This document provides teaching materials on grief, including guidelines for accompanying those experiencing grief. It includes a video on grief and phases of grief, with reflection questions. It asks students to identify what phase of grief they feel identified with. It also provides a letter template for students to write a letter to themselves about what they learned from the video. It then asks students to select a performance criteria to work on and answer questions about how they will learn and demonstrate the skill, including what student products and abilities will result.

1. Teacher : DanielWong Yong Date: OnMay 18 2020
Grief: phases and accompaniment guidelines.
Teaching worksheet.
(Shipping in specific week)
https://www.youtube.com/watch?v=T_qGpSHZedA
Reflection time:
• What is most striking about Pilar Sordo's talk?
The only thing people are looking for is to beat the pain and that
is why we do a lot of things to remove it, such as filling
ourselves with drugs or alcohol. Since you do not feel pain if
you're busy, then everyone tells you to work so you don't think.
We have the illusion that we can beat him, but that is false, this
is like the Greek oracle, the more I tear myself off, the more I
meet him and he grows. When I take it, I accept it and I decide
to try to walk with it, first, it passes faster, second it
decreases, third, there is a kind of control over what you live,
and fourth, you begin to rescue the learning of what you have
lived. This assignment, pain always comes for something even if
you do not have the ability to see it.

2. • What phase do you feel identified with?
Magnificent explanation, I have gone through many duels, the
losses of our loved ones are the most painful and more when they
leave unexpectedly, I went through all the possible stages, and
here I am I do not forget my loved ones and although I have spent
a long time I remember sometimes with pain but happy memories win
more, this has really made me stronger but not less vulnerable,
because I still cry when I have to, and I speak when I have to,
and I also ask for help when I need it but without falling into
victimhood
• Make a small letter, for yourself, about what you learned in
this video.
Dear friend:
I have suffered a terrible loss and I am stunned. It will take
time, maybe years, to recover from this tremendous pain.
I may cry a lot for a while, but my tears will not be a sign of
weakness or hopelessness or faith. They are a symbol of the depth
of my loss, but also signs that I am recovering.
I may become irritable for no apparent reason. My emotions are
highly sensitized by the stress of loss. Please forgive me if I
am sometimes a little irrational.

3. I need your understanding and your presence more than ever. If
you don't know what to say, just give me a hug or make a sign to
let me know that you care about me.
Don't expect me to call you. I will be so tired, so exhausted,
that it won't even occur to me to ask for the help I need.
Don't let me kick you out of my life. I will need you more than
ever during these months, during this first year.
You can pray for me, especially if it makes you feel better, but
don't make me feel the same way. Neither your faith nor mine will
prevent me from the entire process of mourning.
If you have suffered a similar loss experience, please share it
with me, you will not make me feel worse.
2
Select the skill with performance criteria that will work in this
week and answer the following questions: How will you learn this
skill ?, What actions can the whole group of students take? What
What products should students achieve? and what will they be able
to do?
For example: The DCD selected for this week is: EG.5.3.1. Propose
and define

4. How will you learn this
skill ?
Ditch Your Learning Style Are you a visual learner? Or is your
learning style kinesthetic or auditory? I'll tell you a secret:
you're none of these.
As much as we’d like to believe that we learn better in a certain
style, the truth is, these have little impact on our ability to
learn.
What actions can the whole group of students take?
Make or collect visuals (transparencies, posters, computer presentations)
to support main points.
Develop supports for note taking (incomplete outlines, fill in the blanks,
audiotapes).
Plan stops and starts (activities with interaction).
Write questions to guide high-level thinking.
Develop a plan to assess level of student understanding.
O.EFL 4.1
Identify the main ideas, some details and inferences of written
texts, in order to produce level-appropriate critical analysis of
familiar subjects and contexts.
O.EFL 4.2
AppreciateandvalueEnglishasaninternational languageand a
medium to interact globally.