3. Parts of the Guide
1
General
Overview
2
Session
Outline
3
Teaching
Strategies
4. Part I– General Overview
provides a clear and concise overview
of the session.
5. Part I– General Overview
provides a clear and concise overview
of the session.
main subject area for the session
overarching theme forthe quarter
time allocated forthe session
grade level of the learners
to be taught
more focused topic
Exact schedule of the session
6. Part II– Session Outline
refers to the specific elements that define
and structure a particular teaching session.
Session Outline
7. 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 sessionintends to achieve
list of concepts that form the foundation of the session's content
8. Part III– Teaching Strategies
refers to the methods and approaches a
teacher will use to deliver the session
effectively.
Teaching Strategies
9. Part III– Teaching Strategies
refers to the methods and approaches a
teacher will use to deliver the session
effectively.
Teaching Strategies
distinct
segments within
a lesson, each
with a specific
focus and
purpose
amount of time
allocated for each
component
Duration
detailed steps or instructions on how
these activities should be carried out
11. Teaching Strategies Components
Introduction
and Warm Up
Concept
Exploration
Valuing
JouJronuarlnal
WriWtirnitging
• Begin with engaging activities and discussions to
capture learners' interest and prepare them for the
lesson.
• Use interactive activities to explore the topic,
followed by analysis to deepen understanding.
• Enable learners to abstractly think about or
practically apply the values/concepts learned to real-
life scenarios.
• Provide a reflective exercise for learners to express
their thoughts and learning, without the pressure of
grades.
14. GRADE7MATATAG CLASS PROGRAM
School Year 2023-2024
TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
7:00-7:20 FLAG CEREMONY
7:20-8:20 MATH MATH MATH MATH
Independent Learning
(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
3:00-4:00 ENGLISH
Independent Learning
(ENGLISH)
ENGLISH ENGLISH ENGLISH
17. General Overview
I. General Overview
Catch-up
Subject: Values Education Grade Level: 7
Quarterly
Theme:
Community Awareness
(refer to Enclosure No. 3 of DM 001, s. 2024, Quarter 3)
Sub-theme:
Compassion
(refer to Enclosure No. 3 of DM 001,
s. 2024, Quarter 3)
Time: 1:00 – 2:00 PM Date: February 2, 2024
19. Bases for Selecting Topics and Strategies
• develops
teamwork among
learners enabling
to work
to
common
them
together
achieve
goal
• demands innovative and unique
approaches to theme interpretation
• aligns with the
learners' specific age
and developmental
stage
• relatable and
applicable to the
learners' everyday
lives
• aligns with the intended
quarterly theme
20. Session Outline – Title & Objectives
II. Session Outline
Session Title: "Empathy in Focus: Seeing Through
Others' Eyes"
21. Why Empathy?
Fostering
Compassion
•Learning empathy is a
step towards
compassion, aligning
with the curriculum's
focus on community
interactions and values
education.
Developmental
Stage
•Grade 7 learners are in
a crucial stage of
social and moral
development.
Empathy helps them
understand others and
fosters compassion.
Enhancing
Emotional
Intelligence
•Empathy enhances
emotional
intelligence, aiding
in emotion
management and
appropriate social
responses.
Building Social
Skills
•Empathy,a key
social skill, aids
Grade 7 learners in
better navigating
social situations
and developing
supportive
relationships with
peers.
Context
Connection
Context
Collaboration
22. Session Outline – Title & Objectives
II. Session Outline
Session Title: "Empathy in Focus: Seeing Through
Others' Eyes"
Session
Objectives:
At the end of the session, learners will be able to:
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
23. 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.
24. Session Outline – Key Concepts
II. Session Outline
Key
Concepts:
Empathy is the ability to comprehend and share the feelings of
others, forming a crucial aspect of human connection.
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.
27. Bases for Selecting Activities
motivates and
captures learners'
interest in the theme
provides hands-
on, practical
involvement with
the theme
fosters
understanding and
connection with
others' perspectives
related to the theme
encourages
learners to delve
deeply and
thoughtfully into
values to fully grasp
their significance
and application
Catch- Up
Fridays
28. Part III-Introduction and Warm Up
III. Teaching Strategies
Components Duration Activities and Procedures
A.
Introduction
and Warm-
Up
10 mins
Activity: “Visualizing Empathy”
Materials: Whiteboard, markers, emotional picture
1. Introduce the topic. Display a picture
illustrating an emotional situation.
2. Ask, "What's happening? How might they feel?"
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
communities.
29. Part III-Introduction and Warm Up
A.
Introduction
and Warm-
1
0 mins
Up
III. Teaching Strategies
Components Duration Activities and Procedures
Activity: “Visualizing Empathy”
Materials: Whiteboard, markers, emotional picture
1. Introduce the topic. Display a picture
illustrating an emotional situation.
2. Ask, "What's happening? How might they feel?"
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
communities.
begin
engagin
activitie
discussi
capture
interest
prepare
the lesso
with
g
s and
ons
learners'
them for
n.
30.
31. Sample Integrating Science
III. Teaching Strategies
Components Duration Activities and Procedures
A.
Introduction
and Warm-
Up
10 mins
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
situations of the earth and the environment.
2. Ask, "What's happening in our earth and environment from past to
present? Howmight they feel about these changes?"
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 and restoration.
32. Part III-Concept Exploration
III. Teaching Strategies
Components Duration Activities and Procedures
B. Concept
Exploration
15 mins
Activity: “Charades”
Materials: Cards with emotions and situations
1. Arrange the class. Ensure all learners can
see performers.
2. Explain the rules. Focus on expressing
empathy-related themes.
3. Learners act out emotions/situations;
class guesses.
4. Reflect on portrayed emotions. Discuss
challenges and insights gained.
33. Part III-Concept Exploration
III. Teaching Strategies
Components Duration Activities and Procedures
B. Concept
Exploration 15mins
Activity: “Charades”
Materials: Cards with emotions and situations
1. Arrange the class. Ensure all learners can
see performers.
2. Explain the rules. Focus on expressing
empathy-related themes.
3. Learners act out emotions/situations;
class guesses.
4. Reflect on portrayed emotions. Discuss
challenges and insights gained.
use interactive
activities for topic
to
exploration and
analytical
activities
enhance
understanding
34. Sample Integrating Science
III. Teaching Strategies
Components Duration Activities and Procedures
B. Concept
Exploration
15 mins
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
types of learners regardless of their diversities and differences
2. Explain the rules. Focus on expressing empathy-related themes
cognizant to environmental conservation and restoration
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.
35. Part III-Valuing
III. Teaching Strategies
Components Duration Activities and Procedures
C. Valuing 20 mins
Activity: “Emotional Cinematics”
Materials: Film clip, projector/screen
1. Show a short clip with emotional content.
2. Prompt learners and discuss character feelings
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?"
36. Part III-Valuing
III. Teaching Strategies
Components Duration Activities and Procedures
C. Valuing 20 mins
Activity: “Emotional Cinematics”
Materials: Film clip, projector/screen
1
. Show a short clip with emotional content.
2. Prompt learners and discuss character feelings
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?"
enable learners to
abstractly think
about or
practically
enable learners to
apply
values/concepts
the
learned to real-life
scenarios
37. Sample Integrating Science
III. Teaching Strategies
Components Duration Activities and Procedures
C. Valuing 20 mins
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
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.
38. Part III-Journal Writing
III. Teaching Strategies
Components Duration Activities and Procedures
D. Journal
Writing
15 mins
Activity: “Expressing Empathy: Our Journey”
Materials: Journals, writing tools, coloring materials,
cellphones for digital entries, bond paper.
1. Explain the task: Creatively express thoughts
on empathy.
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.
39. Part III-Journal Writing
III. Teaching Strategies
Components Duration Activities and Procedures
D. Journal
Writing
1
5 mins
Activity: “Expressing Empathy: Our Journey”
Materials: Journals, writing tools, coloring materials,
cellphones for digital entries, bond paper.
1
. Explain the task: Creatively express thoughts
on empathy.
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.
provide a
reflective exercise
for learners to
express their
thoughts and
learning
40. Sample Integrating Science
III. Teaching Strategies
Components Duration Activities and Procedures
D. Journal
Writing
15 mins
Activity: “Traversing Empathy for EveryJuan”
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
wasn’t my language. He dressed—it wasn’t what I wore. He took my hand—it
wasn’t the color of mine. But when he laughed—it was how I laughed, and when
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.
41. 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.
