Trinitas College

City of Meycauayan, Bulacan

HOMEROOM GUIDANCE PROGRAM

Grade Eight
NOTE FOR THE TEACHERS

The homeroom guidance period is conducted once a week and aims to tackle these issues
relevant to students’ lives. The homeroom guidance period aims to discuss these issues and
guide the students on the best way to handle problems or situations in life.

This preliminary module of the homeroom guidance program contains the strands, objectives
and topics for a specific grade level. The topics are chosen based on the common issues that a
student in a specific grade level faces. Each topic may be discussed for two or three sessions.

For each topic, you are provided with the objectives and suggested activities. Kindly jot down
on the remarks section the following:

- Date: The date/s when you discussed the topic

- Activities: A short explanation of the activity or activities which you have decided to conduct
- Resources and References: List of websites, books or materials used
- Student’s Concerns: Problems or concerns raised by students during discussion.
- Overall Evaluation: Please state if the topic is relevant/applicable to the grade level, how else
can the topics or activities be improved and how well do the students accept or appreciate the
topic and activities. You may also state your suggestions to improve the program.
- Worksheets: Please attach any hand-outs, worksheets or questionnaires used.

Your input in this preliminary module will greatly help in the creation of a more comprehensive,
age-appropriate and developmentally-appropriate homeroom guidance program which will be
implemented next school year. We hope that, together, we can better assist our students in
discovering and appreciating their talents and abilities, handling their present life situations and
equipping them with values and wisdom for them to have a brighter and happy future ahead.
Thank you.
 TRINITAS COLLEGE
Revitalized Homeroom Guidance Program
Grade Eight

STRANDS
Grade
Level Goal Setting Socio-Emotional/
Self-Awareness Academic
Career Planning Relationships
OBJECTIVES
The student should be
able to appreciate The students should
himself or herself as he The student should be able to maintain
or she learns more about be able to good friendship,
his or her interests and understand the treat friends with
The student
aptitude and to espouse decision-making respect and resolve
should be able to
habits that will make him process and apply conflicts amicably
establish good
or her successful. The this process in using different ways
study habits and
8 students should also be planning for Senior to effectively convey
adapt effective
able better understand High School. He or ideas and reasons.
strategies to
his or her family she should also be The students should
perform better in
practices, traditions, able to identify be able to
school.
values and decisions. essential work skills understand the
He or should better expected of an nature and
understand the values employee. limitations of boy-girl
that are important to friendships.
them.

STRANDS
Grade
Level Goal Setting Socio-Emotional/
Self-Awareness Academic
Career Planning Relationships
TOPICS
 Maintaining Good
Friendship
(Resolving
 Interests and Conflicts,
Aptitudes  Understanding Communicating
 Decision-
 7 Habits of How You Learn Effectively,
Making
Highly  How to Listen Bullying (RA
Process
8 Successful Effectively 10627: Anti-
 Work Skills Bullying Law)
People  How to Take
 SHS Tracks 
 Values Inventory Great Notes Kinds of Touch
 Understanding  Crush and
My Family Infatuation
 Limitations of
Boy-Girl
Friendship
Introduction to Homeroom Guidance Period

- Explain the purpose, schedule and the topics to be discussed in the homeroom guidance

program.

- Set the ground rules as you go about each activity. Remind them to be respectful and have an

open mind. The class should feel free to share his or her opinions and treat each concern with

understanding and confidentiality.

- Ask the class to list down their expectations. Discuss each one. Set also the things expected

from the students in every activity.

Homeroom Guidance Program Notebook

- Divide the Edukasyon sa Pagpapakatao (EsP) notebook into two parts. One part is for EsP

and the other half is for RHGP.

- The students will write down answers to application and reflection on RHGP section.

Trinitas College
Pantoc, Lungsod ng Meycauayan

Instructional Plan in Career Guidance

8-Determination
Homeroom Adviser: T. Darhil I. Broniola Date: September 24, 2019
Topic How to Listen Effectively
Time Allotment 7:00-8:00am 1:00-2:00pm

I. Objectives Practice listening strategies to help in studying lessons.

II. Motivation
  Discussion
III. Activities
 Practice strategies

IV. Lecturette:

Guide
Questions

V. Application

VI. Refection

VII. Evaluation
 Trinitas College
Pantoc, Lungsod ng Meycauayan

Instructional Plan in Career Guidance

8-Determination
Homeroom Adviser: T. Darhil I. Broniola Date: October 1, 2019
Topic How to Listen Effectively II
Time Allotment 7:00-8:00am 1:00-2:00pm

I. Objectives

II. Motivation

III. Activities

IV. Lecturette:

Guide
Questions

V. Application
 VI. Refection

VII. Evaluation
 Trinitas College
Pantoc, Lungsod ng Meycauayan

Instructional Plan in Career Guidance

8-Determination
Homeroom Adviser: T. Darhil I. Broniola Date: October 8, 2019
Topic How to Take Great Notes
Time Allotment 7:00-8:00am 1:00-2:00pm

I. Objectives

II. Motivation

III. Activities

IV. Lecturette:

Guide
Questions

V. Application
 VI. Refection

VII. Evaluation
 Trinitas College
Pantoc, Lungsod ng Meycauayan

Instructional Plan in Career Guidance

8-Determination
Homeroom Adviser: T. Darhil I. Broniola Date: October 15, 2019
Topic How to Take Great Notes II
Time Allotment 7:00-8:00am 1:00-2:00pm

I. Objectives

II. Motivation

III. Activities

IV. Lecturette:

Guide
Questions

V. Application
 VI. Refection

VII. Evaluation
 Trinitas College
Pantoc, Lungsod ng Meycauayan

Instructional Plan in Career Guidance

8-Determination
Homeroom Adviser: T. Darhil I. Broniola Date: October 22, 2019
Topic How to Pass Examination
Time Allotment 7:00-8:00am 1:00-2:00pm

1. Objectives Students will develop personalized lists of effective test taking skills.

2. Motivation Ice breaker Not yet applicable

1. The teacher distributes copies of Handout 1: Lesson Plan for Test

Taking.
2. Students will skim Handout 1 and highlight key points, particularly any
new ideas they find. After students have completed the activity,
3. Activities
students will share key points. These points will be posted on a chart
or white board. As students take turns, they should pay attention so
that they do not duplicate a point already posted.

3. Lecturette: Discussion
 Will every strategy work the same for every person? Explain.
 How can you practice some of the skills you learned today?
Guide
Questions

Students will develop their own personal lists of the top ten test taking tips. Their
4. Application
lists are recorded on paper or in their student planners
 “Journal Prompt”
5. Refection On their journal notebooks, students will write what they have learned from the
lesson

1. Is there anything that works for you that you can share?
6. Evaluation 2. How can the DETER activity help you remember test taking strategies?
3. Are there any of the activities that you can apply in other situations?
 Trinitas College
Pantoc, Lungsod ng Meycauayan

Instructional Plan in Career Guidance

8-Determination
Homeroom Adviser: T. Darhil I. Broniola Date: November 5, 2019
Topic How to Pass Examination II
Time Allotment 7:00-8:00am 1:00-2:00pm

I. Objectives Students will develop personalized lists of effective test taking skills.

II. Motivation Ice Breaker Not applicable yet

Students sponsor a test taking tips article in the school newsletter. The class
III. Activities may work with school administrators to get the school excited about doing
well on the state exam.

IV. Lecturette:
Discussion
 Are there some test taking skills that everyone seemed to prefer?
 How will these ideas change your study habits?
Guide  What are some of the ideas and suggestions you will try to use?
Questions

V. Application  Students research test taking strategies independently keeping a log of

effective strategies.
 Students may further develop their personal list of test taking skills by
making a poster or sticker to use at home.
 Students may use the ideas from DETER Detour activity to develop a
test-taking strategy video or presentation for other students. Perhaps
eighth graders can develop something to be shared with students who
will soon be starting in middle school.
 “Journal Prompt”
VI. Refection On their journal notebooks, students will write what they have learned from the
lesson

Socratic Method
1. Would any of the strategies you’ve learned also apply as study skills?
VII. Evaluation 2. Have you thought about the test taking strategies that work best for
you?
3. Do you have a list (written or in your head) of things you can use?
 Trinitas College
Pantoc, Lungsod ng Meycauayan

Instructional Plan in Career Guidance

8-Determination
Homeroom Adviser: T. Darhil I. Broniola Date: November 12, 2019
Topic SHS Tracks
Time Allotment 7:00-8:00am 1:00-2:00pm

 Understand Senior High School (SHS) Program

I. Objectives
 Discover different tracks offered in SHS

II. Motivation

III. Activities

IV. Lecturette:

Guide
Questions

V. Application
 VI. Refection

VII. Evaluation
 Trinitas College
Pantoc, Lungsod ng Meycauayan

Instructional Plan in Career Guidance

8-Determination
Homeroom Adviser: T. Darhil I. Broniola Date: November 19, 2019
Topic SHS Tracks II
Time Allotment 7:00-8:00am 1:00-2:00pm

I. Objectives

II. Motivation

III. Activities

IV. Lecturette:

Guide
Questions

V. Application
 VI. Refection

VII. Evaluation
 Trinitas College
Pantoc, Lungsod ng Meycauayan

Instructional Plan in Career Guidance

8-Determination
Homeroom Adviser: T. Darhil I. Broniola Date: December 3, 2019
Topic Choosing a Career
Time Allotment 7:00-8:00am 1:00-2:00pm

I. Objectives

II. Motivation

III. Activities

IV. Lecturette:

Guide
Questions

V. Application
 VI. Refection

VII. Evaluation
 Trinitas College
Pantoc, Lungsod ng Meycauayan

Instructional Plan in Career Guidance

8-Determination
Homeroom Adviser: T. Darhil I. Broniola Date: January 7, 2019
Topic Choosing a Career II
Time Allotment 7:00-8:00am 1:00-2:00pm

I. Objectives

II. Motivation

III. Activities

IV. Lecturette:

Guide
Questions

V. Application
 VI. Refection

VII. Evaluation
 Trinitas College
Pantoc, Lungsod ng Meycauayan

Instructional Plan in Career Guidance

8-Determination
Homeroom Adviser: T. Darhil I. Broniola Date: January 14, 2019
Topic Choosing a Career III
Time Allotment 7:00-8:00am 1:00-2:00pm

I. Objectives

II. Motivation

III. Activities

IV. Lecturette:

Guide
Questions

V. Application
 VI. Refection

VII. Evaluation
 Trinitas College
Pantoc, Lungsod ng Meycauayan

Instructional Plan in Career Guidance

8-Determination
Homeroom Adviser: T. Darhil I. Broniola Date: January 21, 2019
Topic Decision Making Process
Time Allotment 7:00-8:00am 1:00-2:00pm

Identify and demonstrate processes for making short- and long-term goals.
I. Objectives Demonstrate employability skills such as working in a group, problem-solving and
organizational skills, and the importance of entrepreneurship.

Poker Chip Activity

 Show student a clear plastic bag filled with red, blue, and white poker
II. Motivation chips.
 Ask for two volunteers to participate in the demonstration.
 Explain the rules:
 Participant may use only one hand. (Bag will be held open for student)
 In 60 seconds the student will take out as many poker chips as possible.
 After the first participant completes his/her turn, change the information
slightly.
 “I forgot to mention that the white chips are worth $10; the red $50; and
blue $100.”
III. Activities  After participant number two completes his/her turn, sort and add chips.
Record on board.
 Have students multiply their total in dollars.
 Participant number two will have the largest amount in dollars, however
not necessarily the largest number of chips. Discuss how a little knowledge
about a decision can alter how one approaches a situation and how it can
improve the outcome. Relate to career goals.
Steps to Decision-Making

IV. Lecturette: Seven Steps to Decision-Making

1. Define your problem
2. Gather information and resources
Guide 3. List options
Questions 4. Weigh and compare options
5. Make a decision
6. Make a plan of action
7. Evaluate the decision

Discuss the types of decisions and the seven-step process to decision-making.

Decision-making starts with vision. In order to set career and personal goals, take
 some time to think about the knowledge you have of yourself and visualize what
you want your life
Think about where you would like to live. Would moving to another city or even a
state be an option? Do you want a family? What kind of work would you like?
What would you do for leisure? What kind of lifestyle would you want? The
process of answering these questions can help you to develop your own personal
vision. Once you have that vision, you have the raw materials than can be turned
into short-term and long-term goals. The steps to making a decision can help you
with many types of career-related decisions. You can use the steps to determine:
 Which occupation field/cluster to enter
 Which training/educational program to take
 Whether you would like to own your own business
 Deciding on a part time job while in high school
 Whether or not you want to go directly to work or college immediately
V. Application after high
 school
 Which high school courses to take
 Whether to change jobs
 Knowing what you want from life will help you to set:
o Career objectives
o Personal objectives
o Community objectives
o Lifelong learning objectives
o Goals
Start with the “big picture” and then consider how your objectives will help you
reach your vision. You can then make decisions and plan short and long-term
goals.
 Group students into four teams. Give each team one of the decision-making
scenarios. Each team will use the seven-step decision-making process to work
through their designated decision-making scenario.
 Each group will illustrate their decision and its outcome on a sheet of chart paper.
 Each group will present their decision and results to the class.
VI. Refection  Brainstorm as a class and record on the board:
 Kinds of information needed to make a decision about educational
choices
 Kinds of information needed to make a decision about career choices
 Each student will identify a problem and work through the seven-step decision-
making process.

VII. Evaluation Students will use the seven steps of decision-making to make a decision.
 Trinitas College
Pantoc, Lungsod ng Meycauayan

Instructional Plan in Career Guidance

8-Determination
Homeroom Adviser: T. Darhil I. Broniola Date: January 28, 2019
Topic Decision Making Process II
Time Allotment 7:00-8:00am 1:00-2:00pm
 Gather, analyze and apply information and ideas
 Communicate effectively within and beyond the classroom
I. Objectives
 Recognize and solve problems
 Make decisions and act as responsible members of society

Come into class with a stack of 3 or 4 objects, such as, books or swatches of material or
II. Motivation CDs/DVDs—any stack of multiple items that requires a choice to be made. Say something
that indicates indecision, e.g., I just can’t decide….”

Ask students to help you by telling you about how they make decisions. Invite several
students to tell how they make decisions. Invite a volunteer to act as a recorder—write
ideas presented by students as you list on board.
 Listen to their processes—especially, when they mention “importance” or “like” or any
other word that implies values entered into decision.
 Point out the “importance” or “like” words and mention choice based-on importance.
Ask students if it would help you with your decision to think about what is important to
III. Activities you (YES). Ask students to give you some examples. Tell them to think about what is most
important to them; after about 30 seconds of wait-time, say: SHOW-ME…SHOUT-OUT…
ONE AT-A-TIME (with inside shouts) the things they thought of that are important to
them; write their contributions on the board (verbatim). Acknowledge the helpfulness of
their ideas and continue by identifying what is important to you in relation to which
(object) to choose. Enlist students’ help evaluating each object by comparing it to the
criteria or criterion you identified. Make a choice. Thank students for help.
SHOW-ME: Thumbs up or down: Is it always that easy for you to make a decision?
Continue by acknowledging that making decisions is really difficult sometimes—
sometimes what we decide REALLY matters in our lives.
IV. Lecturette:  Choosing from among the __(objects in Hook) will not make a big difference in my life;
however, other choices (e.g., to become a professional school counselor) did and do
make a big difference in my life.
 When we make decisions that matter, it is important to think about what is important
to us (our values).
Tell students that the rest of this lesson is devoted to examining the decisions they make
Guide every day— those that make a difference in their lives as well as those that are easy
Questions and/or automatic. Ask students to think about (in their heads) decisions that have made a
difference in their lives. Instruct them to choose one of the situations that required
making an important and difficult decision.
 Write 1 or 2 paragraph narrative recounting an important decision; list the values that
influenced the decision. Use: conventions of standard English; precise and descriptive
V. Application words to describe the situation; the factors that made it difficult, the decision made and
the reasons for the choice. Within the narrative OR in a list at the end of narrative, tell
your audience about the things of importance that entered into decision.

Volunteer to read narrative to classmates. Be sure to use your voice as an actor would—
VI. Refection
read with meaning, clearly articulate words, read loudly enough for everyone to hear.

Look over the list you and your classmates developed in Step 1; contribute new ideas to
the list.
Consider differences in what is important to you and your classmates. This is important to
remember when working collaboratively in small groups—differences of opinion will
emerge.
VII. Evaluation
Personalization of Content: On the back of their Decisions, Decisions thinking paper,
instruct students to complete the following sentences:
 I discovered/re-discovered that I value ___.
 When making decisions, I learned I ___.
 For me, making decisions is difficult when ___.
 Trinitas College
Pantoc, Lungsod ng Meycauayan

Instructional Plan in Career Guidance

8-Determination
Homeroom Adviser: T. Darhil I. Broniola Date: February 4, 2019
Topic Decision Making Process II (Continuation)
Time Allotment 7:00-8:00am 1:00-2:00pm
 Gather, analyze and apply information and ideas
 Communicate effectively within and beyond the classroom
I. Objectives
 Recognize and solve problems
 Make decisions and act as responsible members of society
Review the previous lesson: SHOW-ME: with your hands, how many decisions have you
made since our last lesson? Invite 2-3 students to tell about the automatic decisions
II. Motivation made and 2-3 other students to tell about the important decisions made (the ones that
required thought). Mention difficulty of making some decisions and invite several
additional students to talk with classmates about one of their difficult decisions.

Hook: A friend has asked you for help deciding what to do in a tough situation. What’s the
first thing you will say to start helping? Write it down. Tell us…2 or 3 students tell what
they would say first. Compare responses for similarities and differences. Continue by
III. Activities saying there are some steps they can follow to be helpful. In this lesson, you have a
chance to help three friends, Seth, Maggie and Grace, decide what to do in several
important decision-making situations by telling what YOU would do in each situation. In
small groups, you will discuss the situations and decide, as a group, the best way to help.

(Discussion)
Distribute the What Would You Do-Student Thinking Paper; read each decision-making
IV. Lecturette: situation aloud (Part I).
Explain the directions for Part II. Invite clarifying questions and instruct students to
answer the questions independently.
After students have individually completed the Student Thinking Paper, divide class into
groups of four. Randomly assign each group one of the situations; give each group one
blank What Would You Do-Student Thinking Paper on which one of the members will
record the group’s consensus in each situation. During discussion:
Guide  Each student must support his or her view based upon what is important to him or her.
Questions  Students must agree on one solution to each situation.
Following discussion and consensus decisions, each group chooses a reporter to report
what was agreed upon in the assigned situation AND (without using names) differences of
opinion (conflicts) that may have occurred and how consensus was reached.
 Students complete Part II of What Would You Do? student thinking paper(s) using
conventions of standard written English. Student responses demonstrate an ability to
V. Application identify actions to take and what was important to them as they thought of the situation
and decided what to do. In addition, students’ ability to work collaboratively in a small
group is monitored.

“Journal Prompt”
VI. Refection On their journal notebooks, students will write what they have learned from the
lesson

Personalization of Content: Complete Part III of What Would You Do? thinking paper.
Students demonstrate the ability to articulate:
1) conflicting issues of importance in the situations,
2) the most difficult situation in which to make a decision and the reason decision was
VII. Evaluation difficult.
(Collect thinking papers to review/assess responses for use of standard written English,
ability to identify what is important to them and the “reasonableness” of their
suggestions. Students’ ability to write about the personal difficulty of making a decision is
noted.)
 Trinitas College
Pantoc, Lungsod ng Meycauayan

Instructional Plan in Career Guidance

8-Determination
Homeroom Adviser: T. Darhil I. Broniola Date: February 18,2019
Topic Crush and Infatuation II
Time Allotment 7:00-8:00am 1:00-2:00pm

 Gain knowledge about the nature of infatuation.

I. Objectives
 Validate the importance of early experiences of love.

Write the word infatuation (large) on

newsprint with a heart around the
“fat” syllable as illustrated above.

In the beginning your heart is “fat” with

II. Motivation fascination for a person. In the Ice Breaker
beginning you actually fall in love with
an “image”, just an idea of who this
person is. It’s based on impressions.
You see a person and make
associations and assumptions about
this person. Typically, it’s not based on
real knowledge of a person yet or real
knowledge of what s/he is like in a
close romantic relationship.
1. Infatuation and Love Card Activity
III. Activities 2. Read Aloud: “A & P” by John Updike (from The Art of Loving Well).

Point out that by now the group should be aware that infatuation can be a step on the
road to the real thing—love—but not necessarily. Announce that they’re going to do an
IV. Lecturette: activity that will help them look more deeply at the differences between infatuation and
the real thing—love. It will offer some practice in recognizing the difference. Hold up
“Love and Infatuations Cards” (Resource 4c) and announce that you have a set of yellow
cards with descriptions of infatuation and also a set of purple cards with love
Guide statements.4 Point out that each “Love” card (purple) has a corresponding “Infatuation”
Questions card (yellow) that deals with the same theme or topic. So, in other words, we have pairs
of contrasting statements. Read one as an example and point out the theme or topic.

 Tell the group that half of the class will get Infatuation statement cards (yellow)
V. Application
and the other half Love statement cards (purple). Their job is to read the card
 and find the opposite card on the same topic. So for example, if you get a love
statement card (purple), you need to find the contrasting infatuation statement
(yellow) that goes with your topic/theme. Circulate in the room until you find the
statement that represents the best contrast with yours. Read a pair of opposites
as an example before passing out the cards. (Note: For younger teens you may
want to highlight key concepts on statement cards.)
 Indicate to them that after they have found their match the two of them should
come up to the teacher to check it out. Key: 1–4, 2–3, 3–1, 4–2, 5–8, 6–5, 7–9, 8–
6, 9–7, 10–10.
 Next, give each pair an “Infatuation vs. Love” worksheet (Resource 4b) and pencil
and ask them to complete it together as quickly as possible. They are to draw
lines between contrasting statements.
 After a limited period of time, let’s say ten minutes from start of the entire
activity, call time and in the reassembled large group review the correct
matching numbers. To save time, it is not necessary to read each entire
statement, just ask what love statement goes with #1 and so on. For each
Read story: “A & P” by John Updike (from
The Art of Loving Well). This story can be
read aloud by the teacher in class or sent
home as a homework assignment. Even
though the setting is several decades ago
with very stereotypical sexist examples, it’s “Journal Prompt”
a cute story about one boy’s fantasy
On their journal notebooks, students
VI. Refection infatuation. Students may never have
heard of the word can, a reference to
will write what they have learned from
buttocks. Consult The Art of Loving Well the lesson
anthology for further activities regarding
this story if interested. (Teacher’s Note: If
you’ve already read this story in Lesson 1
on maturity, simply refer to it now by
reminding them of the basic story line.)

Make an open letter regarding Crush

VII. Evaluation Not applicable yet and Infatuation addressed to your
classmates
 Trinitas College
Pantoc, Lungsod ng Meycauayan

Instructional Plan in Career Guidance

8-Determination
Homeroom Adviser: T. Darhil I. Broniola Date: February 11, 2019
Topic Crush and Infatuation
Time Allotment 7:00-8:00am 1:00-2:00pm

 Introduce the idea that good relationships come from relationship “smarts”—a
I. Objectives
product not only of experience, but also of conscious learning and skills.

Begin by asking the group what they think

RQ means. Remind them that they’ve all
heard of IQ. Listen to their responses and
make sure to point out that IQ, intelligence
quotient, is not a measure of innate
intelligence but rather a measure of
“learned intelligence.” Point out that a
II. Motivation Ice breaker
native of another culture, especially a pre-
modern culture, who is very smart could
take an American IQ test and come out
looking dumb when in actuality they might
be brilliant. The point of this analogy is that
RQ, or relationship intelligence, is not
something you are born with.
1. What’s RQ?
III. Activities 2. Dating Pyramid activity.
3. The Nature of Infatuation discussion.
IV. Lecturette: Continue by saying that this unit is about #Debunking Myths
Guide gaining some relationship “smarts.” 1. There is probably only one person meant
Questions Depending on the age of your audience for you.
adjust the next statements. For younger FALSE: While you aren’t attracted to
teens you might say: Some of you may just anyone, you will potentially be
already be pairing up, or “going with attracted to more than one person.
someone.” Others may be moving in coed 2. Breaking up should be done slowly so
group situations where there are some
you don’t hurt the other person too
attractions, but no formal pairing up. And
much.
still others could care less about the
boyfriend/girlfriend scene--you’re involved FALSE: To go slowly only drags out the
in your own interests with your own pain. Better to be “brutally honest”
friends. So, while we know that many of and make a clean break, than give a
you are not in the dating scene in a formal person false hopes. That doesn’t mean
sense, wherever you are, think of this class you have to be mean.
as you would driver’s ed. When do you 3. If you feel the “chemistry”--i.e.,

take driver’s ed? Before you get your
license? Yes, it’s to prepare you for when
you do drive. You can acquire some smarts
before you get too far into this new stage
of life. For older teens skip the above and
just point out that many of them are
already well into the dating and pairing up
scene. Encourage them to look at this unit
as a “map” for navigating the road ahead.
Everyone can use a map when they’re in
strange or confusing territory. This unit will
provide some important information and
skills as you continue to make your way.
intense attraction, it’s probably true
love.
FALSE: The chemistry may get love
going, but it’s not love at first. Real love
is based on knowledge, not hormones.
4. If you find the right person you will
be happy.
FALSE: No one else can “make” you
happy or give you your identity, sense
of worth or purpose. You have to do
that yourself. Being happy, and
having good relationships, has most to
do with how developed and healthy
you are yourself.
5. Opposites attract.
TRUE & FALSE: It is true that great
relationships are built on common
ground, where two people are
compatible and share a lot in terms of
interests, values, and goals. But it is
quite common that in personality style
there will be differences. For example
extroverts often are attracted to
introverts. Has anyone ever taken a
Myers-Briggs personality style
inventory? It’s very interesting.
6. Happy couples have fewer
differences and argue less than
unhappy couples.
FALSE: Happy couples fight just as much
as unhappy couples. It’s how they
fight that matters.
7. On average, people have one serious
romance before they find someone
they want
to marry.
FALSE: On average people have six to
seven romances, small or large, before
marriage.
8. Living together before marriage is a
good way to reduce your chances of
divorce
later on.
FALSE: Data shows that couples that
cohabitate before marriage actually
have higher rates of divorce than those
that never cohabited before
marriage.

Activity: Love IQ Quiz: Pass out this short
true/false quiz (Resource 4a) or use as
overhead transparency and ask students to
jot down true or false on scratch paper.
Allow a couple minutes for students to
V. Application mark their answers. Then go through each
one by first asking for a show of hands for
true, then false. Solicit their explanations.
Provide correct answers as needed using
the following points as desired: (Will be
discussed in lecturette)
VI. Refection
VII. Evaluation Let’s back up and start at the beginning.
When people first find themselves
attracted to someone what kinds of
feelings do they have? What are some
words that describe those feelings? Listen
to what they come up with.
Write the word infatuation on the
newsprint and ask the group to define this
word. Hunches are welcome. After hearing
a few of their ideas read the dictionary
definition.
It states: Infatuation itself means possessed
by an unreasoning passion or attraction.
Lacking sound judgment. Infatuated is to
cause to behave foolishly. Derived from
“fatuous,” complacently or unconsciously
Dating Pyramid
Brainstorm: Most people eventually want
to have a great relationship—nobody sets
out to have a rotten relationship. So let’s,
for a moment, think about what goes into a
great relationship, or a great marriage for
that matter. What are the key ingredients?
 Ask participants to jot down
individually on scratch paper all the
ingredients they can think for a
great relationship or marriage.
Allow one minute.
 Then ask for their ideas and write
them in list form on newsprint or
chalkboard. You probably will get:
communication, common interests,
have fun, attraction, friendship,
respect, trust, sharing feelings,
physical affection, love,
commitment, honesty, chemistry,
values, loyalty, reliance, etc. If it’s
not mentioned, say sex, while add
something like, “Married couples
want a good sex life, too.
The feelings and emotions of attraction are
not only very real, but also powerful,
exciting, and among the most pleasant
sensations we can have. There’s actually a
drastic change in brain chemistry during
infatuation. And that’s why we feel almost
giddy with excitement and energy about
this person, as if we’re under a spell.
Actually we are in an altered state of
consciousness. When we come into contact
with a person who highly attracts us, our
brain becomes saturated with
amphetamine-like neurotransmitters and
they trigger incredible side effects.
Symptoms include a delightfully positive
attitude, increased energy, decreased need

stupid, delusive, and foolish. Extrapolating
from insufficient information.
for sleep, and loss of appetite. It produces
euphoria and exhilaration. Note: There’s
nothing fake about infatuation. It’s what
gets love going, but it isn’t love initially. It’s
an important first step of love, but it isn’t
love. Infatuation may grow into a real love
and it might just peter out as fast as it
came.

Trinitas College
Pantoc, Lungsod ng Meycauayan

Instructional Plan in Career Guidance

8-Determination
March
Homeroom Adviser: T. Darhil I. Broniola Date:
25, 2019
Topic Maintaining Good Friendship II
Time Allotment 7:00-8:00am 1:00-2:00pm
• Awareness of the importance of peer relationships and how they are beneficial
• Recognizing the basic characteristics of how to be a good friend
I. Objectives • Introduction to different strategies that we use to develop and maintain peer
relationships
• Recognizing what characteristics are wanted and unwanted in a friendship
“Buzzwords” – Vocab to highlight/clarify:
• Relationship: a connection between two
people
• Peer: someone else your age, a friend, or a
II. Motivation classmate Ice Breaker
• Peer relationship: a friendship with
someone else your age, a friend, or a
classmate
• Strategy: a method used to achieve a goal
1. Benefits of relationships
2. Characteristics of relationships
3. What are these lessons about?
III. Activities Throughout all classes it is important to constantly engage the students by asking them to
provide examples and participate in discussion. Filling out the worksheets should not be
silent, individual work. They should be completed as a class with each student providing
their own personal examples.
IV. Lecturette: One of the ways that relationships make us As we have already learned, having positive
Guide feel good is by providing us with someone relationships with our peers can make us
Questions else to talk to. This is important because it feel good. In order to have positive peer
makes us feel like we are not alone. There relationships, we must first understand the
are many other reasons why relationships basic characteristics of being a good friend.
make us feel good. Can anyone give me an Can anyone give me an example of what a
example of why relationships are a good good friendship is made of, or what it

thing? (Wait for answers).
means to be a good friend? o Ex: Sharing
your belongings o Ex: Giving your peer
compliments Good friendships can be
complex because they consist of many
different characteristics: (1) Having
common interests, likes, or hobbies (2)
Feeling comfortable with sharing private
thoughts, feelings, or stories (3)
Understanding each other (4) Conflict
resolution o Ex: Being able to solve
arguments and problems without hurting
the relationship (5) Being affectionate or
caring (6) Equality in the relationshipo Ex: A
shared friendship where all members are
treated the same; everyone is treated fairly
(7) Being loyal and trustworthy o Ex:
Keeping your word in the relationship;
actually doing what you say you will o Ex:
Keeping secrets in the relationship

• A strategy is a method that you use to

achieve a goal. It can take time and practice
to develop o Ex: In soccer, if you want to
improve your kick you need to practice
shooting at the net every day. The more
and more you go to the field and practice
this skill, the better you will get. Eventually
What are we going to learn from these you will get much better at playing soccer
lessons? Why are peer relationships so and at scoring goals!
important? Once we understand what it • We are going to learn a variety of
means to be a good friend, we must then strategies and how some can help us
learn how we can develop peer develop positive peer relationships,
relationships. Making friends and keeping whereas others should be avoided when
them is something you can do by using trying to form positive peer relationships
V. Application
different strategies. There are many • These strategies will help us learn how to
different strategies that you can use to have have appropriate conversations and
peer relationships. Some are positive interact in a positive way with our peers
strategies, and others are negative • Learning how to do this will help us to
strategies. What do I mean when I say I make friends more easily
want to give you a ‘strategy’? Does anyone • Remember though, it takes practice to
know what a strategy is? (Wait for answers). learn how to use our strategies more
effectively and to make positive peer
relationships
• Everyone can benefit from learning how
to be a good friend and practicing using
positive strategies to help us initiate and
maintain positive relationships with our
peers.
Now that we understand the importance of
peer relationships and some of the positive
VI. Refection characteristics of these relationships, we are “Journal Prompt”
going to complete an activity. Worksheet
Instructions: On the worksheet provided,
 students should work independently to: •
Write down characteristics that they can
bring to a peer relationship. This means that
they should write down what characteristics
they possess that a peer would be
interested in • Write down characteristics
they would want in a peer when looking to
form a relationship • Write down
characteristics that they DO NOT want a
peer to possess when looking to form a peer
relationship Students may then turn to a
partner and discuss their answers

VII. Evaluation
 Trinitas College
Pantoc, Lungsod ng Meycauayan

Instructional Plan in Career Guidance

8-Determination
Homeroom Adviser: T. Darhil I. Broniola Date: March 25, 2019
Topic Maintaining Good Friendship III
Time Allotment 7:00-8:00am 1:00-2:00pm
to teach students about the concept of positive, healthy friendships
to acknowledge the links between healthy friendships and positive self-esteem
I. Objectives
to consider the reasons it is important to have good friends

Boll Toss Want Ad for a Friend

This is a warm-up activity to help students
explore the qualities of healthy
relationships. Have the students stand up
behind their desks or in a circle at the front
of the room. Toss the ball to someone in
II. Motivation the group, and ask them to call out a word
that represents qualities of a healthy
relationship (for example; trust, supportive,
kind, fun…). Ask that person to then toss
the ball to someone else. Each time a new
student catches the ball, ask them to share
a new quality… and so on.
Tell your students that you would like them
to think about the characteristics that are
most important in a friend. Distribute the
assignment entitled, “Want Ad For A
Friend”. Ask your students to complete this
assignment individually. Allow students ten
to fifteen minutes of quiet writing time.
Once students have written the
advertisement, ask some students to share
their work by reading aloud to the class.
(Friendship Want Ad handout can be found
following this lesson)

1. Class Discussion Regarding Friendships

2. Ball Toss
III. Activities
3. Want Ad for a Friend
4. Friendship Stoplight Game

IV. Lecturette: Here are some ideas you may use to
Guide guide your discussion.
Questions ● What kind of things can we do to
begin and keep friendships?
Join a club or a team. Meet a
neighbour. Seek out a friend at school.
Make contact
with the person you would like to know
better. Find ways to spend time with
him/her.
Talk about yourself, sharing more
DISCUSSION
There are fifteen scenario cards. Five
scenarios correspond with each coloured
stoplight: red (unhealthy/bad signs), yellow
(warning signs) and green (healthy/good
signs). While there may be some
discrepancies, the following is a list of
suggested correct answers.
RED LIGHT: These are unhealthy/bad signs
in a friendship.
YELLOW LIGHT: These are warning signs in
a friendship.
information as time goes by. Talk on GREEN LIGHT: These are healthy/good
the phone, signs in a friendship.
write text and/or instant message or e-
mail notes to your friend.
● What is a friend? Friends are people
…
…we feel close to. Friends are people
who have similar interests, people
who care about us, and people we can
trust. Friends offer support and
understanding when we really need it.
● Last class, we talked a lot about self-
esteem or feeling good about
ourselves. How
do you think self-esteem is related to
friendships?
When we feel good about ourselves, we
are more likely to choose friends that
are good for us. There is a saying that
says, “we teach people how to treat
us”.
In other words, how we behave toward
ourselves and other people gives them
clues as to how they should behave
towards us. If we feel good about
ourselves
and respect ourselves, and treat others
with respect, we are showing people
how
we would like to be treated.
● Why is it important to have good
friends?
True friendship is important. Friends
support one another, listen to each
other
and give advice. When you and your
friend share personal information
about
yourselves, you can learn from each
other and explore what you have in
common and what makes you different.
Friends can teach us many things like
how to play a game or how to make a
craft. Friends can introduce us to
exciting
things like delicious new foods and
interesting customs or celebrations.
You can
also learn about acceptance by
 appreciating the different qualities that
make us
unique individuals. When you accept
people for who they are, you are being
a
respectful friend.

V. Application

“Journal Prompt”
VI. Refection On their journal notebooks, students will write what they have learned from the
lesson

1. Did they make their own criteria for positive friendships?

VII. Evaluation 2. How did they discuss ways to evaluate friendship?
3. How did they explore ways to deal with difficult situations in their friendships?
 Trinitas College
Pantoc, Lungsod ng Meycauayan

Instructional Plan in Career Guidance

8-Determination
Homeroom Adviser: T. Darhil I. Broniola Date: April 1, 2019
Topic Kinds of Touch (My Boundaries)
Time Allotment 7:00-8:00am 1:00-2:00pm
1. Define what a boundary is.
2. Explain at least two examples of types of boundaries.
I. Objectives 3. Clarify what their own boundaries are in relation to physical touch.
4. Demonstrate an understanding for the need to communicate about boundaries
in a romantic or sexual relationship.
Start class by saying, “Today we’re going to
talk about the topic of boundaries. Let’s
start by defining that – what is a
boundary?” Write some of the student
II. Motivation Ice breaker
responses on the board. Sample responses
might include, “Something that blocks
something else from happening,” “a
border,” “a fence,” etc.
Think-Pair-Share
Divide students into pairs. Ask them to use
the worksheets they have to talk about After about 8 minutes, ask students to stop
how similar and how different these two their paired discussions. Ask for volunteers
people’s boundaries are. Ask them to to give examples of statements where the
discuss what they think they should do in two people are at opposite ends of the
III. Activities
situations where there is complete spectrum. Once they’ve read the statement
disagreement. For example, if one person aloud, have them share what they
has “describes me completely” and the discussed. Ask other students what their
other person has “does not describe me at reaction is to what they heard.
all,” as well as what to do if either or both
selected “describes me somewhat.”
Say, “A boundary is a physical or psychological limit that’s set up to show how far
something goes. There are all kinds of boundaries (write the types on the board as you go
IV. Lecturette: through them):
• Environmental boundaries include a country’s or state’s borders. They can also refer to
restricted areas of a building. For instance, here at school we have the Teachers’ Lounge,
Guide or the office.
• Process boundaries refer to the parameters around how things happen. These include
Questions
starting and ending class and school on time, getting to a doctor’s appointment on time,
or doing homework before watching a movie, etc.
• Physical boundaries include not only whether you have any kind of physical contact
with another person, but how much. For example, you may be okay shaking hands with a
particular person, but don’t want to hug them. You may love to hug, but end up hugging
someone who hates to be hugged. You may not be interested in having sex with
 someone, but you might be okay doing other sexual things with that person.
• Personal boundaries refer to how much you share of your personal life. What do you
Distribute the worksheet, “My
Boundaries,” and ask students NOT to write
their names at the top. Tell them that the
sheet asks a number of hypothetical “what
would you do” questions for which they are
supposed to answer honestly. Tell them
they will have about eight minutes to do
V. Application
this, and that when they’re done, to please
turn the worksheet face down. Remind
them again that they should NOT write
their names on their worksheets, as you
will be discussing the responses in a way
that keeps their identity confidential. (10
minutes)
Begin reading through each of the
statements. Once students are in place, ask
them to look around the room and notice
how many people are standing beneath
VI. Refection
which sign. Once you have gone through all
the statements, ask students to hold on to
the worksheets they have and return to
their seats.
Process by asking the following questions:
• Thinking about both the experience of
completing the worksheet individually, and
then standing under the signs of someone
VII. Evaluation else’s worksheet – what was it like to do
that? What was (student responses, e.g.
interesting) about it?
Ask, “Think about what everyone just
shared – what themes did you hear?
When you’re in a relationship with
someone, what are your rights and
responsibilities when it comes to your
boundaries and theirs?” Record
responses on the board. If the following
aren’t shared, be sure to add them:
• Be clear! Your partner can’t read your
mind. If a boundary is important to you,
speak up.
• Don’t push. People can have all sorts
of reasons for maintaining a physical
boundary in a relationship. It could be
as simple as they just don’t like doing
something to something. Alternatively,
it could be more intense as they were
sexually
assaulted and that behavior triggers
them to remember the assault.
• Always ask for consent. An absolute
yes and an absolute no are usually
easier
to understand than a “sometimes.” If
you or your partner are sometimes
okay doing
something, and sometimes not okay,
how will you be able to tell when that
is? Only
by asking.
“Journal Prompt”
On their journal notebooks, students
will write what they have learned from
the lesson
What did you notice about where people
stood? Did you notice that there was a lot
of agreement, or was there more variety
regarding how people in this class feel
about these boundaries? Say, “Recognizing
your own boundaries is one thing, but to
make certain that you have consent, it’s
equally important to know what your
partner’s boundaries are, and that takes
communication. What if you have different
boundaries? Let’s look at that now.”
 Trinitas College
Pantoc, Lungsod ng Meycauayan
Instructional Plan in Career Guidance
8-Determination
Homeroom Adviser: T. Darhil I. Broniola Date:
Topic Kinds of Touch II
Time Allotment 7:00-8:00am
Define and describe healthy boundaries by examining appropriate touch and personal
I. Objectives
space.
ESTABLISHING GROUND RULES
Ensure ground rules are established before
beginning this lesson. For classes that have
II. Motivation
already established ground rules, quickly
reviewing them can promote a successful
lesson.
This discussion will help students to
understand privacy and respect for the
body. Learning about the concept of
privacy becomes more important as
III. Activities
children enter puberty. Understanding that
“My body is private” can help students
develop skills that keep them and others
safe.
IV. Lecturette: Ask your students:
• Who is the owner of your body? – you
Guide own your body! Your body is unique and
special and every body is different.
April 8, 2019
1:00-2:00pm
Ice Breaker
Touch provides us with a method of
communication and is important for our
wellbeing. Learning about inappropriate
touch can help children learn strategies to
help them stay safe including when to ask
an adult for help.
1. Write “Appropriate Touches” on the
board. Ask your students to describe what
appropriate touching means to them. (The
term appropriate can be difficult to
understand so you may want to describe
appropriate touches as respectful, kind and
caring. They are “thumbs up” touches – use
your hand to gesture thumbs up.)
2. Then write “Inappropriate Touches” on
the board and ask your students to
describe what inappropriate touching
means to them. (Inappropriate touches are
disrespectful, confusing, scary, and / or
hurtful. They are “thumbs down” touches –
use your hand to gesture thumbs down.)
3. Draw a chart with two columns to
discuss examples of appropriate and
inappropriate touch.
Ask your students to explain what ‘trusting
their instincts’ means to them.
1. Talk about the tickles and fluttery

• What can you do with your body? – run,
jump, dance, clap, laugh, eat
• How do you take care of your body? – eat
healthy foods, hygiene, and exercise.
Taking care of your body includes saying
who can touch you and come into your
personal space. Every body deserves to be
treated with respect. Your body is private
and some parts are more private than
others. Private Body Parts
• These are parts that are covered by a
bathing suit or underwear.
Questions • Private parts should be covered when
you are in public places.
• If you want to touch or scratch your
private parts you should wait until you are
in a private place.
• No one can touch your body without
your permission.
• No one can see your body without your
permission.
• Your body should not be shown to
anyone who does not want to see it.
5. Application Using Handout 1: Boundaries Circles Chart 4. Then have each student come and stand
colour the circles following the guideline
below.
1. The Private Purple Circle is the inner
most circle. It includes only one person,
oneself. It recognizes that the student is
the most important person in their world.
No one can touch the student unless they
want to be touched. It conveys the
uniqueness of the person.
2. Lay a hula hoop on the floor or make a
circle with masking tape for your students
to stand in to help explain the concept of
personal and private space. (For some
students creating a larger version of the
boundaries circles chart to lie on the floor
may help in developing a more concrete
understanding of their personal
boundaries.)
feelings they get in their stomach
whenever they know that something is
wrong or out of place (the oh-oh). To
help further explain the concept of
‘trusting your instincts’ you may want
to read aloud to students ‘My Mom
Says: A Safety Book for Kids’ by D.
Middleton Hope.
2. Are all scary or hurtful touches
inappropriate? (Yes, unless it’s to keep
you healthy like when a doctor or
nurse gives you a shot.)
3. Have your students make a list of the
different ways in which someone
might try to pressure them into
inappropriate touching. (Bribing,
tricking, embarrassing, and forcing.)
4. What can you do when someone
inappropriately touches you? Tell
students that there are 3 safety rules
that they can follow.
• Say no – practice with your students
saying NO in a big voice. Some
students may need help learning how
to be assertive
• Get away – walk or run away or get
out of the situation. Go to a safe place
e.g., home, neighbour’s house, school.
• Tell someone you trust – ask
students to think of all the people who
they could tell e.g., parent, teacher,
aunt, grandparent.
in the “purple” circle to emphasize his / her
private space. Encourage your students to
make a positive self-statement while in the
circle e.g., “I am a good friend”.
5. Discuss with your students the factors
they would consider before letting a person
in their private space:
a. Who would you let in your private
space? (Use examples such as parents,
siblings, close friends, doctors, etc.)
b. Where can they touch you?
c. What kind of touch would you accept?
d. When can they touch you?
e. Why can they touch you?
 3. Explain to your students that this is our
private space. We do not have to let
anyone in if we do not want to.
“Journal Prompt”
6. Reflection On their journal notebooks, students will write what they have learned from the
lesson
STRANGER: GOOD OR BAD?
1. Ask your students:
• Is a stranger a good or bad
person? Encourage your students
to think about this question before
answering. It’s a trick question.
7. Evaluation 2. Many of your students will think
that strangers are bad. Remind
them that they cannot tell whether
a stranger is good or bad by looking
at them. A stranger is a person they
do not know and thus, cannot tell
whether they are good or bad.
3. Reinforce with your students that
they need to be cautious of
strangers because they cannot tell
if they are good or bad, rather than
“all strangers are bad.”
4. Ask your students how they would
know a person is a stranger.
 May never have seen the
stranger before.
• May never see the stranger
again. • Do not know anything
personal about the stranger
5. Ask your students where they see
strangers.
6. Brainstorm with your students
what would they do if:
• A stranger offers to drive them
home.
• A stranger falls near them.
• A stranger asks them to go to the
movies with her.
• A stranger asks for the time.
• A stranger asks them for money.
• They fell down and a stranger
tries to help them get up.