TEACHER’S GUIDE FOR VALUES EDUCATION

(Grade 11)
COMPONENTS OBJECTIVES TEACHING STRATEGIES SUGGESTED ACTIVITIES
Introduction (5 To set the  Start with a warm welcome and  Greet learners with
minutes) overarching goal set a positive tone. a personalized welcome message. Share
and tone for  overarching goal of Catch-up a brief,
Catch-up Fridays. uplifting story, or anecdote to set a
Fridays,  Highlight the love of God. positive tone.
emphasizing the  Use a visual
objective “Love representation (e.g., infographic or
of God”. poster) to illustrate the overarching
goal. Share success stories of individuals
who exemplify the guidance of God.
 Ask the class to think of ways
that people show love. List their
suggestions on the board. Then
ask the children to list the ways
God shows us His love. Make
the distinction that biblical
“love” is more than a feeling—it
is an intentional, sacrificial
commitment.
 We receive the greatest
example of love from God
because He perfectly loves us in
spite of our sins.
 Use engaging
springboards such
as a metaphorical
image (e.g., a tree
with roots a.IId
branches), videos,
and other visual
materials, to guide
learners to the
lesson or topic.
Reflective To engage Engage learners in Provide reflective
Thinking learners in reflective activities through reading prompts for reading
Activities reflective Encourage deep Encourage learners
(10 minutes) activities reflection on to write about a
thoughts, personal
experiences, and experience related
actions. to a specific value presented in the
reading selection.
 Share or discuss
scenarios related to
everyday
situations-
* Have learners
discuss and reflect
on the values
demonstrated in
each scenario.

Structured To provide a Lead or facilitate Values Sorting and

Values structured activities Categorization:
Activities (15 platform for reinforcing
minutes) reinforcing READ THE STORY “the Good Samaritan”
fundamental https://www.churchofjesuschrist.org/
values through study/manual/new-testament-stories/
interactive chapter-35-the-good-samaritan?
activities. lang=eng
Use a structured  Provide cards
approach to create with values
a conducive written on
environment for them.
Iearning and active  Ask students to
participation. categorize
values into
personaJ,
societal, and
 Emphasize and academic
strengthen values domains.
through engaging  Role-Playing Real-
activities. Life Scenarios: Assign roles
and scenarios
that challenge
learners to
apply values in
practical
situations.
 Encourage
improvisation
and critical
thinking.
Values Reflection
Stations
/ Set up stations
with different
activities
related to
 specific values
(e.g., a station
for teamwork,
and another for
empathy). / Allow learners
to rotate
through
stations,
reflecting on
each value.
Group Sharing To foster a  Foster an  Roundtable
and Reflection collective environment for Reflection: / Have learners
(10 minutes) environment for collective form a circle
reflection and reflection. and provide a
open  Provide an prompt for
communication. opportunity for quick
learners to share reflections.
insights gained / Allow each
during the Catchup learner to
Fridays session share one
 Encourage open insight or
Communication personal takeaway from
reflections on the the day.
values explored .
and discussed.
 Foster an
environment for
collective
reflection.
Feedback and To gather  Gather feedback Quick Polls and
Reinforcement feedback, from learners on Reflection:
(10 minutes) reinforce the session. / Use technology
discussed values,  Reinforce the and other
and motivate importance of the creative
learners for values discussed strategies for
continued and their quick polls on
application. application in daily the
life. effectiveness of
 Conclude with a positive the session.
Reinforcement message, motivating / Ask a reflective
learners to carry the values question and
collect
responses
through a
quick survey
tool.
* Values Commitment
Cards:
Distribute
small cards for
learners to
write down one
commitment.
Encourage
commitments
related to
applying the lessons in their daily lives.
 TEACHER’S GUIDE FOR VALUES EDUCATION
(Grade 12)
COMPONENTS OBJECTIVES TEACHING STRATEGIES SUGGESTED ACTIVITIES
Introduction (5 To set the  Start with a warm welcome and  Use a visual
minutes) overarching goal set a positive tone. representation (e.g., infographic or
and tone for  overarching goal of Catch-up poster) to illustrate the overarching
Catch-up Fridays. goal.
Fridays,  Highlight the Man’s  Ask the class to think Man’s
emphasizing the commitment to his love for life commitment to his love for life
objective “man’s as a gift from God as a gift from God.
commitment to
his love for life as
a gift from God.”
Reflective To engage Engage learners in  Reflect about this image
Thinking learners in reflective activities through reading
Activities reflective
(10 minutes) activities

Encourage deep Encourage learners

reflection on to write about a
thoughts, personal
experiences, and experience related
actions. to a specific value presented in the
image.
Share or discuss
scenarios related to
everyday
situations-

Structured To provide a Lead or facilitate reading Values Sorting and

Values structured activities Categorization:
Activities (15 platform
minutes) through READ THE STORY “The parable of the
interactive lost sheep.”
reading https://catholicidentity.bne.catholic.ed
activities. u.au/scripture/SitePages/Matthew-
181014-Luke-1517--The-lost-sheep.aspx
  Provide handouts on the
reading selection to be
distributed
Group Sharing To foster a  Encourage open Communication  Allow each learner to share one
and Reflection collective personal reflections on the insight or takeaway from the day.
(10 minutes) environment for values explored and discussed. .
reflection and  Foster an
open environment for
communication. collective
reflection.
Feedback and To gather  Gather feedback  Use technology
Reinforcement feedback, from learners on and other
(10 minutes) reinforce the session. creative
discussed values,  Reinforce the strategies for
and motivate importance of the quick polls on
learners for values discussed the
continued and their application in daily effectiveness of
application. life. the session like videos, etc.
* Values Commitment
Cards:
Distribute
small cards for
learners to
write down one
commitment.
Encourage
commitments
related to
applying the lessons in their daily lives.
 TEACHER’S GUIDE FOR HEALTH EDUCATION
(Grade 11)
COMPONENTS OBJECTIVES TEACHING STRATEGIES SUGGESTED ACTIVITIES
Introduction (5 • Understanding  Start with a warm welcome and  Greet learners with
minutes) the impact of set a positive tone. a personalized welcome message. Use a
media on  visual
perceptions of representation (e.g., infographic or
body image and poster) to illustrate the overarching
sexuality goal.
 Use engaging springboards such
as a metaphorical image (e.g., a tree
with roots a.IId branches), videos, and
other visual materials, to guide learners
to the lesson or topic.
 Brainstorming/ message relay
on media on perceptions of
body image and sexuality
Reflective To engage Engage learners in Provide reflective
Thinking learners in reflective activities through reading prompts for reading
Activities reflective Encourage learners
(10 minutes) activities to write about a
personal
experience related
to a specific objective presented.
Group sharing on this passage.

Social media can negatively impact

how young people and adults view
their bodies. But there’s also
encouraging content that aims to
promote healthy lifestyles.

Social media can have a significant

impact on body image, both positive
and negative.

On one hand, social media can provide

a platform for body positivity,
community support, and health and
fitness inspiration. But it can also
contribute to unrealistic beauty
standards and unhealthy comparisons.

Understanding how certain content

 can affect your relationship with your
body may help you decide which
profiles and platforms best support
your well-being.

Reading activity To provide a Lead or facilitate Values Sorting and

(15 minutes) structured activities Categorization:
platform for reinforcing
reinforcing READ THE JOURNAL ARTICLE ATTACHED
fundamental BELOW or through this link.
values through
interactive https://psychcentral.com/health/how-
activities. the-media-affects-body-
image#negative-effects
 Use a structured  Silent reading
approach to create Negative effects of social media on
a conducive body image
environment for
Iearning and active Unrealistic beauty standards
participation. Social media platforms often feature
images of people with seemingly
perfect faces and bodies, often using
filters and photo editing tools to
 Silent Reading activity enhance their appearance. This can
create unrealistic beauty standards,
leading to body dissatisfaction and low
self-esteem in both women and men.
In fact, social media filters have led to a
condition known as “snapchat
dysphoria,” in which people become
desperate to look like the filtered
version of themselves. The authors of a
2018 research paperTrusted Source
state that several plastic surgeons have
shared that they’ve encountered people
requesting to look like a “filtered”
Snapchat picture.

Comparison and competition

Social media can create a toxic culture
of comparison and competition, where
individuals compare their bodies to
others and strive to meet the same
beauty standards.
Many people tend to post only their
best photos, which may not be
representative of their everyday
appearance. For both men and women,
this can contribute to negative body
image and even lead to mental health
issues, such as depression and anxiety.

Cyberbullying
Social media can be a breeding ground
for cyberbullying where people are
attacked for their body size, shape, or
appearance. This can have a damaging
effect on body image and self-esteem.
A 2018 Pew Research Center survey
found that 59% of U.S. teens have
personally experienced cyberbullying.
This includes offensive name calling and
the spreading of false rumors, among
other types of bullying.
Worsening of body-image disorders
Social media can make just about
anyone feel like they don’t measure up,
but it’s even more detrimental for
people with eating or body-image
disorders, such as body dysmorphic
disorder (BDD). According to the
International OCD Foundation (IOCDF),
this is a serious condition affecting
about one in 50 people in the United
States.
People living with BDD are typically
preoccupied with at least one
nonexistent or slight defect in their
physical appearance, and experience
repetitive and compulsive behaviors
around their appearance, such as mirror
checking and reassurance seeking.
These symptoms can be excessively
worsened by social media.
Research shows that sexual minority
men experience elevated rates of
psychiatric disorders for which body
dissatisfaction is a central component,
including eating disorder and BDD.

Positive effects of social media on body

image
Body positivity
When social media is used in a healthy
way, it can be a platform for promoting
body positivity, where people share
images of their bodies as they are,
promoting self-love and acceptance.

Body-positive content often portrays

non-enhanced, non-sexualized images
of people with diverse bodies. These
images feature various body shapes and
sizes, races, physical abilities, and
gender identities.

In a 2021 study, researchers looked at

whether body-positive social media can
lead to improvements in body image.

The experiment involved 233 female-

identifying participants who were
randomly assigned to one of the
following groups:

The body-positive group: This group

viewed a number of Instagram images
reflecting the body-positive movement.
The body-positive group with captions.
This group viewed the same Instagram
images, but with accompanying
captions and hashtags.
The control group. This group viewed a
series of Instagram images containing
only cityscapes, without people and
without captions.
Based on the findings, participants who
observed body-positive social media—
either with or without captions—
experienced improvements in body
satisfaction. These effects were slightly
stronger for the images with captions,
suggesting that words and phrases
reinforcing these ideals may intensify
the positive impact.

Health and fitness inspiration

Social media can provide inspiration for
leading a healthy and active lifestyle.
There are numerous accounts
promoting healthy living, exercise, and
nutritious food choices to encourage
 people to take care of their bodies.

Community and support

Social media can host supportive
communities for people working
through body image disorders. Support
groups and online communities can
provide empathy, understanding, and
encouragement to help people in their
journey toward body positivity.
Group Sharing To foster a  Foster an  Allow each
and Reflection collective environment for learner to
(10 minutes) environment for collective share one
reflection and reflection. insight or
open  Provide an takeaway from
communication. opportunity for the day.
learners to share .
insights gained
 Encourage open
Communication personal
reflections on the
values explored
and discussed.
 Foster an
environment for
collective
reflection.
Feedback and To gather  Gather feedback
Reinforcement feedback, from learners on Reflection:
(10 minutes) reinforce the session.  Use technology
discussed  Reinforce the and other
objective, importance of the creative
and motivate topic discussed  Ask a reflective
learners for and their question and
continued application in daily collect
application. life. responses
 Conclude with a positive
Reinforcement message, motivating
learners to carry the values

TEACHER’S GUIDE FOR HEALTH EDUCATION

(Grade 12)
COMPONENTS OBJECTIVES TEACHING STRATEGIES SUGGESTED ACTIVITIES
Introduction (5 • Understanding  Start with a warm welcome and  Greet learners with
minutes) political, set a positive tone. a personalized welcome message. Use a
cultural, social,  Video presentation visual
and religious representation (e.g., infographic or
factors that poster) to illustrate the overarching
influence goal.
attitudes  Brainstorming
toward sexuality
Reflective To engage • Video presentation Provide reflective
Thinking learners in prompts for reflection after the video
Activities reflective presentation
(10 minutes) activities
Let the students watch this video.
https://www.youtube.com/watch?
v=9svC0IUBz-g

ANALYSIS QUESTIONS:
1. What are the social & cultural
factors that influence men’s and
women’s sexuality?
2. How do cultural and societal
norms shape our understanding
of sexuality?

Reading activity To provide a READ THE abstract/summary from a

(15 minutes) structured research paper ATTACHED BELOW or
platform for through this link.
reinforcing
reading activity. https://www.sciencedirect.com/
science/article/abs/pii/
S1158136022000913
 Use a structured  Silent reading
approach to create Spirituality and cultural factors impact
a conducive on sexuality: A qualitative study
environment for
Iearning and active
participation. Summary
Due to the relationship between the
employment of married women and
some cultural and religious beliefs in
 Silent Reading activity Iranian society, working women were
used to examine their experiences to
explain the spiritual and cultural factors
affecting sexuality. This qualitative
research whose information was
obtained through face-to-face
interviews with semi-structured and
open-ended questionnaires and
Interviews were conducted with 26
working women to examine their
experiences to explain the spiritual and
cultural factors affecting sexuality. The
method of sampling was purposeful and
data analysis was performed using
qualitative content analysis by MAXQDA
software. Data analysis from interviews
resulted in the formation of 223
primary inferential codes, 1 main
category and 4 subcategories. The
results of data analysis are presented in
a main category including “the
effectiveness of spirituality and culture
on sexuality”. This main category
consists of four subcategories
“Committed behavior”, “Ideas related
to paying attention to the sexual needs
of the spouse”, “Excessive expectations
from working women” and “Promoting
beliefs”. The experiences of working
women showed that Spiritual and
cultural factors in Iranian society affect
sexuality. This effect is in most cases a
positive effect on sexuality and in a few
cases has a negative effect on sexuality.

Introduction
Sexuality means the core aspect of
being human throughout life, which
includes reproduction. In fact, sexuality
is experienced in thoughts, fantasies,
desires, beliefs, attitudes, values,
behaviors, actions, roles, and
relationships and sexuality is influenced
by the interaction of biological,
psychological, social, economic,
political, legal, historical, cultural and
spiritual factors (Armstrong, 2019, Hall,
2019, Macleod and McCabe, 2020).

One of the most important factors for

sexual health in all people is to pay
attention to things that are effective in
the formation and construction of
sexuality. Matters such as the culture of
a community or a particular ethnicity or
teachings related to spiritual and
religious matters (Abadian et al., 2021a,
Abadian et al., 2021b, Abadian et al.,
2021c, Epstein and Mamo, 2017, Hilber
et al., 2010). Women, especially
working women, are a part of society
that needs more attention to their
health, including their sexual health.
Given that in today's societies, due to
social and economic conditions on the
one hand and due to the increase of
educated women on the other hand,
women's participation in professional
activities has increased (Abadian et al.,
2021a, Abadian et al., 2021b, Abadian
et al., 2021c, J Ji et al., 2017). Therefore,
it is very important to pay attention to
issues such as sexuality that play a role
in sexual health (Epstein and Mamo,
2017).

In some cultures and spiritual matters,

there are issues and teachings that
improve sexual behavior and attitudes
in individuals and thus play a positive
role in improving individuals’ sexual
health, and on the other hand there
may be issues that can Negative effects
on sexuality and sexual health (Agocha
et al., 2014, Fuss, 2013, Hernandez et
al., 2014). Therefore, considering the
importance of women's sexual health, a
qualitative study that reflects the
experiences of married Iranian working
 women in relation to spirituality and
cultural factors and its impact on
sexuality, was designed to examine and
evaluate their views in this regard.

Group Sharing To foster a  Provide an  Allow each

and Reflection collective opportunity for learner to
(10 minutes) environment for learners to share share one
reflection and insights gained insight or
open  Foster an takeaway from
communication. environment for the reading selection.
collective .
reflection.
Feedback and To gather  Gather feedback
Reinforcement feedback, from learners on Reflection:
(10 minutes) reinforce the session.  Ask a reflective
discussed  Reinforce the question and
objective, importance of the collect to
and motivate topic discussed responses.
learners for and their
continued application in daily
application. life.

TEACHER’S GUIDE FOR PEACE EDUCATION

(Grade 11)
COMPONENTS OBJECTIVES TEACHING STRATEGIES SUGGESTED ACTIVITIES
Introduction (5 •Intercultural  Start with a warm welcome and  Greet learners with
minutes) relations set a positive tone. a personalized welcome message. Use a
 Video presentation visual
representation (e.g., infographic or
poster) to illustrate the overarching
goal.
 Brainstorming
Reflective To engage • Video presentation Provide reflective
Thinking learners in prompts for reflection after the video
Activities reflective presentation
(10 minutes) activities
Let the students watch this video
https://www.youtube.com/watch?
v=LiqdaWaPkuo&list=PLtS8sVQlzxocDY2
pofIjogDWudWnneiBE

ANAYSIS QUESTIONS:
1. WHAT IS INTERCULTURAL
RELATION?
2. WHAT ARE THE SIGNIFICANT
ROLES OF CULTURE IN OUR
SOCIETY?
3. HOW DO SOME aspects of
intercultural relations include
one’s power and cultural
identity?

Reading activity To provide a READ THE selection from a research

(15 minutes) structured paper ATTACHED BELOW or through
platform for this link.
reinforcing
reading activity. https://en.wikipedia.org/wiki/
Intercultural_relations
 Use a structured  Silent reading
approach to create Intercultural relations
a conducive
environment for
Iearning and active From Wikipedia, the free
participation. encyclopedia

 Silent Reading activity

A
cross-cultural interaction in Yunnan
Province, China
Intercultural relations, sometimes
called intercultural studies, is a
relatively new formal field of social
science studies. It is a practical, multi-
field discipline designed to train its
students to understand, communicate,
and accomplish specific goals outside
their own cultures.[1] Intercultural
relations involves, at a fundamental
level, learning how to see oneself and
the world through the eyes of another.
It seeks to prepare students for
interaction with cultures both similar to
their own (e.g. a separate
socioeconomic group in one's own
country) or very different from their
own (e.g. an American businessman
in a small Amazon tribal society).
[2]
Some aspects of intercultural
relations also include, their power and
cultural identity with how the
relationship should be upheld with
other foreign countries.[3]

Nature[edit]
The study of intercultural relations
incorporates many different academic
disciplines. As a field, it is most closely
tied to anthropology and sociology,
although a degree program in
intercultural relations or intercultural
studies may also include the study
of history, research methods, urban
studies, gender studies, public health,
many various natural sciences, human
development, political
 science, psychology, religion, missiolo
gy, and linguistics or other language
training.[4] Often, intercultural programs
are designed to translate these
academic disciplines into a practical
training curricula. Graduate programs
will also prepare students for
academic research and publication.
[5]
Especially in today's global and
multicultural world, students of
intercultural relations can use their
training in many fields both
internationally and domestically, and
often pursue careers in social
work, law, community development,
religious work, and urban
development.[6] Intercultural relations
offers the opportunity to direct you in
experiencing and learning about the
diverse relations within our world.[7]

History[edit]
The origins of the practical use of
multi-field intercultural relations can be
traced back to Christian missionaries
seeking to relate the Christian gospel
to other cultures in effective, ethical
and culturally sensitive ways.[8][9] Many
intercultural studies programs are
offered at religious institutions as
training for missionaries and
religiously motivated international
development workers, and therefore
often include some training
in theology and evangelism.[10] Howeve
r, in an increasingly globalized world,
the broader discipline attracts persons
from many backgrounds with many
different career goals.[11] Bachelor's,
master's, and doctorate degrees are
offered in the discipline.

Group Sharing To foster a  Provide an Analysis questions:

and Reflection collective opportunity for  Why culture is important?
(10 minutes) environment for learners to share  What are some of the benefits
reflection and insights gained of studying intercultural and
open  Foster an international communication?
communication. environment for  What are some of the global
collective challenges that we face today?
 reflection.
Feedback and To gather  Gather feedback
Reinforcement feedback, from learners on  Role play showcasing different
(10 minutes) reinforce the session. cultures.
discussed  Reinforce the
objective, importance of the
and motivate topic discussed
learners for and their
continued application in daily
application. life.

TEACHER’S GUIDE FOR PEACE EDUCATION

(Grade 12)
COMPONENTS OBJECTIVES/ TEACHING STRATEGIES SUGGESTED ACTIVITIES
 topic
Introduction (5 •public order  Start with a warm welcome and  Greet learners with
minutes) and safety set a positive tone. a personalized welcome message. Use a
 Video presentation visual
representation (e.g., infographic or
poster) to illustrate the overarching
goal.
 Brainstorming
Reflective To engage • Video presentation Provide reflective
Thinking learners in prompts for reflection after the video
Activities reflective presentation
(10 minutes) activities
Let the students watch this news
related to public and safety
https://www.youtube.com/watch?
v=cPoFevKfPI8

ANAYSIS QUESTIONS:
1. What is public and safety?
2. How to ensure Security,
Public Order, and Safety in
our community and school?

Reading activity To provide a READ THE selection from a research

(15 minutes) structured paper ATTACHED BELOW or through
platform for this link.
reinforcing
reading activity. http://pdp.neda.gov.ph/wp-content/
uploads/2017/01/Chapter-18-
462017.pdf
 Use a structured  Silent reading
approach to create Ensuring Security, Public Order,
a conducive and Safety
environment for
Iearning and active
Ensuring Security, Public Order, and
participation.
Safety National security and public
order are essential elements in building
the foundation for inclusive growth, a
high trust and resilient society, and a
 Silent Reading activity
globally competitive knowledge
economy. People feel safe wherever
they are in the country and are able to
go about their business, economic or
social pursuits as long as they do not
violate other people’s economic, social,
and cultural rights. Such a condition
enables the free flow of goods and
services. Therefore, along with peace,
security, public order, and safety
constitute the bedrock of the 0+10
point Socioeconomic Agenda of the
administration. Assessment and
Challenges The previous Philippine
Development Plan emphasized the
need to safeguard the country’s
territorial integrity, sovereignty, and
sovereign right. While targets have
been met, efforts now need to be
intensified to eradicate crime, illegal
drugs, and corruption. Further, the
government must upgrade the
capability of law enforcers to drastically
reduce criminality and terrorism, and to
ensure the safety and security of all
people in the country. The country
needs to enhance its diplomatic and
defense capability to protect its
sovereignty and territorial integrity. The
passage of the Revised Armed Forces of
the Philippines (AFP) Modernization Act
or Republic Act (RA) 10349 ensured the
allocation of funds for the build-up of
aircraft, vessels, and materiel to enable
the country to attain a more credible
defense posture. In terms of external
security and sovereignty, the country
asserted its claims and sovereignty with
the favorable ruling of the Permanent
Court of Arbitration (PCA) on the South
China Sea Arbitration Case. The case
involved disputes on maritime
jurisdictions and entitlements in the
West Philippine Sea, and arbitration
proceeded despite China’s refusal to
participate. In addition, the Philippines
achieved a landmark agreement in 2014
to delimit the exclusive economic zone
boundary with Indonesia. Bills on
maritime zones and archipelagic sea
lanes were introduced in Congress in
2015 to strengthen adherence to the
provisions of the United Nations
Convention on the Law of the Sea
(UNCLOS). Despite the decision of the
PCA on the case filed by the Philippines
pertaining to conflicting claims of
maritime jurisdiction and entitlements
under UNCLOS, the dispute in the West
Philippine Sea will continue to be the
main challenge to external security
during this Plan period, and even in the
longer term given the magnitude and
complexity of the problem. Other
territorial or jurisdictional problems
such as maritime boundary
delimitations with other neighboring
countries will also need to be
addressed. 272 | Philippine
Development Plan 2017-2022 The
country forged strategic partnerships
and bilateral agreements with other
countries, which focused on political,
security, and defense cooperation and
other matters related to sovereignty
and territorial integrity. Along with
these agreements, defense and security
assets and assistance were provided
and committed by partner countries
through diplomatic channels. These
include humanitarian and disaster
response, infrastructure and materiel
upgrade, communication systems,
capacity building for maritime security,
search and rescue, and counter-
terrorism. Targets in crime volume and
solution efficiency were met, but efforts
need to be strengthened given the
magnitude of the problem. The
government exerted efforts to prevent
and suppress security risks to citizens,
guests, tourists, and vital infrastructure
(e.g., power facilities,
telecommunication towers, mining
areas, etc.). Crime volume was reduced
by almost 20 percent from 2013 to 2015
due to intensified police interventions
such as the creation of Patrol
Operations Sections, conduct of
Operation Lambat-Sibat and various
anti-criminality and law enforcement
campaigns. Operation Lambat-Sibat is a
deliberate, programmatic, and
sustained police operation supported by
scientific crime reporting with a wide
dragnet1 and intel-targeted operations
to catch smalltime criminals and repeat
offenders. These initiatives were
complemented by the establishment of
intelligence networks down to the
barangay level that contributed to the
success of police operations. Although
its volume has been reduced, crime
remains a significant concern especially
in urban areas. In 2015, the highest
crime incidence was posted in the
National Capital Region followed by the
Central Luzon and 1 A police operation
purposely to seal off the probable exit
points of fleeing suspects from the
crime scene to prevent their escape
(Source: PNP Revised Criminal
Investigation Manual, 2011) Central
Visayas regions. According to the
Philippine National Police (PNP), the
most common crimes reported in 2015
were theft, physical injury, and robbery.
There were less incidents of
pickpocketing, carjacking, and
kidnapping reported. Solving crimes is a
challenge in law enforcement as it is
affected by several factors beyond the
control of the law enforcement
agencies. These include people’s
willingness to testify as witness and the
efficiency of the pillars of the criminal
justice system. Nevertheless, crime
solution efficiency (CSE) has improved
from 38.49 percent in 2013 to 51.36
percent in 2015. Although it surpassed
the end of plan target of 38.26 percent,
the number remains relatively low
 compared to CSE a decade ago, which
averaged to around 90 percent in 2004
and 89 percent in 2005 (PSA, 2015). The
problem on illegal drugs needs a holistic
approach. The use of illegal drugs is
prevalent in the country with around
four million drug users and 47 percent
of barangays throughout the country
being drug-affected (PDEA, 2016). Three
illegal transnational drug groups of
African, Chinese, and Mexican Sinaloa
origin operating in the country have
greatly aggravated the drug problem.
The government has therefore adopted
a holistic approach in addressing
criminality and illegal drugs.
Nonetheless, the capability of military
and law enforcement agencies must be
intensified to address new threats to
national security such as cybercrime
and violent extremism. As these
initiatives are expected to result in high
incidence of apprehensions, the
government must also upgrade its jail
facilities and substantially increase the
drug rehabilitation centers.

Group Sharing To foster a  Provide an Analysis questions:

and Reflection collective opportunity for  What do you think is the most
(10 minutes) environment for learners to share important thing to remember
reflection and insights gained when responding to an
open  Foster an emergency?
communication. environment for  What do you think are the best
collective ways to prevent crime?
reflection.  How important is public and
safety?
Feedback and To gather  Gather feedback
Reinforcement feedback, from learners on  Role play related to public
(10 minutes) reinforce the session. safety and order in the
discussed  Reinforce the community.
objective, importance of the
and motivate topic discussed
learners for and their
continued application in daily
application. life.
 TEACHER’S GUIDE FOR English
(Grade 11)
COMPONENTS OBJECTIVES/ TEACHING STRATEGIES SUGGESTED ACTIVITIES
topic
Introduction (5 •subject and  Start with a warm welcome and  Greet learners with
minutes) verb agreement set a positive tone. a personalized welcome message. Use a
 Worksheets visual
representation (e.g., infographic or
poster) to illustrate the overarching
goal
Exercise : Subject and Verb
Agreement Exercise

Choose the correct form of the verb

that agrees with the subject.

1. Annie and her brothers (is,

are) at school.

2. Either my mother or my
father (is, are) coming to the
meeting.

3. The dog or the cats (is, are)

outside.

4. Either my shoes or your coat

(is, are) always on the floor.

5. George and Tamara (doesn't,

don't) want to see that movie.

6. Benito (doesn't, don't) know

the answer.

7. One of my sisters (is, are)

going on a trip to France.

8. The man with all the birds

 (live, lives) on my street.

9. The movie, including all the

previews, (take, takes) about
two hours to watch.

10. The players, as well as the

captain, (want, wants) to win.
Reflective To engage • lecture/ discussion
Thinking learners in What will happen if there no rules in
Activities reflective our society?
(10 minutes) activities
Just like in speaking using language.
Grammar rues are important in order to
avoid misunderstanding.

Reading activity To provide a Read the article below or this link.

(15 minutes) structured
platform for https://owl.purdue.edu/
reinforcing owl_exercises/sentence_structure/
reading activity. subject_verb_agreement/
subject_verb_agreement_exercise.html
 Use a structured  Silent reading
approach to create
What is subject-verb agreement?
a conducive
environment for Subject-verb agreement, also called
Iearning and active “subject-verb concord,” refers to
participation. matching the subject and verb of a
sentence in tense, aspect, and mood
(abbreviated as TAM), which translates
to number, person, and gender.
 Silent Reading activity
Usage and subject-verb agreement
examples
Basically, most subjects except third-
person singular use the standard form
of a verb in the present tense.

The dogs roll in the mud.

I need to catch my breath.

You look like a celebrity!

However, if the subject is third-person

singular, you must use the singular form
of the verb when speaking in the
present tense. Most of the time, this
means adding an -s to the end of the
verb.

The dog rolls in the mud.

She needs to catch her breath.

He looks like a celebrity!

If the verb ends in -x, –ss, –sh, –ch, –tch,

or –zz, you add –es to the end to match
the third-person singular.

My snake hisses to say “I love you.”

She only matches with creeps in online

dating.

If the verb ends in a consonant + y,

remove the y and add –ies to match the
third-person singular.

Atlas carries the world on his shoulders.

The new drone flies higher than the old

one.

However, with words that end in a

vowel + y, follow the normal format and
add only –s to make the third-person
singular.

My roommate stays in his bedroom

from morning to night.
With the exception of the verb be,
these guidelines apply to irregular verbs
as well as regular verbs.

Our father eats with the ferocity of a

tiger.

You are always welcome in our home.

I am running a marathon tomorrow.

It is raining even though it is sunny.

If the subject-verb agreement rules

seem complicated, there is some good
news: the simple past and simple future
don’t change based on the number or
person of the subject. Both singular and
plural subjects use the same form for
those tenses.

They will be here tomorrow.

He will be here tomorrow.

The potatoes grew overnight!

The potato grew overnight!

The only exception is, again, the verb

be, which changes between was and
were based on the subject in the simple
past tense.

I was young once.

We were young once.

On the other hand, the perfect tenses

change their auxiliary verb depending
on the number of the subject. Singular
subjects use has, and plural subjects use
have.

They have not seen the movie yet, so no

spoilers.
She has not seen the movie yet, so no
spoilers.

That covers the basics for subject-verb

agreement in English. Still, there are
some particularly difficult areas and
more precise rules for special situations,
which we explain below.

Advanced subject-verb agreement rules

Here’s a list of some additional subject-

verb agreement rules to clear up the
more problematic areas. If you’re still
confused, review the subject-verb
agreement examples to see how they
work.

1 When using the negative form in the

present tense, only the verb do needs
to match the subject.

She does not like reading before bed.

She likes reading before bed.

2 Likewise, in questions that involve the

word do, only do needs to match the
subject.

Do you know where the train station is?

Does anyone know where the train

station is?

3 If the subject consists of multiple

nouns joined by the conjunction and,
treat the subject as plural and use the
plural form of the verb.

6 Mass nouns, otherwise known as

“uncountable nouns” or “noncount
nouns,” act as singular subjects.

Love makes the world go around.

7 Collective nouns can be either singular

or plural, depending on whether they
act together or separately.

[Together, singular] The team goes to

practice at 4:00.

8 Verbs used in alternative forms, such

as gerunds, infinitives, or participles, do
not need to follow subject-verb
agreement. However, the main verbs of
the sentence still do.

The coach makes running mandatory.

The coaches make running mandatory.

9 Unless you’re using an appositive or

other descriptive phrase, do not put a
comma between subjects and verbs.

The holiday is becoming a total disaster.

The holiday, which I was looking

forward to, is becoming a total disaster.

10 The words each and every count as

singular when they’re used as the
subject, even if they’re followed by
multiple nouns.

Each window and door needs to be

sealed.

Every doctor, nurse, and technician gets

free training here.

11 Likewise, these words always act as

singular subjects, even when they
describe more than one thing:

Anybody

Everybody loves using correct grammar!

Either blue or green works for the

wallpaper color.

12 If additional phrases come between

 the subject and the verb, the verb must
still agree with the subject. These
sentences can be tricky, so be careful.

A group consisting of Professor

Lidenbrock, the Icelandic guide Hans
Bjelke, and the professor’s nephew Axel

Group Sharing To foster a  Provide an  How do you find the activity?

and Reflection collective opportunity for
(10 minutes) environment for learners to share
reflection and insights gained
open  Foster an
communication. environment for
collective
reflection.
Feedback and To gather  Gather feedback
Reinforcement feedback, from learners on 11. Either answer (is, are)
(10 minutes) reinforce the session. acceptable.
discussed  Reinforce the
objective, importance of the
and motivate topic discussed 12. Every one of those books (is,
learners for and their
continued application in daily are) fiction.
application. life.
13. Nobody (know, knows) the

trouble I've seen.

14. (Is, Are) the news on at five or

six?

15. Mathematics (is, are) John's

favorite subject, while Civics (is, are)

Andrea's favorite subject.

16. Eight dollars (is, are) the price of

a movie these days.

17. (Is, Are) the tweezers in this

 drawer?

18. Your pants (is, are) at the

cleaner's.

19. There (was, were) fifteen

candies in that bag. Now there (is,

are) only one left!

20. The committee (debates, debate)

these questions carefully.

TEACHER’S GUIDE FOR English

(Grade 12)
COMPONENTS OBJECTIVES/ TEACHING STRATEGIES SUGGESTED ACTIVITIES
 topic
Introduction (5 • Use various  Start with a warm welcome and  Call a student and ask him/her a
minutes) techniques in set a positive tone. summary of the story he/she
summarizing  Worksheets recently read.

Reflective To engage • lecture/ discussion  Reflect these lines.

Thinking learners in
Activities reflective
(10 minutes) activities

Reading activity To provide a Read the article below or this link.

(15 minutes) structured
platform for https://www.education.com/
reinforcing worksheet/article/the-crab-that-played-
reading activity. with-the-sea/
 Use a structured  Silent reading
approach to create The Crab that Played with the Sea
a conducive
environment for
Iearning and active
participation.

 Silent Reading activity

Group Sharing To foster a  Provide an  Ask the students to summarize
and Reflection collective opportunity for the story
(10 minutes) environment for learners to share  What is the main idea of the
reflection and insights gained story?
open  Foster an
communication. environment for
collective
reflection.
Feedback and To gather  Gather feedback
Reinforcement feedback, from learners on What moral lesson did you learn
(10 minutes) reinforce the session. after summarizing the story?
discussed  Reinforce the
objective, importance of the
and motivate topic discussed
learners for and their
continued application in daily
application. life.
 TEACHER’S GUIDE FOR FILIPINO
(Grade 12)
COMPONENTS OBJECTIVES/ TEACHING STRATEGIES SUGGESTED ACTIVITIES
topic
Introduction (5 • Pagbasa ng PAGBABALIK ARAL
minutes) akademikong Ano ang abstrak?
sulatin tulad ng:
1. Abstrak

Reflective • silent reading

Thinking
Activities
(10 minutes)

Reading activity To provide a BASAHIN ANG LINK NA ITO.

(15 minutes) structured https://www.slideshare.net/ErlaJadeAg
platform for ustin/akademikong-pagsulat-abstrak
reinforcing
reading activity.
Group Sharing To foster a  Provide an  Ano ang natutunan ninyo sa
and Reflection collective opportunity for inyong nabasa?
(10 minutes) environment for learners to share
reflection and insights gained
open  Foster an
communication. environment for
collective
reflection.
Feedback and To gather  Gather feedback
Reinforcement feedback, from learners on
(10 minutes) reinforce the session.
discussed  Reinforce the
objective, importance of the
and motivate topic discussed
learners for and their
continued application in daily
application. life.