Free Essay

Some (Strengthening Oneself Through Mother’s Enduring) Love Program

In: Philosophy and Psychology

Submitted By vigilinedevera
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Pages 26
Module 1: Children with Mothers - at - Work
Lesson 1: Loving My Mother (Love)
Objectives:
The students are expected to:
1. Identify the things that their mother is doing
2. Participate in the given activity
3. Show appreciation in the things that their mother can do.
Materials:
Pictures of community helpers, Human Bingo sheet, and pen, and journal notebook Mood Setting - Name the Picture Procedure
1. Show the picture of some community helpers and ask the participants to name them:
a. doctor f. house helper
b. nurse g. policewoman
c. teacher h. soldier
d. dressmaker i. firefighter
e. chef j. flight attendant
2. Invite the students to give a short description of the main responsibility that each community helper is doing.
a. doctor – cures the sick
b. nurse – assists the doctor in healing the sick
c. teacher – teaches children to learn things in school
d. dressmaker – creates clothes
e. chef – cooks food
f. house helper– employed to do household work
g. policewoman – empowered to enforce the law, protect property and reduce civil disorder
h. soldier – defends the country against bad people
i. firefighter – fights fire
j. flight attendant – assists persons in an airplane

Processing
1. What can you say about the gender shown in the pictures?
2. Are women good enough to attend to those kinds of responsibilities?
3. What are their advantage as a woman in their chosen field?

Activity – Human Bingo Procedure
1. The participants will know about the mother of other participants.
2. Distribute the Human Bingo activity sheet to each participant.
3. Ask them to read the contents of the Human Bingo activity sheet to be familiarize with the contents.
4. Tell them to ask other participants to write their on the line if the given activity is being done by his/her mother. They need to find a different person for each item.
5. Inform them that they will be given ten (10) minutes to finish the task. Processing
1. How did you find the activity?
2. Have you completed the activity? If yes, how? If no, why?
3. What did you learn in the activity?

Abstraction/Discussion
1. Invite the participants to share about their mother:
a. name
b. birthday
c. age
d. occupation
e. short description about her personality
2. Ask them about the role of their mother at home.
3. Ask them the importance of a mother in the family.
4. By this routine, they should be able to realize the value of a mother in their life and appreciate their presence in the family.

Application Invite the participants to get their journal and write what they have learned and realized in the first session.
Evaluation
Distribute the evaluation form to all the participants and ask them to answer it honestly.

Reference:
Human bingo contents are modified for the appropriateness in the objectives – www.training.game.com

Lesson 2: Spending Time Wisely (Time)

Objectives: The students are expected to: 1. Explain the meaning of quality time 2. Show appreciation in the amount of time spent with the mother in the family. 3. Share thoughts in ways to spend time with the family.

Materials:
Video clip “Time Management”, “Assessing Your Time Management Skills” activity sheet, pen, and journal notebook Mood Setting – Watch a video clip “Time Management” Procedure
1. Ask the participants to watch the video clip.
2. Invite them to reflect on the message of the video clip. Processing

1. Who is the character in the video clip?
2. What is her greatest problem?
3. What is its implication in her life?
4. How was she able to help herself?
5. What should be done in this kind of behavior? Activity – Answer the Activity sheet (Assessing Your Time Management Skills)

Procedure
1. Distribute the Assessing Your Time Management Skills activity sheet to the participants.
2. Encourage them to read the instruction and each statement properly.
3. Ask them to answer the paper quietly and honestly.

Processing
1. How did you find the activity?
2. What did you discover about yourself?
3. How will you address it?

Abstraction/Discussion

Have a discussion on the following:
Tips on Family Quality Time
1. Help in preparing food
2. Eat with the family especially during dinner
3. Help in doing some household chores
4. Read stories with younger sibling/s
5. Help younger sibling/s in doing their assignment
6. Pray with the family or go to church on Sundays
7. Watch television with the family

Application
1. Ask the participants to bring out their journal and list down three (3) activities that they enjoy with the family.

2. Invite them to write their learning for the session.

VII. Evaluation
Distribute the evaluation form to all the participants and ask them to answer it honestly.

Reference:
Assessing Your Time Management Skills –http://www.exsel.mtu.edu/UN1000/Activities/Time Management Activities.pdf
Tips on Family Quality Time - http://www.associatedcontent.com/article/56212/_tips_to_quality_family_time.html Activity Sheet
Name _______________________________________ Date _____________
Assessing Your Time Management Skills
For each set of statements below, circle the number of the one that best describes you.

1. I like my watch to be set exactly at the correct time.
2. I like my watch to be set a few minutes ahead of the correct time.
3. Most of the time, I don’t wear watch.

1. I tend to arrive at most functions at least five (5) minutes early.
2. I tend to arrive at most functions exactly on time.
3. I tend to arrive at most functions a little late.

1. In the course of my daily activities I tend to walk and talk quite fast.
2. In the course of my daily activities I tend to take my time.
3. In the course of my daily activities I tend walk and talk quite slowly.

1. In school, I almost always completed my daily assignments.
2. In school, I usually completed my daily assignments.
3. In school, I often failed to complete my daily assignments.

1. I rarely spend more than fifteen (15) minutes at a time on the telephone.
2. I sometimes spend more than fifteen (15) minutes at a time on the telephone.
3. I often spend more than fifteen (15) at a time on the telephone.
1. I like to finish assignments with a little time to spare.
2. I like to finish assignments exactly on their due dates.
3. I sometimes finish assignments a little late.

1. I rarely spend more than an hour eating a meal.
2. I sometimes spend more than an hour eating the meal.
3. I usually spend more than an hour eating meal.

1. I never watch more than 1 ½ hours of TC on a weeknight.
2. I sometimes watch more than 1 ½ hours of TV on a weeknight.
3. I usually watch more than 1 ½ hours of TV on weeknight.

1. I never spend more than an hour surfing the web or talking on a chat line at any one time.
2. I sometimes spend more than an hour surfing the web or talking on a chat line one at time.
3. I usually spend more than an hour surfing the Web or talking on a chat line at one time.

Now, add the numbers that you have circled. _________

The higher the total, the more you need to work on time management skills. If your total is over ten (10), you probably need to adjust your priorities and begin more responsibility time management.

Lesson 3: Making me Safe (Security)
Objectives:
The students are expected to:
1. Define the meaning of security
2. Explain the importance of having security at all times
3. Give ways to make oneself safe

Materials:
Scarf for blindfold, Audio - Visual Presentation (Run, Run, Run, Yell and Tell), copy of the song lyrics of Run, Run, Run, Yell and Tell, pen, computer, LCD projector, projection screen, and journal notebook

Mood Setting – Trust Walk
Procedure
1. Ask the participants to choose their partner.
2. Tell them to decide who will be the first one to be blindfolded.
3. Explain to them that they will be going in a blind walk but should not be harmed.
4. The blindfolded person will walk inside the classroom and in the lobby with the guide of his/her partner using verbal instructions.
5. After five minutes, they will exchange position.

Processing
1. How did you find the activity?
2. How did you feel when you were blindfolded?
3. How did you feel when you were the guide to your partner?
4. What did you learn in this activity?

Activity – Reflection on the Song “Run, Run ,Run, Yell, and Tell
Procedure
1. Invite the students to watch the audio – visual presentation
2. Distribute the copy of the song lyrics for them to reflect on it.

“RUN, RUN, RUN, YELL & TELL”
We told you ‘bout the danger of walking alone
We told you not to talk with someone you don’t know
We told you that a stranger is a danger to you
But there’s more to say, cuz, we’re not quite through
If you get in trouble and feel afraid
If a stranger tries to grab you & take you away Remember this phrase and know it well
You gotta, “RUN, RUN, RUN, YELL & TELL”
You can wave your arms so people can see

That you might need help immediately
You can wiggle and scream and punch & yell
And then do something you know well
You gotta, “RUN, RUN, RUN, YELL & TELL”
“RUN, RUN, RUN, YELL & TELL”
SAY IT AGAIN SO YOU KNOW IT WELL
You gotta, “RUN, RUN, RUN, YELL & TELL”
“RUN, RUN, RUN, YELL & TELL”
If you find yourself in a scary place
And you’re harm alarm says that “it’s not safe”
If someone hurts you or holds you down
You can scream, kick, bite or shout real loud…
Then “RUN, RUN, RUN, YELL & TELL” “RUN, RUN, RUN, YELL & TELL”
SAY IT AGAIN SO YOU KNOW IT WELL
You gotta, “RUN, RUN, YELL & TELL”
“RUN, RUN, RUN, YELL & TELL”

If a grownup or a neighbor that you know well
Wants to touch you in secret and says not to tell
Remember this phrase and know it well.
You should never ever do it, just run away
And tell someone what they had to say

If you get confused and feel unsure
Just say “goodbye” and find the door
Remember this phrase and know it well
You gotta, “RUN, RUN, RUN, YELL & TELL”
If you find yourself in a scary place
And your Harm Alarm says that “it’s not safe’
If someone tries to take you outta’ town
You can scream, kick, bite or shout real LOUD…
Then “RUN, RUN, RUN, YELL & TELL”
“RUN, RUN, RUN, YELL & TELL” Say it again so you know it well
You gotta, “RUN , RUN, YELL & TELL”
“RUN, RUN, RUN, YELL & TELL”

Processing
1. What is the message of the song?
2. What is the importance of running, yelling, and telling?

Abstraction/Discussion Have a discussion on the following:
Security - Freedom from risk or danger; safety

Tips for Safety and Security
1. Recognize the necessity of seeking help from strangers and how to determine the best person to approach.

2. Say “NO” to unsafe requests.
3. Say the safety steps in an assertive manner: YELL “NO,” GO, TELL.
4. Identify safe/good touches and unsafe/confusing touches.
5. Discuss what secrets should be told and how to tell them to a trusted adult.

Application
1. Ask the participants to write down ways to protect themselves from harm aside from bad people.
2. Invite them to write what they have learned today.
Evaluation
Distribute the evaluation form to all the participants and ask them to answer it honestly.

References:
Trust Walk - http://www.icebreakers.ws/small-group/trust-walk-teambuilding-activity.html
Tips for Safety and Security -http://www.bedford.k12.ma.us/davis/resources/pdfs/Gr2PersonalSafety.pdf
Audio- Visual Presentation – from www.youtube.com

Lesson 4: Doing by Myself (Independence)
Objectives:
The students are expected to:
1. Explain the things on how one can be independent
2. Show appreciation when one is allowed to do things on his/her own
3. Participate actively in the given activity.

II. Materials:
Video clip of Developing Independence, Word Hunt activity sheet, pen, computer, LCD projector, projection screen, and journal notebook Mood Setting – Watching Video Clip on Developing Independence Procedure 1. Invite the participants to watch the video clip on Child Independence. 2. Encourage them to study the activity of the child.

Processing
1. How can you describe the child on the video? 2. What does the child want to imply?
Activity – Word Hunt

Procedure
1. Distribute the activity sheet to the participants.
2. Ask them to read the instructions carefully and follow it patiently.

Processing
1. How did you find the activity?
2. What can you say about the words that you can find in the table?

Abstraction/Discussion
Have a discussion on the following: Building Independence
a. Know the Rules. You know what and how to follow.
b. Make a list of the things to do in homework and simple household chores.

c. Choose what to wear at home and at occasions.
d. Make simple decisions but ask adults if it is fine.
e. Learn to prioritize things to do.

Application
1. Ask the participants to list down three (3) things that they can show their independence.
2. Invite them to write what they have learned in the session.

Evaluation
Distribute the evaluation form to all the participants and ask them to answer it honestly.

Reference:
Child Independence – www.youtube.com

Name ___________________________________ Date _______________
Grade and Section ________________________
Word Hunt
Look for the following words inside the cloud and encircle them on the table.

B U I L D C A P
A M N O E H E O
I L D U C O E R
S W E W I S W U
P O P O S E L L
R L E N I N T E
I L N K O T S S
O O D T N O I D
R F E Y O M L S
I E N H P E N B
T I C L O P W B
Y W E O L L O F

Lesson 5: Interacting with Others (Socialization)
Objectives:
The students are expected to:
1. Define socialization
2. Share thoughts on how to improve socialization skills
3. Follow the instructions properly
Materials:

List of needed materials, paper, pen, and journal notebook Mood Setting – Paint Me a Picture

Procedure 1. Divide the students into three (3) teams. 1. Tell them that they are going to show a scenario of an activity being done by the students. 2. Explain to them that they are only given three (3) minutes to think and decide what role each member would play. 3. Say the word “Freeze” to give them the signal to stop what they are doing and pause like a statue. 4. The group that shows the best scenario gets a point. 5. The first group who get the first two (2) points wins the game. List of Scenarios: a. playing basketball b. eating in the canteen area c. studying lessons d. gardening e. cleaning the room
Processing
1. How did you find the activity?
2. What were the difficulties that you met?
3. What did you learn in the activity?

Activity –Treasure Hunt Procedure
1. Divide students into teams using the same groupings in the previous activity.
2. Tell them that each team will be given a list of items/person to search for: a. one (1) blackboard eraser from any preschool room b. one chalk from the principal’s office c. one band aid from the school clinic d. one plastic straw from the canteen e. signature of prefect of discipline
3. Ask them to bring all the materials needed in the classroom as a team.
4. The first team who will be able to bring all the needed materials wins the game.

Processing
1. What can you say about the activity?
2. What were the strategies that you did to attain the goal of the activity?
3. What should be the characteristics of each member for a team to become successful?

Abstraction/Discussion
Have a discussion on the following topic.
Socialization – the process by which a child learns to get along with others
Building Social Skills
1. Make eye contact. – Maintaining eye contact show others that you are both interested in what they have to say and shows confidence in ability to listen.
2. Listen to what the other is saying – Listening is often the solution to showing others you are interested in more than just your own thoughts.
3. Smile – Smile attracts joy. Show everyone that you are beaming with both happiness and social aptitude
4. Be agreeable.- Know when to argue or not
5. Watch what you say. - Do not ask questions that may offend others.
6. Have good manners. - Always maintain good social manner and speak kindly.

Application
Ask the children to write the things they have learned in the journal notebook.

Evaluation
Distribute the evaluation form to all the participants and ask them to answer it honestly.

Reference:
Treasure Hunt - http://www.suite101.com/content/group-learning-activities-a29694

Lesson 6: Improving my Grades (Academic Performance)
Objectives:
The students are expected to:

1. Identify the ways on how to improve academic performance
2. Show pride in the smallest achievements done in school
3. Apply the tips discussed on how to improve academic performance.
Materials:
Video clip of Homework Hero, numbers one to ten (1 – 10) on small piece of paper for draw lots, bowl or small empty box, chalk, blackboard, blackboard eraser, pen, and journal notebook

Mood Setting – Watch the video clip “Homework Hero” Procedure 1. Invite the participants to watch and listen to the video clip. 2. Encourage them to reflect on the message sent by the video.

Processing
1. What does the video clip want to imply?
2. Why should you do the homework?
3. How could homework improve your academic performance?

Activity – Hangman Procedure
1. Divide the participants into two (2) teams.
2. Tell them that they would play Hangman with a theme on academic performance.
3. Each team will draw the number of phrase to be guessed in a bowl or small empty box.
4. Explain to them that each member should give a letter to form the correct phrase posted on the board
5. Inform them that each team will be given three (3) chances to give wrong letters, or else the opportunity will be given to the other team.
6. The first team that earns three (3) points wins the game.

List of Phrases: Ten (10) Ways to Improve Academic Performance
1. Complete Assignments
2. Listen and Take Notes During Class
3. Ask Questions During Class
4. Show Positive Attendance Record
5. Get Extra Help When Needed
6. Prepare for Exams
7. Review Material Before Class
8. Get a Study Partner
9. Eat Regularly
10. Take Mental Breaks

Processing
1. How did you find the activity?
2. What strategies have you made to achieve you goal?
Abstraction/Discussion
Go over with the phrases used in the game and have a deeper discussion about them. Include also the other means that were not taken in the draw lots.

Application
1. Invite the participants to list down three subjects that they have difficulties with.
2. Tell them to write beside each subject the way on how they could improve their performance

Evaluation
Distribute the evaluation form to all the participants and ask them to answer it honestly.

References:
Homework Hero video clip - www.youtube.com
Hangman - http://www.recreationtherapy.com/tx/txsmsoc.htm
Ways to Improve Academic Performance - http://news2.onlinenigeria.com/news/breaking-news/50392-Ways-improve-academic-performance.html

Module 2: Children with Stay – at – Home Mother
Lesson 1: Wanting to be With You (Love)
Objectives:
The students are expected to:
1. Identify the ways that love can be shown to mother
2. Listen attentively to the story
3. Practice the practical ways in showing love to mother

Materials:
Story book (Love You Forever), pencil/ pen, and journal notebook Mood Setting – I Love those….

Procedure
1. Invite the participants to arrange their chairs in a circular formation but remove one chair so that there would be lacking one seat.
2. Tell them that there would be a game where one of them would be the “It” who would stand at the center.
3. Inform them that they should transfer seats if they belong to the ones being described by the “It” after he/she says “I love those…..”
Examples: a. I love those who are wearing pants. b. I love those who are wearing white shirts. c. I love those who have short hair.
4. The “It” should also look for a chair and whoever has no available seat, would be the “It” this time.
5. This may be done in five (5) rounds.

Processing 1. How did you find the activity?
2. For those who did not act as “It”, what did you do so that you will not be the “It” for all rounds?
3. For those who acted as “It”, what was your basis in choosing the description of those you love?
4. In our real life, do you also choose those persons you will love? Why or Why not?
Activity – Story Telling (Love You Forever)

Procedure
1. Read the story to the participants.
2. Make sure that they are attentively listening to be able to reflect on the message of the story.

Processing
1. Who are the characters in the story?
2. How would you describe the baby when he was two years old? Nine years old? Teenager? Grown up man?
3. How would you describe the mother?
4. What can you say about the love of the mother to her son?
5. What did the son learn from his mother?
6. What have you realized in the story?

Abstraction/Discussion Share the simple tips on the following and have a discussion about the. Let the students share their own way in loving their mothers.
The Little Things to Show Love to Your Mother
1. Outward expressions of affection for your mother, such as holding hands and warm hugs.
2. Insert notes in their cabinet or write a note on a napkin or notepaper and put it under their pillow.
3. A simple, "I love you!" a smiley face or "You're the greatest mother in the world!"

Application
1. Ask the participants to write down in their journal the three (3) ways that they do in showing love to their mother.
2. Invite them to write another three (3) ways that they plan to do to show more the love to their mother.

Evaluation
Distribute the evaluation form to all the participants and ask them to answer it honestly.
References:
The story is from Robert Munsh (2004), Firefly Books, Ltd., USA
The Little Things to Show Love to Your Mother- http://www.childrentoday.com/articles/you-and-your-children/the-little-things-4010/

Lesson 2: Setting Schedule (Time)
Objectives:
The students are expected to: 1. Discuss the importance of school meetings and activities 2. Show appreciation in the amount of time spent of mother in the school 3. Participate in the given activity

Materials:
Chalk, chalkboard, pen, and journal notebook Mood Setting – Listing Down

Procedure
Invite the students to list down the school activities on the board from the month of June until March. Processing
1. What can you say about the school activities?
2. Who are the persons involved in the activities?
3. What do you enjoy most in the given events? Why?

Activity – I Spy Procedure
1. The “IT” chooses any of the school activities.
2. Students take turns asking questions in an attempt to identify the school activity. Answers can only be in the form of yes or no or maybe. Students can ask questions to clarify until they are able to answer it.

Processing
1. How did you find the activity?
2. What is the importance of that activity in your life?
3. How does school activity affect the mother and child relationship?

Abstraction/Discussion Discuss the reason why school allows those kind of activities and how does they help the children improve their behavior and academic performances.

Tips on Making the Mother Attend School Meetings
1. Inform the mother at once about the school meeting /activities through diary or school notes.
2. Explain to her the importance of attending in the event.
3. Put a note on the refrigerator to remind the mother about her schedule in school.
4. Remind her a day before the scheduled appointment in school.

Application
1. Ask the participants about their suggested activities that would require mother participation.
2. Invite them to write their learning for the session.

VII. Evaluation
Distribute the evaluation form to all the participants and ask them to answer it honestly.
Reference:
I Spy - http://www.suite101.com/content/group-learning-activities-a29694

Lesson 3: Making me Safe (Security)
Objectives:
The students are expected to:
1. Define the meaning of security
2. Explain the importance of having security at all times
3. Give ways to make oneself safe

Materials:
Scarf for blindfold, Audio - Visual Presentation (Run, Run, Run, Yell and Tell), copy of the song lyrics of Run, Run, Run, Yell and Tell, pen, computer, LCD projector, projection screen, and journal notebook

Mood Setting – Trust Walk

Procedure
1. Ask the participants to choose their partner.
2. Tell them to decide who will be the first one to be blindfolded.
3. Explain to them that they will be going in a blind walk but should not be harmed.
4. The blindfolded person will walk inside the classroom and in the lobby with the guide of his/her partner using verbal instructions.
5. After five minutes, they will exchange position.
Processing
1. How did you find the activity?
2. How did you feel when you were blindfolded?
3. How did you feel when you were the guide to your partner?
4. What did you learn in this activity?
Activity – Reflection on the Song “Run, Run ,Run, Yell, and Tell

Procedure
1. Invite the students to watch the audio – visual presentation
2. Distribute the copy of the song lyrics for them to reflect on it.

“RUN, RUN, RUN, YELL & TELL”
We told you ‘bout the danger of walking alone
We told you not to talk with someone you don’t know
We told you that a stranger is a danger to you
But there’s more to say, cuz, we’re not quite through
If you get in trouble and feel afraid
If a stranger tries to grab you & take you away Remember this phrase and know it well
You gotta, “RUN, RUN, RUN, YELL & TELL”
You can wave your arms so people can see
That you might need help immediately
You can wiggle and scream and punch & yell
And then do something you know well
You gotta, “RUN, RUN, RUN, YELL & TELL”
“RUN, RUN, RUN, YELL & TELL”
SAY IT AGAIN SO YOU KNOW IT WELL
You gotta, “RUN, RUN, RUN, YELL & TELL”
“RUN, RUN, RUN, YELL & TELL”
If you find yourself in a scary place
And you’re harm alarm says that “it’s not safe”
If someone hurts you or holds you down
You can scream, kick, bite or shout real loud…

Then “RUN, RUN, RUN, YELL & TELL” “RUN, RUN, RUN, YELL & TELL”
SAY IT AGAIN SO YOU KNOW IT WELL
You gotta, “RUN, RUN, YELL & TELL”
“RUN, RUN, RUN, YELL & TELL”
If a grownup or a neighbor that you know well
Wants to touch you in secret and says not to tell
Remember this phrase and know it well.
You should never ever do it, just run away
And tell someone what they had to say
If you get confused and feel unsure
Just say “goodbye” and find the door
Remember this phrase and know it well
You gotta, “RUN, RUN, RUN, YELL & TELL”
If you find yourself in a scary place
And your Harm Alarm says that “it’s not safe’
If someone tries to take you outta’ town
You can scream, kick, bite or shout real LOUD…
Then “RUN, RUN, RUN, YELL & TELL”
“RUN, RUN, RUN, YELL & TELL” Say it again so you know it well
You gotta, “RUN , RUN, YELL & TELL”

“RUN, RUN, RUN, YELL & TELL”
Processing
1. What is the message of the song?
2. What is the importance of running, yelling, and telling?

Abstraction/Discussion Have a discussion on the following:
Security - Freedom from risk or danger; safety
Tips for Safety and Security
1. Recognize the necessity of seeking help from strangers and how to determine the best person to approach.
2. Say “NO” to unsafe requests.
3. Say the safety steps in an assertive manner: YELL “NO,” GO, TELL.
4. Identify safe/good touches and unsafe/confusing touches.
5. Discuss what secrets should be told and how to tell them to a trusted adult.

Application
1. Ask the participants to write down ways to protect themselves from harm aside from bad people.
2. Invite them to write what they have learned today.

Evaluation
Distribute the evaluation form to all the participants and ask them to answer it honestly.

References:
Trust Walk - http://www.icebreakers.ws/small-group/trust-walk-teambuilding-activity.html
Tips for Safety and Security -http://www.bedford.k12.ma.us/davis/resources/pdfs/Gr2PersonalSafety.pdf

Audio- Visual Presentation – from www.youtube.com
Lesson 4: Being In (Independence)
Objectives:
The students are expected to:
1. Explain the meaning of participation
2. Show appreciation when one is allowed to do things on his/her own
3. Share thoughts and feeling in the given activity.

II. Materials:
Video clip of Developing Independence, Word Hunt activity sheet, pen, computer, LCD projector, projection screen, and journal notebook Mood Setting – Watching Video Clip on Developing Independence

Procedure 1. Invite the participants to watch the video clip on Child Independence. 2. Encourage them to study the activity of the child.

Processing
1. How can you describe the child on the video? 2. What does the child want to imply?

Activity – Word Hunt

Procedure
1. Distribute the activity sheet to the participants.
2. Ask them to read the instructions carefully and follow it patiently.
Processing
1. How did you find the activity?
2. What can you say about the words that you can find in the table?

Abstraction/Discussion
Have a discussion in the importance of joining or volunteering in school activities. However, the children should be given the premise on the extent on when they have to decide in participating in the school events. They should be given awareness on the possible consequences that may arise whether they will join or not. They should know their limitations and capabilities as well as their families especially if financial assistance is involved.
Application

1. Ask the participants to list down three (3) things that they could show their independence.
2. Invite them to write what they have learned in the session.

Evaluation
Distribute the evaluation form to all the participants and ask them to answer it honestly.
Reference:
Child Independence – www.youtube.com

Name ___________________________________ Date _______________
Grade and Section ________________________
Word Hunt
Look for the following words inside the cloud and encircle them on the table.

B U I L D C A P
A M N O E H E O
I L D U C O E R
S W E W I S W U
P O P O S E L L
R L E N I N T E
I L N K O T S S
O O D T N O I D
R F E Y O M L S
I E N H P E N B
T I C L O P W B
Y W E O L L O F

Lesson 5: Becoming a Leader (Socialization)
Objectives:
The students are expected to:
1. Define a good leader
2. Share thoughts on how to improve socialization skills
3. Follow the instructions properly

Materials:
Plastic ball, paper, pen, and journal notebook

Mood Setting – Wall, Archer, Rabbit
1. Divide the pupils into two groups.
2. All members of the group should be standing forming one straight line.
3. Explain the mechanics of the game:

This game is played the same way as with "Paper, rock, scissors." The difference is the symbolic gestures used: WALL – two hands are raised upward; ARCHER- hands are positioned like an archer that seems to be holding a bow and an arrow; and RABBIT – two hands are placed near the two ears to represent the big ears of a rabbit.
Here are the rules: Wall beats archer because the arrow cannot pass through a wall; Archer beats rabbit because it can be hit by an arrow; and rabbit beats wall because it can jump over the wall.
4. Each group should talk among themselves on what gestures they should be showing altogether once they face the opponent.
5. When the facilitator say “Go” each group should be facing each other showing the gesture they prefer.
6. All members should be doing the same gesture, otherwise, they will lose the game.
7. The first group that gets three points wins the game.

Processing:
1. How did you find the activity?
2. How did you feel while doing the game?
3. For the group who won, what strategy did you use to win?
4. For the group who lost, what difficulty have you faced?
5. Did anyone among the members act as a leader? How did you choose?

Activity – Moon ball
1. Divide the students into two groups.
2. Students should work as a team to keep the ball from coming in contact with the floor. However this is harder than it seems. Encourage participants to plan a strategy. Prompt students as needed to bolster success.
3. Tell them that they are only allowed to toss, tap, and kick the ball. They can also use their head, elbow, shoulder and knee during the game.
4. The group that keeps the ball from coming in contact with the floor for a longer period of time wins the game.

Processing:
1. How did you find the activity?

2. How did you feel while doing the game? 3. What are the traits or characteristics that were displayed during the moon ball activity. 4. What do you think are the skills contributed by each participant? 5. Is leadership individual or collective?

(This process will permit students an opportunity to discern characteristics of leadership leading into more meaningful discussion. Encourage participants to develop a definition of leadership, distinguishing qualities of good leaders. Discussion should also relate to how leadership is situational and that sometimes certain situations work better with particular characteristics of leadership. What types of leaders are needed? Who wants to consider leadership for various projects?)

Application
Ask the children to write the things they have learned in the journal notebook.

Evaluation
Distribute the evaluation form to all the participants and ask them to answer it honestly.
Reference:

Treasure Hunt - http://www.suite101.com/content/group-learning-activities-a29694
Lesson 6: Reaching the Goal (Academic Performance)
Objectives:
The students are expected to:
1. Identify the ways on how to improve academic performance
2. Show pride in the smallest achievements done in school

3. Apply the tips discussed on how to improve academic performance.

Materials:
Small box, mirror, cardboards, pen, and journal notebook Mood Setting – The Magic Box
Construct a "magic box" which can be any kind of a box with a mirror placed to reflect the face of anyone who looks inside. Begin the activity by asking the group, "Who do you think is the most special person in the whole world?" After allowing the student to respond individually, continue: "I have a magic box with me today, and each of you will have a chance to look inside and discover the most important person in the world."
Give each client a chance to look into the box after you ask them who they think they will see. Some students may have to be persuaded, because they may not believe what they see. Be ready with some of the following comments: Before rejoining the group, ask each client to keep the special news a secret. After the entire clients have had their turns, ask the group who the most special person was. After each client has had an opportunity to say "me," explain that the box is valuable because it shows that each of them is special. You might ask how it is possible for everyone to be the special one. A discussion about each individual's uniqueness may proceed.

Processing:
1. Are you surprised?
2. How does it feel to see that you are the special person?
3. You smiled so big -- are you happy to see that you're the special person?
4. What is the relation of the activity to in aiming to win the game?
5. Why is it needed to believe in yourself in winning a contest?
Activity – “Pinoy Henyo” Procedure
Invite the participants to get a piece of paper in the fishbowl to get the name of their partners in playing “Pinoy Henyo” The words that should be guessed are:
1. Marker 6. Student
2. School 7. Monkey
3. Milk 8. University of the Philippines - Diliman
4. Peanuts 9. Gold medal
5. Teacher 10. Brain Processing
1. How did you find the activity?
2. What strategies have you made to achieve you goal?
Abstraction/Discussion
Discuss the things on how to be chosen as quiz bee participants. Ask the students how the techniques and strategies in studying help them.

Application
1. Invite the participants to list down three subjects that they want to excel in.
2. Tell them to write beside each subject the way on how they could improve their performance

Evaluation
Distribute the evaluation form to all the participants and ask them to answer it honestly.
References:
http://www.docstoc.com/docs/2386425/Youth-Leadership-Activities

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