This document outlines the key steps and objectives of a peace education learning session: - Prepare learners and environment for the session - Equip learners with knowledge, skills, and values of peace education - Reflect on learning experiences and consolidate information gained from the session The session aims to foster understanding of issues like human rights, conflict resolution, diversity, and empowering individuals to promote peace in their communities.

5. Time Allotment: 30 minutes
Activate learners' prior knowledge
to spark their interest and motivate
them to read.

6. M B E M U S E D I G L M R
I F A D V E R S I T Y O Y
S V E F R W F E V U J J C
E p S E P A R A T M N G A
R B I M P L A C A B L E L
A N L B E W G L D L R E A
B M E B N U I L P E D V M
L C O N F U S E D E H B I
E E T A T C E I N G K N T
L D E T A T C H I N G C Y
D K G B C O M P L A I N R
D I M P A T I E N T X A T
Miserable
Impatient
Grumble
Detaching
Confused
Bemused
Adversity
Implacable
Fragile
Calamity

7. Ask the students to give the
meaning of the 10 words by
using the synonym of the words
underlined in each sentence. Be
guided by the context clues.
Explain to students that they will
encounter these 10 words as they
read the story.

8. 1. She looked unhappy when she realized she had missed the bus.
2. The restless child couldn't sit still during the long car ride.
3. She tends to complain about the noise from the construction site
next door.
Miserable
Impatient
Grumble
Detaching
Confused
Bemused
Adversity
Implacable
Fragile
Calamity

9. 4. The chef was separating egg whites from yolks for the recipe.
5. Upon entering the maze, she found herself bewildered by the twists and turns.
6. The amusing antics of the playful kittens kept the children amused for hours.
8. Despite facing financial hardship, they remained resilient and determined to
overcome their challenges.
Despite facing numerous obstacles, Sarah displayed a relentless commitment
to achieving her goals.
9. The delicate vase on the shelf is breakable, so please handle it with care.
10. The hurricane caused a disaster, leaving the coastal town in ruins.

10. complain about something in
a bad-tempered way

11. complain about something in
a bad-tempered way

12. Tim always found something
to grumble about.

13. Time Allotment: 120 minutes
Develop learners’ various reading
skills to improve their vocabulary,
learn new words and expressions,
and enhance their creativity and
imagination.

15. Time Allotment: 30 minutes
Provide the learners the chance to
reflect. develop a deeper
understanding of the text, and
promote the use of language or
newly learned words creatively.

16. Why did the daughter complain
to her father about her life?

17. How did the father respond to
the daughter's complaints?

18. What did the father do to help
his daughter understand how to
overcome struggles in life?

19. What did the daughter observe
about the potatoes, eggs, and
coffee after they were
cooked?

20. 5. What did the father ask his daughter when he turned
to her after showing the cooked items?
6. How did the daughter initially respond to her father's
question about what she saw in the cooked items?
7. What did the daughter realize about the potatoes
after touching them?

21. 8. What metaphorical meaning did the father assign to the
potato, egg, and coffee beans in facing adversity?
9. How did the daughter react after understanding the
message her father was trying to convey?
10. What did the father do with his daughter after she
understood the message?
11. What is the overall message or moral of the story?

22. Facilitate a discussion on participants' experiences
during the role play.
Ask questions like:
How did you feel embodying the characteristics of
your assigned item?
What challenges did you face in acting out the
roles?
How do these reactions relate to real-life situations?

23. Ask participants to individually reflect on their own
reactions to challenges. Provide writing materials and ask
them to write a short paragraph answering:
Which character from the story do you relate to the
most – potato, egg, or coffee bean?
How do you typically react to challenges in your life?

24. • Invite participants to share
their reflections with the
group.
• Facilitate a discussion on
the diversity of responses
and encourage empathy
and understanding.

26. Peace Education is crucial for
fostering a more compassionate, just,
and sustainable world by equipping
individuals with the knowledge and skills
needed to contribute positively to their
communities and the global society.
 To prepare the environment
and learners for the peace
education learning session.
 To equip learners with the
appropriate knowledge, skills,
and values in Peace Education
 To reflect on learning
experiences in Peace Education
 To consolidate information
gained from the learning
session in Peace Education

27. Peace Education is crucial for fostering a
more compassionate, just, and sustainable
world by equipping individuals with the
knowledge and skills needed to contribute
positively to their communities and the global
society.

28.  To prepare the environment and learners for the peace
education learning session.
 To equip learners with the appropriate knowledge, skills, and
values in Peace Education
 To reflect on learning experiences in Peace Education
 To consolidate information gained from the learning session
in Peace Education

29.  Intercultural relations .
 Intercultural understanding .
 Social Justice and Human Rights
 Public Order and Safety
 Human Security
 Peace between and among
States, humans, and the natural
environment
 Global Peace and Security

31. Reinforcement: Clearly
state the objective of the
session.

32. To engage participants in a hands-
on activity that promotes awareness
of social justice issues and
encourages collaboration to
construct symbolic bridges reflecting
the values of peace education.

33.  Start with a brief discussion on the concepts of peace
education and social justice.
 Highlight the importance of understanding diverse
perspectives and fostering empathy.
 Encourage participants to share thoughts on social justice
issues that resonate with them.
 Discuss how these issues connect with the principles of
peace education.

37. Materials Needed:
 Paper (colored or plain)
 Markers
 Crayons or colored pencils
 Glue or tape
 Scissors
 Large table or open space

38.  Provide each participant with paper, markers,
and other art supplies.
 Instruct them to design and create a symbolic
bridge that represents connections between
different communities, cultures, or social justice
themes.

39. Once the bridges are complete, ask
participants to share their designs with the
group. Have them explain the symbolism
behind their choices and how their bridge
promotes peace and social justice.

40. Divide participants into small groups.
Instruct each group to combine their
individual bridges into a larger
collaborative structure. This represents
the idea that collective efforts
contribute to building bridges of
understanding.

41. Facilitate a reflective
discussion on the
collaborative process.
Ask participants how
working together on
the bridges paralleled
the concepts of
peace education and
social justice.

44. Objective: The objective of this hands-
on activity is to explore the themes of
social justice, assumptions, and their
consequences through group
discussion and reflection. Participants
will engage in a "social justice circle"
and reflect on how individual actions
can contribute to or challenge social
injustice.

45. Begin by briefly summarizing the
story of Aling Marta and Andres,
highlighting the themes of
assumptions and the tragic
consequences of unjust actions.
Emphasize the importance of
discussing social justice issues and
the impact of individual actions on
a broader scale.

46. Begin by briefly summarizing the
story of Aling Marta and Andres,
highlighting the themes of
assumptions and the tragic
consequences of unjust actions.
Emphasize the importance of
discussing social justice issues and
the impact of individual actions on
a broader scale.

47. Objective:
The objective of this hands-on activity is to
explore the themes of social justice, assumptions,
and their consequences through group discussion
and reflection. Participants will engage in a "social
justice circle" and reflect on how individual actions
can contribute to or challenge social injustice.

48.  Begin by briefly summarizing the story of
Aling Marta and Andres, highlighting the
themes of assumptions and the tragic
consequences of unjust actions.
 Emphasize the importance of discussing social
justice issues and the impact of individual
actions on a broader scale.

49. • Seating arrangement in a circle
• Flip chart or whiteboard
• Markers
• Small slips of paper
• Writing materials
• Copies of the story for participants
(optional)

50. Arrange chairs in a circle. Ask participants to
sit in the circle and explain that this will be a
"social justice circle" where everyone has an
equal opportunity to share their thoughts.

51. • Pose questions related to the story and social justice, allowing each
participant to respond.
• Sample questions:
–How did assumptions contribute to the injustice in the story?
–What role did social justice play in the interactions between Aling
Marta and Andres?
–How can individuals contribute to social justice in their
communities?

52.  Distribute small slips of paper and
writing materials to participants.
 Ask each participant to write down
one personal commitment or
action they can take to promote
social justice in their daily lives.
 Collect the slips anonymously and
read a few aloud, fostering a sense
of shared responsibility.

53. Facilitate a group reflection on
the personal commitments and
discuss how individual actions
can collectively contribute to a
more just society.
Encourage participants to share
their thoughts on how the story
influenced their understanding
of social justice.

54. Provide art supplies (markers,
colored pencils, paper) and
encourage participants to create
visual representations of social
justice, empathy, and breaking
stereotypes.
Display the artwork and discuss the
symbolism and messages
conveyed.

56. Can you identify the main concepts or key takeaways
from today's lesson?
•How do you plan to retain and apply this knowledge in
the future?
•How do you envision applying the information learned
in today's lesson in real-world scenarios

58.  Reflect on how peace and social justice intersect.
 How can addressing social injustices contribute to a
more peaceful world, and vice versa?
 Consider your aspirations for promoting peace and
social justice in the future. What specific goals do
you have, and what steps can you take to achieve
them?