CATCH – UP FRIDAYS TEACHING GUIDE

Peace and Values Education

I. General Overview
Catch –up Subject: Peace and Values Education Grade Level: FIVE
Quarterly Theme: Community Awareness Sub – theme: Principles of Peace
Time: 1:50 – 2:40 PM Date: February 23, 2024
II. Session Details
Session Title: Understanding Conflict
Session Objectives: At the end of the session, learners will be able to:
1. Identify different types of conflicts within communities.
2. Explore the root causes of conflicts.
3. Empower Pupils to become agents of peaceful change within their communities.
Key Concepts: • Conflict resolution
• Causes of conflict (e.g., misunderstanding, competition, resources)
• Effects of conflict on communities and individuals
III. Teaching Strategies
Components Duration Activities and Procedures
A. Introduction and 10 minutes  Asking pupils to share examples of conflicts they have observed or
Warm – Up experienced within their communities. This could include conflicts
among peers, family members, or neighbors.
 Facilitate a brief discussion on the emotions and consequences
associated with conflicts, encouraging students to reflect on how
conflicts impact relationships and the overall community atmosphere.
B.Concept Exploration 20 minutes  Divide the class into small groups and provide each group with scenarios
depicting different types of conflicts (e.g., interpersonal, intergroup,
intrapersonal).
 Instruct groups to identify the type of conflict presented in each scenario
and discuss the underlying reasons for the conflict.
 Afterward, reconvene as a class to share findings and discuss common
themes or patterns observed in the types of conflicts presented.
 Introduce the concept of root causes by providing examples such as
miscommunication, competition for resources, or differing values and
beliefs.
 Engage students in a brainstorming activity where they identify potential
root causes for conflicts in various scenarios provided by the teacher.
 Encourage students to consider both surface-level triggers and deeper
underlying issues contributing to conflicts.
C. Valuing / Wrap - up 15 minutes • Present case studies or real-life examples of conflicts and their
consequences on individuals and communities.

• In small groups, pupils analyze the impact of conflicts portrayed in

the case studies, considering factors such as emotional well-being,
social cohesion, and community stability.

D. Journal Writing 5 minutes Encourage pupils to reflect on how they can apply their newfound understanding
of conflict to promote peace and harmony within their communities
Prepared by :

RHENANTTEE A. DAISON
Teacher
Approved by:

MARY GRACE B. YAP

Principal II
 CATCH – UP FRIDAYS TEACHING GUIDE
I. General Overview
Catch –up Subject: Health Education Grade Level: FIVE
Quarterly Theme: Sexual and Reproductive Health Sub – theme: Discussion on Menstruation
and Circumcision
Time: 1:00 – 1:50 PM Date: February 24, 2024
II. Session Details
Session Title: Exploring Menstruation and Circumcision
Session Objectives: At the end of the session, learners will be able to:
1. Provide accurate information and dispel myths surrounding menstruation and
circumcision.
2. Foster open and respectful discussions about menstrual health and circumcision.
3. Promote understanding and empathy towards individuals experiencing menstruation or
circumcision.
Key Concepts: • Menstruation: biological process, menstrual cycle, hygiene practices
• Circumcision: cultural, religious, and medical perspectives, implications for health and
well-being
• Respect, empathy, and inclusivity in discussing sensitive topics.
III. Teaching Strategies
Components Duration Activities and Procedures
A. Introduction and 10 minutes * Start the session by acknowledging that discussing topics like menstruation and
Warm – Up circumcision may feel uncomfortable for some, but it's essential for understanding
and supporting each other's health and well-being.
* Conduct an icebreaker activity where students anonymously share their thoughts
or questions about menstruation and circumcision on sticky notes. This helps set a
comfortable and open atmosphere for discussion.
B.Concept Exploration 20 minutes • Begin by providing information about menstruation, including the
biological process, menstrual cycle stages, and common misconceptions.
• Engage pupils in a Q&A session where they can ask any questions they
have about menstruation. Encourage open dialogue and ensure all
questions are answered respectfully and accurately.
• Discuss hygiene practices during menstruation and emphasize the
importance of access to menstrual hygiene products and facilities.
• Introduce the topic of circumcision, acknowledging its cultural, religious,
and medical significance in different communities.
• Facilitate a discussion on the reasons behind circumcision, including
cultural traditions, religious beliefs, and perceived health benefits.
• Encourage students to share their perspectives on circumcision,
respecting diverse viewpoints while promoting understanding and
empathy.
C. Valuing / Wrap - up 10 minutes • Divide the class into small groups and provide scenarios related to
menstruation and circumcision, asking students to discuss the
implications of these practices on individuals' physical and emotional
well-being.
• Reconvene as a class and invite each group to share their reflections and
insights from the discussions. Emphasize the importance of respecting
individuals' autonomy and choices regarding their own bodies.
D. Journal Writing 10 minutes Encourage students to write a reflection on learning and advocating for sexual
and reproductive health rights.
Health Education

I. General Overview
 Catch –up Subject: Homeroom Guidance Program Grade Level: FIVE
HGP Module: Module 8 Quarter: 3rd
Time: 2:40 – 3:00 PM Date: February 23, 2024
II. Session Details
Module Title: Warning! Safety First!
Session Objectives: At the end of this module, you are expected to:
A. Identify different problems encountered within oneself, family, school and in the community;
B. differentiate effective ways on how to address personal and social issues;
C. demonstrate ways on accepting issues and problems encountered in life with the help of
others; and
D. express appreciation to the help given by others in solving one’s problems.
Key Concepts: Positive thoughts in resolving problems.
III. Teaching Strategies
Components Duration Activities and Procedures
A. Introduction 1 minutes Great learners with a personalized welcome message.
B.Reflective Thinking 5 minutes Let’s Try This
Activities 1. Try to think of problems you have encountered recently.
2. To present what you have thought of, create a table and label each column:
Self, Home, School, and Community.
3. Classify the problems or issues according to the category they belong to.
C. Structured Values 5 minutes Let’s Explore This
Activities 1. With the given different scenarios, enumerate possible solutions to address
the problems.
2. Write your answers on a clean sheet of paper

Keep in Mind
You meet different problems at home, school or anywhere you are. It differs how
deeply it can affect you. There are different ways on how you can accept various
problems you encounter in your daily life. These ways can be of help in finding
solutions. Accepting situations that are beyond your control, will help you define
your feelings and thoughts. Accepting the things as it is will also help you gain
understanding and at the same time can change other things. Losing your pen in
school or breaking your favorite toy may give you a feeling of sadness, but
somehow can help you become cautious and resourceful next time. To make
things better when there is a problem, here are the following ways that might
help you. First, try to identify what the problem is. It is important for you to
know what your real concern is. Secondly, try to look for people whom you can
ask for help or advice in solving your problems. Lastly, try the possible solutions
you have on how you can solve your problem. There are times when you
encounter the same problem, trying to remember your effective strategy with
the same problem can help you solve it faster and easier.
Having a positive thought that there are ways on how to resolve a problem can
give strength and courage to find solutions. Let it be your guide to be focus in
what should be done.
D. Group Sharing 5 minutes You Can Do It!
1. Using the table, list down all those who have extended their help to you
during difficult times
2. Explain how the person helped you in your problem.
PERSON/S WHO HELPED YOU IN HOW DID HE HELPED YOU?
DIFFICULT TIMES

E. Feedback and 10 minutes What I Have Learned

Reinforcement Life becomes easier if there are people who are there to help you. List down 5
reasons why you need help from others. Write your answer in your paper.
 Share Your Thoughts and Feeling
There is a need for you to express your gratitude to the people who helped you
solve a problem.
1. To show your appreciation, draw four big hearts using your paper.
2. Write a “Thank You” note inside the drawing, and you are tasked to give it to
your: a. parents b. siblings c. relatives d. friends
3. Use your coloring materials to make it attractive.

Prepared by :

RHENANTTEE A. DAISON
Teacher
Recommending Approval: Approved by:

ABNIR C. VALENCIA MARY GRACE B. YAP

Master Teacher – I Principal II