encourage others to do their best.
 Include everyone and make everyone feel needed. Help your child recognize that everybody has
something valuable to offer in a group.
Cooperation demonstrates the ability to work effectively and respectfully with diverse people or teams,
make compromises, build a unanimous in decision-making, assume shared responsibility for collaborative
work, and value the opinions and contributions of individual team members, from a position of firm self-
identity.
reference: https://extension.psu.edu/programs/betterkidcare/early-care/tip-pages/all/teaching-children-to-
cooperate
A. APPLICATION:
Goal setting is the process of establishing an outcome (a goal) to serve as the aim of one's actions
(Locke & Latham, 2020). Setting goals: makes the direction of learning clear to the student and the
teacher. increases students' motivation and achievement levels.

727-27-42 to 44 loc. 317

TOPIC: ABILITY FOR PROBLEM-SOLVING
HOW I CONQUER THROUGH MOUNTAINS

I. INTRODUCTION:
Children who are resilient can recover from setbacks and get back to living their lives more quickly.
And when children overcome setbacks and problems, it builds their confidence and helps them feel
more capable the next time a problem comes up.

 To learn the ability to bounce back after challenges and tough times.
 To be able to recover from setbacks and get back to living life.
 To develops when children experience challenges and learn to deal
with them positively.
 To have a Strong foundation of children’s resilience.
III. MATERIALS:
 STORY TELLING
 PENCIL
 PAPER
IV. ACTIVITY: STORY TELLING

Instructions:
1. First, Read the story to the whole class
2. Give time to reflect and ask how was the story
3. After the activity, they may share their reflection to the class or in a group or dyad.
4. Then, write their reflection on the paper with the processing questions.
THE RESILIENT FAMILY

In a village, there was a family of four.
Father was a machine repairer or mechanic while mother was a tailor who makes clothes. They
had two daughters.

They planned to move to a city for their daughter’s education. And so, the parents have to work
hard and find a job that gives a good pay.
Both their daughters will now go to school that is a well-established school. The Father now took
a mechanic job in a big company while the mother joined as a tailor in a clothing company. As
the days passed, the workload for both father and mother increased and becomes heavy and
hard for them.
In their father’s company, some of the co-workers’ work was given to him since they use the
power of being in the company longer than him and him being a newbie and outsider.
On the mother’s side, her company forces her to work overtime to increase the clothes made and
her output.
Meanwhile, the students in their daughter’s class started teasing them. They complained to their
parents about that.
So their father told them,

“In life, we may face different experiences and challenges, and it can affect each one of us in
some ways. But it is up to us to decide how we react to that. So, I would suggest you react
positively. Focus on your studies. If things go out of your control, you can complain to the
teachers. Otherwise, focus on your life, soon others will understand.”
Then mother asked him, “We are also facing a similar situation in our work. What do we have to
do?” He replied, “For us right now, we have to give our daughters proper education, give them a
good life and improve our financial situation. So, we need to manage this stress and hardships we
are experiencing as parents and use it as a ladder in our life. We have to be resilient in difficult
situations to bounce back”.
As the years passed, all of them excelled and became successful in their own different career. As a
family, they were happy and financially stable.
The elder daughter becomes a Doctor, and the Younger one becomes a Pilot. Father is now the
manager of one of the mechanic department and the Union leader.
Mother is now a supervisor in her company.
They experienced adversity, stress, threats, health problems, and financial problems throughout
their life. But collectively, as a family, they faced each situation with resilient behaviors, thoughts,
and actions that helped them grow and achieve their dreams.
Moral of the story: Life is full of twists and turns, and every day it gives us challenges. It affects
each one of us differently. But we can manage them comfortably if we are resilient.
Resilience is not something extraordinary we cannot learn. We can learn over time by facing
challenging situations and bouncing back. It empowers You to grow and improve your life.
 What are the challenges each of the members’ experience?
 What did they do to get through all their problems?
 What was the result they get from being resilient?

 How to be resilient and what lessons helps me in life?
DISCUSSION
Resilience is the ability to bounce back after challenges and tough times. Resilient children can
recover from setbacks and get back to living life. Resilience develops when children experience
challenges and learn to deal with them positively. Strong relationships are the foundation of
children's resilience.
For children, challenges and tough times include experiences like starting at a new school or moving
up a level in school, moving house, or welcoming a sibling into the family. They can also include
serious experiences like being namecalled, family breakdown, family illness or death.
Children build resilience over time through their life experience everyday in classroom and at home.
Children who are resilient can recover from setbacks and get back to living their lives more quickly,
accepting all their feelings and learn from it. And when children overcome setbacks and problems, it
builds their confidence and helps them feel more capable the next time a problem comes up.
Resilient children are often good at solving problems and learning new skills. This is because they’re
more willing to try again even if things don’t go the way they want the first time.
And when things don’t go well and children feel anxious, sad, disappointed, afraid or frustrated,
resilience helps them understand that these uncomfortable emotions usually don’t last forever.
They can experience these emotions and know they’ll be OK before too long.
Resilient children are less likely to avoid problems or deal with them in unhealthy ways, like getting
defensive or aggressive or intentionally hurting themselves. Resilient children are also likely to have
better physical and mental health than children who struggle to be resilient.
reference: https://raisingchildren.net.au/school-age/behaviour/understanding-behaviour/resilience-how-to-
build-it-in-children-3-8-years#:~:text=Resilience%20is%20the%20ability%20to,the%20foundation%20of
%20children's%20resilience.
VI. APPLICATION:
Children learn resilience through experience. Each time your child overcomes a problem, it builds
their confidence in their ability to handle the next challenge.
Providing them Help to identify and manage strong emotions. For example, they might be worried
about a family member who’s sick. Assurance and honest with the situation can help them
understand and be able to learn from it.

727-27-42 to 44 loc. 317

TOPIC: STUDENT LEADERSHIP
FOLLOW THE LEADER, LEADER!

I. INTRODUCTION:
What does it take to be a leader in the classroom? A leader in the classroom could be define as an individual
who is able to guide students through the learning process in way that students are able to understand and
use the knowledge they have acquired through the assistance of the teacher. In this day and age of
unmotivated, entertainment driven students, it is hard to find classroom leaders who are able to achieve
this.
Teachers can be democratic leaders of the classroom by giving students the chance to actively participate in
every lesson. Students need not just be mere listeners to what the teacher explains. The teacher can ask for
students to give their views and experiences on every topic that they have to study.

 To be a leader of one’s own self and form a sense of growth
 To be able to participate in classroom setting
 To also be a good follower before being a good leader
 To form the sense of initiative and responsibility to self.
III. MATERIALS:
 SHORT BOND PAPER
 PENS/PENCILS
 ERASER
IV. ACTIVITY:
1. In a sheet of Paper (Any paper will do depending on the teacher’s choice), Ask the students
to write their name and section in the upper part of the paper.
2. Now the question they have to answer in the sheet of paper is
IF YOU WILL BE A LEADER OF THE WHOLE CLASS, WHAT ARE YOUR 5 TOP RULES
THAT MUST BE FOLLOW?
3. Make sure that the rules they will create is DUABLE, FACTUAL, AND FOR THE CLASSROOM
SETTING.
4. They can design the paper if they want and add styles.
5. Give them at least 20 minutes for the activity.
6. Then after drawing, the students can share their drawing through partners, or in front of the
class.

1. How does it feel to think that you could be a leader?
2. From the activity, does your rules shows a GOOD LEADER or a BAD LEADER?
3. Can you also follow the rules you make?
4. Were you able to learn and form the sense of initiative and responsibility to yourself?
VI. DISCUSSION
Student leadership means students take active roles in their education and develop positive skills in the
process. The goal of inspiring student leaders is to create a culture of ownership, collaboration and
community in the classroom. Student leadership development helps create skills that the students can carry
over to adulthood.
Under being a responsible student is having the initiative or to be able to move without anyone telling you to
do something. You on your own, will act before others so. This could show a successful leader or even a
normal student who is also a leader of self.
Successful leaders do not wait for someone to tell them what to do. They think on their feet and take
appropriate action, are proactive rather than reactive, and appear flexible, confident and courageous.
In the classroom, teachers can foster student leadership qualities through a process called Project-Based
Learning or PBL. The Buck Institute for Education explained Project-Based Learning is a teaching process in
which students learn through hands-on work on a project that addresses a complex question or challenge
over a period of time. Cultivating a passion in students is a great way to bring out their innate leadership
qualities. Project-Based Learning activities should be meaningful to the students and the community so
classes can see the true effects of their hard work.
reference: https://online.campbellsville.edu/education/student-leadership-in-the-classroom/
A. APPLICATION:
Giving students ownership of their education and true responsibility of all their actions helps build
accountable, confident individuals. It also provides them with marketable skills that they can apply to future
endeavors. As the year will nearly end, it is important to see GROWTH AND IMPROVEMENT from the
students. Student leadership in the classroom and help students develop skills they might not have
otherwise had the opportunity to grow.


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Immaculate Conception Cathedral School, Inc.

REVITALIZED HOMEROOM GUIDANCE PROGRAM

GRADE LEVEL: Grade 3

DOMAIN: Academic Development

“I’LL CHECK MY SCHEDULE FOR TODAY”

II. LEARNIING OBJECTIVES:

IV. ACTIVITY: MY PERSONALIZED SCHEDULE

Adapted from: DEPED Homeroom Guidance Module

My schedule for the week…

Adapted from: DEPED Homeroom Guidance Module

Adapted from: DEPED Homeroom Guidance Module

DOMAIN: Academic Development

“WE’RE ALL EQUAL”

II. LEARNIING OBJECTIVES:

IV. ACTIVITY: CONNECT MY DOTS

Adapted from: DEPED Homeroom Guidance Module

GRADE AND SECTION: __________________________________________

HOW I RESPECT MY EVERYONE!

Adapted from: DEPED Homeroom Guidance Module

AS A SMALL RECAP FROM LAST YEAR’S LESSON ABOUT ACCEPTANCE, we have

Immaculate Conception Cathedral School, Inc.

DOMAIN: Academic Development

Adapted from: DEPED Homeroom Guidance Module

II. LEARNIING OBJECTIVES:

IV. PROCESSING QUESTIONS:

Adapted from: DEPED Homeroom Guidance Module

Being an Independent child:

Immaculate Conception Cathedral School, Inc.

Adapted from: DEPED Homeroom Guidance Module

MY ACTION AND MY FUTURE TOGETHER

II. LEARNIING OBJECTIVES:

IV. ACTIVITY: STORY TELLING

THE BOSS AND THE HELPER

Adapted from: DEPED Homeroom Guidance Module

But MR. CAKE postponed the work.

What is decision-making in the classroom?

Adapted from: DEPED Homeroom Guidance Module

Immaculate Conception Cathedral School, Inc.

Adapted from: DEPED Homeroom Guidance Module

II. LEARNIING OBJECTIVES:

IV. ACTIVITY: FILM SHOWING

LISTS OF FILMS ABOUT RESILIENCY

Adapted from: DEPED Homeroom Guidance Module

Immaculate Conception Cathedral School, Inc.

Adapted from: DEPED Homeroom Guidance Module

II. LEARNIING OBJECTIVES:

Adapted from: DEPED Homeroom Guidance Module

Immaculate Conception Cathedral School, Inc.

DOMAIN: Student Personal Development

Adapted from: DEPED Homeroom Guidance Module

II. LEARNIING OBJECTIVES:

IV. ACTIVITY: STAND OUT INFRONT OF THE CROWD

Adapted from: DEPED Homeroom Guidance Module

Why is self-esteem important?

Just like a reminder,

Immaculate Conception Cathedral School, Inc.

Adapted from: DEPED Homeroom Guidance Module

II. LEARNIING OBJECTIVES:

IV. ACTIVITY: THIS IS WHAT I LIKE AND DON’T LIKE PART 2

ATTACHMENT FOR ACTIVITY:

SELF-AWARENESS SHEET for GRADE 3

Adapted from: DEPED Homeroom Guidance Module

THINGS I AM PROUD OF: THINGS I AM NOT PROUD OF: