I.

General Overview
Catch-up Subject: Peace Education Grade Level: 8
Quarterly Theme: Cooperation Sub-theme: Intercultural
(refer to Enclosure No. 3 of DM 001, s. 2024, Quarter 4)
relations
(refer to Enclosure No. 3 of DM 001, s. 2024, Quarter 4)

Time: Date:
II. Session Outline
Session Title: "Bridging Cultures: Building Cooperation Across Diversity"
Session At the end of the session, learners will be able to:
Objectives: a) Understand the importance of cooperation in intercultural
relations; and
b) Develop skills for effective communication and collaboration
across cultures.
Key Concepts:  Culture: Define culture as the shared beliefs, values, norms,
customs, traditions, and behaviors of a particular group of people.
Emphasize that culture influences how people perceive the world,
communicate, and interact with others.
 Intercultural Relations: Explain intercultural relations as interactions
between individuals or groups from different cultural backgrounds.
Highlight that these interactions can occur in various settings such
as schools, workplaces, communities, and global contexts.
 Cooperation: Define cooperation as working together towards a
common goal or objective. Emphasize the importance of
collaboration, teamwork, and mutual respect in achieving positive
outcomes in intercultural interactions.
 Communication: Discuss the significance of effective
communication in intercultural relations. Explore different
communication styles, verbal and non-verbal cues, and the
challenges that may arise due to language barriers, cultural
differences, and misunderstandings.
 Cultural Sensitivity: Introduce the concept of cultural sensitivity as
being aware and respectful of cultural differences. Emphasize the
importance of empathy, open-mindedness, and avoiding
stereotypes or biases when interacting with individuals from
different cultural backgrounds.
 Conflict Resolution: Discuss strategies for resolving conflicts that
may arise in intercultural interactions. Encourage students to
practice active listening, empathy, and negotiation skills to address
misunderstandings and find mutually beneficial solutions.
 Cultural Competence: Define cultural competence as the ability to
effectively interact and communicate with people from diverse
cultural backgrounds. Discuss the skills and attitudes necessary to
develop cultural competence, such as curiosity, adaptability, and
willingness to learn from others.
 Global Citizenship: Explore the concept of global citizenship and its
 connection to cooperation in intercultural relations. Discuss the
responsibilities of individuals in promoting peace, understanding,
and cooperation across cultures on a global scale.
III. Teaching Strategies
Components Duration Activities and Procedures
Activity: "Cultural Passport"
Materials: Paper, colored markers
 Start the session by welcoming the students and
explaining the importance of understanding and
cooperating with people from different cultural
backgrounds.
 Share the session's objectives: to explore the
richness of cultural diversity, understand the
challenges of intercultural communication, and
learn strategies for building cooperation across
diversity.
 Emphasize the significance of developing cultural
competence and empathy in today's interconnected
world.
A. Introduction
10 mins  Distribute blank "Cultural Passport" templates to
and Warm-Up
each student.
 Instruct students to fill out their passports with
information about their own cultural background,
including their ethnicity, traditions, language(s)
spoken at home, and any cultural celebrations they
participate in.
 After completing their passports, students pair up
and take turns sharing the contents of their
passports with each other.
 Encourage students to ask questions and express
interest in each other's cultural backgrounds.
 After the sharing activity, facilitate a brief discussion
about the similarities and differences students
discovered among their cultural backgrounds.
B. Concept 20 mins Activity: “ Cultural Sensitivity Simulation”
Exploration
 Create a role-playing activity where students
simulate interactions in different cultural contexts.
 Assign each student a specific cultural identity or
role (e.g., a tourist visiting a foreign country, a new
immigrant navigating a different cultural
environment).
 Provide scenarios for the role-plays that involve
cultural misunderstandings or conflicts.
  Instruct students to improvise their responses
based on their assigned roles and cultural
backgrounds.

 After the role-plays, facilitate a debriefing session

where students reflect on their experiences, discuss
the challenges they faced, and explore strategies
for improving cultural sensitivity and cooperation in
similar situations.

Activity: “ Cultural Storytelling Circle”

 Arrange students in a circle and explain that they

will participate in a cultural storytelling activity.
 Invite students to share personal stories or
experiences related to their cultural background,
traditions, or family heritage.
 Encourage active listening and respectful
C. Valuing 20 mins engagement as each student shares their story.
 After everyone has had a chance to share, facilitate
a reflective discussion about the importance of
storytelling in preserving and sharing cultural
heritage.
 Discuss how valuing and appreciating diverse
narratives can contribute to building cooperation
and understanding across cultures.

Journal Writing 10 mins Activity: “Guided Reflection Prompts ”

Materials: Journals or blank notebooks, ball pens or
pencils
 Distribute journals or notebooks to each student.
 Provide guided reflection prompts related to the session's
topics, such as:

 What did you learn about cultural diversity and

cooperation from today's activities?
 Describe a moment when you felt
challenged or inspired during the session.
How did you respond?
 Reflect on a time when you had to
communicate with someone from a different
cultural background. What strategies did you
use to build cooperation?
 How do you plan to apply what you've
 learned about valuing diversity in your daily
life?
 Instruct students to spend 10-15 minutes writing their
responses in their journals.
 Encourage students to be honest, thoughtful, and
reflective in their writing.
 After completing the reflective writing, invite students
to share their reflections with a partner or small group
for further discussion.

Prepared by:

MARICEL L. MAGDATO
Teacher III

Checked:

IRENE B. ENZO
FILIPINO Coordinator

JENALYN A. RUFANO
Quality Assurance Committee

Reviewed:

ODESSA S. ROMERO
Asst. Principal for JHS Academics Designate

Noted:

NECESARIO F. TULOD-PIII
School Head