Parts of the Teaching

Guide
Parts of the
Guide
1 2 3
General Session Teaching
Overview Outline Strategies
Part I – General
Overview
 provides a clear and concise
overview of the session.
Part I – General
Overview
 provides a clear and concise
overview of the session.

grade level of the learners

main subject area for the to be taught
session
more focused topic
overarching theme for the
Exact schedule of the
quarter session
time allocated for the session
Part II – Session
Outline
 refers to the specific elements that define
and structure a particular teaching
session.
Session Outline
Part II – Session
Outline
 refers to the specific elements that define
and structure a particular teaching
session.
Session Outline
Brief and descriptive title that encapsulates the main focus or topic of the
session

Clearly stated goals outlining what the session intends to achieve

list of concepts that form the foundation of the session's

content
Part III – Teaching Strategies
 refers to the methods and approaches a
teacher will use to deliver the session
effectively.
Teaching Strategies
Part III – Teaching Strategies
 refers to the methods and approaches a
teacher will use to deliver the session
effectively.
Teaching Strategies
Duration
distinct amount of time detailed steps or instructions on how
segments within allocated for each these activities should be carried out
a lesson, component
each with a
specific
focus and
purpose
Teaching Strategies Components

Introduction
and Warm Up

Concept
Exploration

Valuing

Journal
Wr iting
Teaching Strategies Components

Introduction • Begin with engaging activities a nd discussions to

capture learners' interest a n d prepare them for the
and Warm Up
lesson.
Concept • Use interactive activities to explore the
Exploration topic,
followed by a na lys is to deepen understanding.

• Enable learners to abstractly t h i n k about or

Valuing practically apply the values/concepts learned to real-
life scenarios.
JouJronuarl • Provide a reflective exercise for learners to express
nal their thoughts a nd learning, without the pressure of
grades.
WriWtirnitg
ing
Walkthrough of Sample
Teaching Guide for
Values Education
 GRADE 7 MATATAG CLASS
PROGRAM
School Year 2023-2024
TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
7:00-7:20 FLAG CEREMONY
Independent Learning
7:20-8:20 MATH MATH MATH MATH
(MATH)
8:20-9:20 FILIPINO FILIPINO FILIPINO FILIPINO SCIENCE
9:20-9:50 RECESS

9:50-10:50 TLE TLE HOMEROOM GUIDANCE TLE TLE

10:50-11:50 MAPEH MAPEH MAPEH MAPEH

12:00-1:00 LUNCH BREAK

1:00-2:00 SCIENCE SCIENCE SCIENCE EsP

2:00-3:00 ARALING PANLIPUNAN ARALING PANLIPUNAN HGP ESP ARALING PANLIPUNAN

Independent Learning
3:00-4:00 ENGLISH ENGLISH ENGLISH ENGLISH
(ENGLISH)
Sample
I. General
Overview
General Overview
I. General Overview

Catch-up
Values Education Grade Level: 7
Subject:

Quarterly Community Awareness Compassion

Sub-theme:
Theme: (refer to Enclosure No. 3 of DM 001, s. 2024, Quarter 3)
(refer to Enclosure No. 3 of DM 001,
s. 2024, Quarter 3)

Time: 1:00 – 2:00 PM Date: February 2, 2024

II. Session
Outline
Session Outline – Title & Objectives
II. Session Outline
Session Title: "Empathy in Focus: Seeing
Through
Others' Eyes"
Session Outline – Title & Objectives
II. Session Outline
Session Title: "Empathy in Focus: Seeing
Through
Others' Eyes"
Session At the end of the session, learners will be able to:
Objectives: a) understand empathy and recognize
emotions
requiring empathetic responses;
b) grasp the significance of empathy in
building relationships.
c) actively engage in empathy-building activities,
reflecting on personal experiences
Features of Session Objectives
In the context of values, peace, and health, the KUD framework
for
session objectives can be contextualized as follows:

• K (Know): Learners acquire factual knowledge

about core values and concepts of peace and health.
• U (Understand): Learners develop an understanding
of how values shape human behavior, the importance
of peace in society, and the relationship between
health and quality of life.
• D (Do): Learners apply concepts learned.
Session Outline – Key Concepts
II. Session
Outline Key  Empathy is the ability to comprehend and share the feelings of
others, forming a crucial aspect of human connection.
Concepts:  Recognizing and responding to various emotions and situations
with empathy is fundamental for fostering positive relationships and
social interactions.
 Empathy plays a significant role in building strong, supportive
relationships by facilitating understanding and connection between
individuals.
 The impact of empathetic actions extends beyond the immediate
interaction, influencing both the giver and receiver in profound ways
within a relationship.
 Active participation in empathy-building activities is essential for
learners to internalize and apply empathy as a critical social skill in
their daily lives.
III. Teaching
Strategies
Part III-Introduction and Warm
Up
III. Teaching Strategies
Components Duration Activities and Procedures
Activity: “Visualizing Empathy”
Materials: Whiteboard, markers, emotional picture
1. Introduce the topic. Display a
A. picture
Introduction illustrating an emotional situation.
10 mins
and War m- 2. Ask, "What's happening? How might they feel?"
Up 3. Share experiences related to empathy in the
context of the picture.
4. Summarize key points. Note on the
board.
Stress the importance of empathy in building
relationships and creating supportive
Part III-Introduction and Warm
Up
III. Teaching Strategies
Components Duration Activities and Procedures
Activity: “Visualizing Empathy”
 begin with Materials: Whiteboard, markers, emotional picture
engagin g 1. Introduce the topic. Display a
activitie
A. s and picture
Introduction
discussi ons illustrating an emotional situation.
and War m- 2. Ask, "What's happening? How might they feel?"
 capture learners'
10 mins
3. Share experiences related to empathy in the
interest context of the picture.
Up
 prepare them for 4. Summarize key points. Note on the
the n. board.
lesso Stress the importance of empathy in building
relationships and creating supportive
Part III-Concept Exploration
III. Teaching Strategies
Components Duration Activities and Procedures
Activity: “Charades”
Materials: Cards with emotions and situations
1. Arrange the class. Ensure all learners can
see performers.
B. Concept
15 mins 2. Explain the rules. Focus on
Exploration
expressing
empathy-related themes.
3. Learners act out emotions/
situations;
class guesses.
4. Reflect on portrayed emotions.
Part III-Concept Exploration
III. Teaching
Strategies
Components Duration Activities and
Procedures
Activity: “Charades”
 use Materials: Cards with emotions and situations
interactive 1. Arrange the class. Ensure all learners can
activities
explorationfor
andtopic see performers.
B.analytical
Concept 2. Explain the rules. Focus on
Exploration 15 mins expressing
activities to
enhance empathy-related themes.
understanding 3. Learners act out emotions/
situations;
class guesses.
4. Reflect on portrayed emotions.
Discuss challenges and insights gained.
Part III-
Valuing
III. Teaching Strategies
Components Duration Activities and Procedures
Activity: “Emotional Cinematics”
Materials: Film clip, projector/screen
1. Show a short clip with emotional content.
2. Prompt learners and discuss character feelings
C. Valuing 20 mins and real-life connections.
3. Explore the role of empathy in understanding
others and its application in daily interactions.
4. Ask this reflective question: "Can you recall a
time when understanding someone's feelings
changed your reaction?"
Part III-
Valuing
III. Teaching
Strategies
Components Duration Activities and
Procedures
Activity: “Emotional
 enable learners Materials: Film clip, projector/screen
Cinematics”
to
abstractly 1. Show a short clip with emotional
think about content.
2. Prompt learners and discuss character feelings
practically
or and real-life connections.
C.enable
Valuing learners
20 3. Explore the role of empathy in understanding
mins
apply
to the others and its application in daily interactions.
values/concepts 4. Ask this reflective question: "Can you recall a
learned to real- time when understanding someone's feelings
life scenarios changed your reaction?"
Part III-Journal
Writing
III. Teaching Strategies
Components Duration Activities and Procedures
Activity: “Expressing Empathy: Our Journey”
Materials: Journals, writing tools, coloring materials,
cellphones for digital entries, bond paper.

1. Explain the task: Creatively express thoughts

D. Journal
15 mins on empathy.
Writing
2. Allow time to write, draw, or record thoughts.
3. Sharing Option: Offer learners the chance to
share reflections.
4. Conclude by emphasizing the critical role of
understanding and practicing empathy for
positive social interactions and relationships.
Part III-Journal
Writing
III. Teaching
Strategies
Components Duration Activities and
Procedures
Activity: “Expressing Empathy: Our Journey”
 provide Materials: Journals, writing tools, coloring materials,
a cellphones for digital entries, bond paper.
reflective
for learner
to 1. Explain the task: Creatively express
exercise
expresss
D. Journal
on empathy.
thoughts
their 15 mins and
2. Allow time to write, draw, or record thoughts.
Writing
thoughts 3. Sharing Option: Offer learners the chance to
learning share reflections.
4. Conclude by emphasizing the critical role of
understanding and practicing empathy for
positive social interactions and relationships.
Sample Integrating
Science
III. Teaching Strategies
Components Duration Activities and Procedures
Activity: “Drawing the Empathy Map: Getting Engaged and
Taking Action”
Materials: Whiteboard, markers, empathy map, pictures of
different situations of the earth and the environment

1. Introduce the topic. Display some pictures illustrating the different

A.
situations of the earth and the environment.
Introduction 10 mins 2. Ask, "What's happening in our earth and environment from past to
and War m- present? How might they feel about these changes?"
Up 3. Share experiences related to empathy in the context of the pictures
presented and apply grid mapping to locate their insights
in the empathy map
4. Summarize key points. Note on the board. Stress the importance of
empathy towards environmental conservation and restoration.
5. This activity relates empathy as the ability to comprehend and share
the feelings of others, forming a crucial aspect of human
connection in the context of environmental conservation
Sample Integrating
Science
III. Teaching Strategies
Components Duration Activities and Procedures
Activity: “Task Cards On the Go!”
Materials: Cards with emotions and situations relative
to
environmental conservation and restoration.
1. Arrange the class accordingly considering equal opportunity to all
B. types of learners regardless of their diversities and differences
15 mins
Concept 2. Explain the rules. Focus on expressing empathy-related themes
cognizant to environmental conservation and restoration
Exploration
3. Based from the different task cards that will be presented, learners
act out emotions/situations; class guesses.
4. Reflect on portrayed emotions. Discuss challenges and insights
gained.
5. This activity fosters positive relationships and social interactions
which requires the ability to recognize and respond to a
range of emotions and situations with empathy.
Sample Integrating
Science
III. Teaching Strategies
Components Duration Activities and Procedures
Activity: #Hugot of the Day
Materials: Film clip, projector/screen
1. Present a video clip showing school and community-based activities of
learners towards environmental conservation and restoration.
2. Prompt learners and discuss the impact of initiating programs, projects, and
activities relative to environmental conservation and restoration
3. Explore the role of empathy in understanding other learners and their
C. Valuing 20 mins
significant contribution towards environmental conservation
and
restoration.
4. Ask this reflective question: "How do you perceived those learners who
are actively engaged in initiating programs, projects, and activities
in their school and community settings towards environmental
conservation
and restoration?”
5. This activity helps people understand empathy and connect with one
another, regardless of their diversities, which is important
in the development of solid, enduring relationships.
Sample Integrating
Science
III. Teaching Strategies
Components Duration Activities and Procedures
Activity: “Traversing Empathy for Every Juan”
Materials: Journals, writing tools, coloring materials, cellphones for digital
entries, bond paper.
1. Present the passage “Underneath We’re All the Same,” Amy Maddox, 16 years
old, Teaching Tolerance, 1995
2. “He prayed—it wasn’t my religion. He ate—it wasn’t what I ate. He spoke—it
D. Journal wasn’t my language. He dressed—it wasn’t what I wore. He took my hand—it
15 mins wasn’t the color of mine. But when he laughed—it was how I laughed, and when
Writing he cried—it was how I cried.”
3. Explain the task: Creatively express thoughts on empathy based on the
presented passage. Allow time to write, draw, or record thoughts.
4. Sharing Option: Offer learners the chance to share reflections.
5. Conclude by emphasizing the critical role of understanding and practicing
empathy for positive social interactions and relationships which is
necessary towards environmental conservation and restoration
6. This activity promotes active participation in school and community-based
activities which are essential for learners to internalize and apply empathy as a
critical social skill in their daily lives.
Concluding each session

• End with Impact: Teachers are encouraged

to end every session with impactful
materials like a statement, thought, audio,
visual, or audio-visual content that leaves a
lasting impression on learners.
Sample Teaching
Guide with
Integration
Thank
you!