Values Education 5 (2nd Quarter) PDF

LABORATORY ELEMENTARY SCHOOL VALUES Values in Life, Through Good EDUCATION 5 Citizenship and Ethics Based on the K12 Most Essential Learning (2nd Quarter)...

LABORATORY ELEMENTARY SCHOOL VALUES Values in Life, Through Good EDUCATION 5 Citizenship and Ethics Based on the K12 Most Essential Learning (2nd Quarter) Competencies and UB Core Values Authored by A Self-Regulated Learning Module for Independent FLORIANNE R. DANGIWAN, LPT. Learning Edited by: ABEGAIL C. APSE, M.A.Ed.-ECEd. Name of Learner ________________________________ Grade & Section A Self-regulated Learning Module for Independent Learning in Values Education 5 1 Prepared by:  TABLE OF CONTENTS Subject Matrix........... 3 SECOND QUARTER LOVE AND CARE FOR MY NEIGHBORS Pre – Assessment........... 6 LESSON 1 The Leader in You......... 7 Formative Assessment........ 12 LESSON 2 Respect Brings Respect........ 14 Formative Assessment........ 21 LESSON 3 Friendship and Sportsmanship in Active Participation..... 22 Formative Assessment........ 26 MINI – TASK........... 27 Reference............ 31 Author’s Profile........... 34 A Self-regulated Learning Module for Independent Learning in Values Education 5 2  SECOND QUARTER SUBJECT MATRIX Demonstrating understanding of the importance of empathy and fulfilling STANDARDS CONTENT expected steps, statements, and actions for the welfare of oneself, family, and others. Making the right decision according to the dictates of the mind and will, based on what is proper and improper. PERFORMANCE STANDARDS Living out the possession of proper behavior in expressing and performing any task. Accomplishing actions, tasks, and statements that are done with goodness and truthfulness. The learner is expected to accomplish the aligned skills in the Most Essential Learning Competencies (MELCs) as guided on the table: SECOND Expected # OF CONTENT MELCS WEEK/S QUARTER Output Started leadership to provide reasonable assistance for those in need. (EsP5P – IIa –22) Informed the concerned personnel or authorities about the disturbance and calamities happening. (EsP5P – IIb – Formative 23) Assessment The Leader in International Standards: Summative Week Lesson 1 SDG 1: No Poverty - Initiating leadership and You Assessment 1-2 providing necessary assistance to those in need, such as victims of calamities, aligns with the goal of eradicating poverty and Performance ensuring social protection for all. Task SDG 11: Sustainable Cities and Communities - Taking the lead in issuing warnings and disseminating important information to the community regarding potential hazards contributes to creating safe, resilient, and sustainable cities and communities. A Self-regulated Learning Module for Independent Learning in Values Education 5 3  Demonstrated respect for foreigners and/or natives. (EsP5P – IIc – 24) Formed and expressed ideas/opinions with respect (EsP5P – IId-e – 25) Demonstrate selflessness for the good/welfare of others. (EsP5P – IIf – 26) International Standards: SDG 10: Reduced Inequalities - Showing respect to foreigners/strangers, respecting unique customs and beliefs, and treating Respect Brings indigenous peoples and foreigners with Week Lesson 2 Respect kindness contribute to reducing inequalities 3-4 and fostering inclusivity. SDG 5: Gender Equality - Engaging in respectful dialogue, expressing ideas and opinions in a respectful manner, and respecting the rights of others align with the goal of achieving gender equality and empowering all individuals. SDG 4: Quality Education - Engaging in friendly competitions or contests, performing duties in programs or projects using available technology, and actively participating in various school activities contribute to achieving quality education and fostering inclusive and equitable learning environments. Given considerateness to others' rights and welfare. (EsP5P – IIg – 27) Participated in contests or contests whose purpose is friendship. (EsP5P – IIh – 28) Friendship and Sportsmanship Performed any role in a program or Week Lesson 3 in Active project using any school technology. 5-6 Participation (EsP5P – IIi –29) International Standards: SDG 16: Peace, Justice, and Strong Institutions - Valuing truth, examining sources of information critically, and expressing personal opinions honestly contribute to a just and transparent society. A Self-regulated Learning Module for Independent Learning in Values Education 5 4  SDG 9: Industry, Innovation, and Infrastructure - Utilizing technology tools and resources for project work and presentations promotes digital literacy and innovation in education. Performance Task Week 7 Second Quarter Exam Week 8 ESSENTIAL QUESTION: How does demonstrating empathy and fulfilling expected steps, statements, and actions for the welfare of oneself, family, and others contribute to building harmonious relationships, promoting personal growth, and enhancing the overall well-being of individuals and communities? ESSENTIAL UNDERSTANDING: Understanding the importance of empathy and fulfilling expected steps, statements, and actions for the welfare of oneself, family, and others is crucial for fostering harmonious relationships, personal growth, and collective well-being. A Self-regulated Learning Module for Independent Learning in Values Education 5 5  PRE-ASSESSMENT SECOND GRADING PERIOD Name: ________________________________ Date: ____________ Grade and Section: _____________________ Score: ___________ I. Write TRUE on the blank if the statement shows leading to help and respecting the welfare of everybody. _____ 1. Student A shares his school supplies with his classmates who forgot theirs. _____ 2. Student B ignores a friend who asked for help because she wants to finish her own project first. _____ 3. Student C patiently waits for his turn to use the computer in the school lab. _____ 4. Student D teases a classmate for giving the wrong answer during a quiz. _____ 5. Student E helps her classmate understand a difficult math problem. _____ 6. Student F listens carefully and doesn’t interrupt when others are speaking during group work. _____ 7. Student G cuts in line at the cafeteria because he doesn’t want to wait. _____ 8. Student H picks up litter around the classroom to keep it clean for everyone. _____ 9. Student I refuses to share materials during a group science project. _____ 10. Student J says "thank you" when her friend helps her carry books to the library. II. Answer what is asked using the given rubric. 3 2 1 Content Answers are comprehensive, Answers are accurate and Answers are not comprehensive accurate, and complete. Key complete. Key points are or completely stated. Key points ideas are clearly stated, stated and supported. are addressed but not well explained, and well-supported. supported. Why do we need to involve ourselves in competitions or curricular activities? A Self-regulated Learning Module for Independent Learning in Values Education 5 6  Lesson 1: The Leader in You LEARNING TARGETS: 1. I can start a program to help those who are in need, 2. I can stand up and report to those who need help, especially in times of disturbances, calamities, etc. 3. I can lead others to help others. LESSON PROPER Hello, Grade 5.,. How are you? I hope everybody is healthy and safe. In this lesson, will learn how to help other, especially during the trying times. A Self-regulated Learning Module for Independent Learning in Values Education 5 7 Helping Hands And Beyond. (n.d.). https://helpinghandsandbeyond.org/ SM mobilizes relief for Marawi crisis victims. (2019, April 18). https://www.iloilotoday.com/sm-mobilizes-relief-for-marawi-crisis/ Lau, S. (2018, October 04). 1Twenty80 disaster relief. https://1twenty-80.com/typhoon-disaster-relief/ A Self-regulated Learning Module for Independent Learning in Values Education 5 8  INTERACTION You have seen sample infographics asking for help. For sure, if you have been watching the TV or surfing the net, you have seen other samples of these infographics, especially in times of calamities, just like during the time of pandemic. In the article of Arellano (2018), Resilience” or “katatagan” is the word that describes the “image of the Filipino people” in times of difficulty. It somehow fosters a national image of a strong nation--the one that bounces back quickly with a joke and a smile as his or her weapon. Filipino still have those smiles to face the challenges in life. Seeing this somehow uplifts the spirit and hopes that life is normal or shall resume normally soon. Thus, the value of helpfulness arises because of the positivity of individuals. There is always hope; there is always somebody out there to help those in need get back on their feet and live the life they used to. The value of “Bayanihan,” helpfulness, and cooperation comes around, especially when one of our own is a victim of calamities. Many foundations and advocacy groups are ready to help these individuals. There are many ways to help those affected by natural disasters. The following are just some examples. Which one may apply to you? Which one have you done already? 1. Money Donation 2. Organize a School Fund Raising Activity 3. Organize a Community Event 4. Donate clothes, food, or other necessary items 5. Blood donations 6. Share your talent and skills for the fundraising activity 7. Provide a temporary shelter (open your house for them) 8. Help in the packing of relief goods 9. And many more ways…. A Self-regulated Learning Module for Independent Learning in Values Education 5 9  Dear Grade 5, remember that your little act of kindness through helping is not just during or for those affected by natural disasters. It should extend everywhere, just like at home and in school. There are many ways to lead yourself in helping others. Can you identify these in the given illustrations? Girlinlove. (1970, January 01). We Are The World. http://girlinlove66666696.blogspot.com/2011/04/we- are-world.html Stefanescu, A. (n.d.). Help tidy up colouring page - children having fun tidying and cleaning their classroom: Warna sekolah, Buku mewarnai, Sketsa. https://www.pinterest.ph/pin/71283606573386669/?ni c_v2=1a4qEbKa1 LillySillyBilly. (N.d.). House Chores. https://www.etsy.com/il- en/listing/1632775628/house-chores-black-and-white- and-full A Self-regulated Learning Module for Independent Learning in Values Education 5 10  Anti Bullying Clipart. (2016, February 08). Stand up Against Bulying. https://clipartion.com/free-clipart-anti-bullying-clipart/ Bochnak. (2010). 911 Poster. https://www.canstockphoto.com/911-poster-4803694.html Bakhtiarzein. (2019). Call Police Car Via Mobile Phone Emergency. https://www.canstockphoto.com/call-police-car-via-mobile-phone-33493782.html If you think somebody needs help, you can also call emergency hotlines or the police. That is why you should know the emergency numbers that you need to call, including your parents/guardians. A Self-regulated Learning Module for Independent Learning in Values Education 5 11  FORMATIVE ASSESSMENT Lesson 1: Helpulness & Leadership Let’s try to answer our activity to see if we understand our lesson. A. Read the following situations. Draw a star ( ) if the situation manifests leadership in helping others, and put a cross mark ( ) if it doesn’t. _____ 1. Student A helped a woman carrying heavy bags even though she was rushing. _____ 2. Student B spends time teaching his classmate Math because he is good at it. _____ 3. Student C called up his friend, informing him of the Coronavirus. So he asked him to stay at home and be safe from being affected by the virus. _____ 4. Student D asked the help of her classmates if they wanted to sell their projects and use the money for donations. _____ 5. Student E and F makes fun of the project of their classmates. B. Read the following situations. Write TRUE on the blank, if the statement shows leading to help. Write FALSE if it doesn’t. __________ 1. Student G assisted a Grade 1 student by carrying her heavy books and bag going to the classroom. __________ 2. Student H ignored an older woman who was having a problem crossing the street because the woman have lot of baggage to carry. __________ 3. Student I witnessed an accident, so he called up the police to help a person. __________ 4. Student J spends time with his younger brother while his parents are at work. __________ 5. Student K threw the project of her classmate, which is intended for fund raising activity. A Self-regulated Learning Module for Independent Learning in Values Education 5 12  Grade 5, Remember this. When you lend a hand or help others, do not expect anything in return. Good deeds will soon be rewarded. Continue helping others with all your capability and strength. You can do more once you get older. The Exceptional Skills. 2024. Leadership quotes inspirational, Good leadership quotes, Leadership quotes work. https://www.pinterest.co.uk/pin/1069182767776273868/ A Self-regulated Learning Module for Independent Learning in Values Education 5 13  Lesson 2: Respect Brings Respect LEARNING TARGETS: At the end of the lesson: 1. I can show respect to foreigners/natives. 2. I can form and express ideas with respect. 3. I can demonstrate selflessness for the good/welfare of others 4. I can give considerateness to others’ rights and welfare LESSON PROPER INTRODUCTION TREAT OTHERS WITH RESPECT THE WAY YOU WANT TO BE RESPECTED. What can you say about this quote? Let us talk it over during our synchronous. INTERACTION According to an article by Writer (2018), hospitality is a trait displayed by every Filipino, characterized by heart-warming generosity and friendliness exhibited to foreigners and locals alike. Filipinos receive guests, even strangers, warmly and pleasantly, often going out of their way to make the visitor comfortable. It is a trait not confined to the upper class and can be found among the poorest members of society. A Self-regulated Learning Module for Independent Learning in Values Education 5 14 Ann, C. (2014, July 13). Filipino cultural habits. https://www.slideshare.net/iamCHARRIEANN/filipino-cultural-habits Grade 5: Have you had conflicts with your friends, classmates because of different opinions? What did you do? Here is something that you should remember. 😊 You can use these when you want to express your ideas/opinions, even when you want to comment on others’ opinions/ideas. Try constructing one on your own. A Self-regulated Learning Module for Independent Learning in Values Education 5 15 Teaching with the IEP in Mind. (n.d.). Accountable Talk Bubbles for Literacy & Problem Solving: Accountable talk, Talk bubble, Teaching. https://www.pinterest.co.uk/pin/381328293418861137/?nic_v2=1a4qEbKa1 Let us take a classroom situation to use the given bubble speech of showing respect. How do you show respect when your classmate/s present/show their report or project in front of the class? - Listen (listen to them attentively) - Affirm (show actions of affirming or giving additional information if you agree) - Ask (ask questions with respect for clarifications) - Thankful (always be thankful to the presenters by giving them applause) A Self-regulated Learning Module for Independent Learning in Values Education 5 16  Grade 5: Have you heard the word ALTRUISM? Any idea what is it? There once was a man walking a very long way. The robbers attacked the man, beat him up, and stole everything he had, even his clothes. The man could barely raise his head to beg for help, but the priest passing by only backed away. Then, a religious leader came passing by, and he thought, ‘Oh, he looks terrible. But, I am sure he is no one I know.’ And he passed him by as well. Until came the Samaritan went over to the man lying on the side of the road. The Samaritan took some water and cleaned the man’s eyes and gave him something to drink. Are you familiar with this story? Yes, it is the Good Samaritan story. He demonstrated altruism or a selfless act of concern by helping the man who was robbed. A Self-regulated Learning Module for Independent Learning in Values Education 5 17 Larkin, E. (n.d.). Day 28 favourite virtue- Altruism/benevolence (whether it exists or not :P): Wow words, Words, Cool words. https://www.pinterest.ph/pin/424605071099088472/?nic_v2=1a4qEbKa1 * Now, let us have the last word to include in our lesson on respect. Write the letter that indicates the place in the alphabet. ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 3 15 14 19 9 4 5 18 1 20 5 What word did you get? This word is defined as thoughtful of the rights and feelings of others. It is synonymous with being kind, helpful, and thoughtful. The following are some examples of showing this good character. Can you identify them? The things to be done inside the church or worship area. Bagley, V. (n.d.). Showing Respect. https://www.citationmachine.net/apa/cite-a website/search?q=https://www.churchofjesuschrist A Self-regulated Learning Module for Independent Learning in Values Education 5 18 Yes, we should be CONSIDERATE. We should attentively listen when someone is talking. Be silent or quiet inside the church, especially when mass is ongoing. Here are some of the ways to be considerate, according to Mary (2017): 1. Avoid driving in puddles when you pass pedestrians 2. Put your phone away during conversations 3. If someone asks you for something and you can reasonably accommodate them, then share 4. Say “please,” “thank you,” “you’re welcome,” and “excuse me.” 5. Don’t expect anything in return for favors, gifts, or compliments 6. Try not to yell in public 7. Don’t show up late 8. Try to put yourself in someone else’s shoes 9. Listen more than you speak (or at least an equal amount) 10. Don’t take up two seats on public transit 11. Don’t use offensive language 12. Write thank you notes 13. Don’t judge someone for not liking what you like 14. Say you’re sorry when it’s appropriate and when you genuinely mean it 15. Don’t litter or pollute 16. Give your seat to someone who needs it more (public transit, etc.) 17. Don’t text and walk (or drive); be aware of where you’re going 18. Ask about others as much as you talk about yourself 19. Keep shared spaces clean 20. Don’t interrupt someone who is speaking Altruism Hospitable Consideration RESPECT A Self-regulated Learning Module for Independent Learning in Values Education 5 19 REMEMBER: Kat Talens. 2014. English Vocabulary-Respect. https://www.pinterest.co.uk/pin/492370171735410149/ A Self-regulated Learning Module for Independent Learning in Values Education 5 20  FORMATIVE ASSESSMENT I. Read the following situations. Write YES inside the box if the statement tells something about being respectful, and if it doesn’t, write NO. _____ 1. Greeting your neighbors “good morning” every day. _____ 2. Making faces at your classmates who are reporting in class. _____ 3. Listening attentively to your teachers or elders. _____ 4. Talking with a loud voice inside the church. _____ 5. Saying “excuse me” when you passed by in between two persons having a conversation. _____ 6. Applauding a performer after a performance. _____ 7. Responding politely to your teacher when your name is called to recite during online learning. II. How will you manifest RESPECT in the given situation? Write your answers properly in complete sentences. 3 2 1 Content Answers are comprehensive, Answers are accurate and Answers are not comprehensive accurate, and complete. Key complete. Key points are or completely stated. Key points ideas are clearly stated, stated and supported. are addressed but not well explained, and well-supported. supported. One of your relatives came home from abroad. He brought along with him his friend, a foreigner. What will you do to show respect to your relative and his company? ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Grade 5: Remember this. Always value RESPECT. Show RESPECT at all times. RESPECT will lead you to have friends who will respect you in return. Always put yourself in the situation of others before you speak or act. A Self-regulated Learning Module for Independent Learning in Values Education 5 21  Lesson 3: Friendship and Sportsmanship in Active Participation LEARNING TARGETS: At the end of the lesson: 1. I can define sportsmanship. 2. I can participate in contest/s whose purpose is friendship 3. I can perform any role in a program or project using any school technology Hello, Grade 5. I hope you continue manifesting RESPECT whenever or wherever you are, or you will go. Let us move on to our last lesson by looking at this quote below. What does this quote trying to tell us? This quote means that the best part of playing a game isn’t just winning but how you treat others while playing. It says that showing respect, being fair, and being kind are more important than the final score. When players focus on working together and being good to each other, they achieve something better than winning. The true victory is in being a good teammate and friend. A Self-regulated Learning Module for Independent Learning in Values Education 5 22 Clp. (2016, August 23). Keeping Up With The Kids - extra-curricular activities when parents are separated. http://www.oakvillemediation.com/keeping-kids-extra-curricular-activities-parents-separated/ A Self-regulated Learning Module for Independent Learning in Values Education 5 23  INTERACTION Are you familiar with the posters? These were some competitions in our school. Who among you have joined these activities or any related competitions? Can you share your experiences of these activities/competitions during our synchronous learning? Thank you WHY JOIN ACTIVITIES OR COMPETITIONS? According to Lomba Apa Saja. (2020), the following are the reasons likewise benefits of joining competitions. 1. Show your gift - If you have talents and skills, then you may show them through competitions. 2. Connect with top companies - Joining competitions or curricular activities may lead you to be discovered by companies who need your ability. 3. Challenge yourself/ Know yourself - It is an avenue for you to discover something new about yourself. 4. Values to be learned in a contest - The best way to experience sportsmanship is by joining competitions. It is where friendship also arises, especially when you are in a team. There are times some learners discover their talents when they join activities. Others even overcome their shyness. Many have gained friends by joining curricular and co-curricular activities or competitions. So, let us join competitions and likewise accomplish tasks in the different curricular and co- curricular activities. I believe that knowing the usage of computers or gadgets is needed to cope with the situation we are experiencing. If you even notice, technology is being maximized in some events like making infographics, videos, etc. Since we are online, we need to know and equip ourselves with these technology necessities. A Self-regulated Learning Module for Independent Learning in Values Education 5 24 The article by Zak (2015) shows how sports can lead you to have and value friendships aside from learning and manifesting sportsmanship. You can have friends whether you are on the same team or from different teams. Any relationship can get rocky from time to time, especially when it involves two of the best players of a generation in the same sport. Roger Federer and Rafael Nadal have enjoyed a professional rivalry, and they have also been friends with one another, and the two have publicly praised each other during interviews. While the relationship has gone through some rough patches, it is believed and hoped that Federer and Nadal are back to being good buddies as they approach the end of their historic careers. Haverford, J. (2020, March 15). 8 Current NBA Friendships Nobody Talks About (And 8 Heated Rivalries). https://www.thethings.com/8-current- nba-friendships-nobody-talks-about-and-8-heated-rivalries/ A Self-regulated Learning Module for Independent Learning in Values Education 5 25  FORMATIVE ASSESSMENT Below is a list of words related to how we act during games or while playing with others. Your job is to sort the words into two categories: Good Sportsmanship or Poor Sportsmanship. Write each word in the correct column in the table provided. McCarthy, L. (n.d.). Sportsmanship Sort https://www.teacherspayteachers.com/Product/Sportsmanship-Sort-3001874?st=6796ac2fa6812ccc93b84ca6cccccf86 A Self-regulated Learning Module for Independent Learning in Values Education 5 26  Performance task (MINI TASK) Make a Group Unity Tree of the things that you have learned about UNITY and COOPERATION with the given instructions. MATERIALS NEEDED: Pencil, Colored Paper, 1 White Cartolina per group, glue 1. You will be grouped into four (4). 2. On a colored paper, trace your right or left hand. 3. For each finger from your pattern, write a word to describe unity or cooperation. 4. Write your name on the palm part of the pattern. 5. Cut the pattern you traced from your hands. 6. As a group, put all together your hand patterns to make a group unity tree using your glue and cartolina. Apply your creativity as a group to add some designs or decorations to make it appealing. GROUP SCORING RUBRIC FOR THE GROUP UNITY TREE: 3- 2 - Needs Criteria 5 - Excellent 4 - Good Satisfactory Improvement Demonstrates Shows good Demonstrates Lacks creativity; exceptional creativity; design some creativity; design elements Creativity creativity; unique elements are design elements are basic and not and original design interesting and are somewhat engaging. elements are used. engaging. interesting. Most group Some group Many group All group members members are members are members are are included with Completeness complete included with missing or have missing or have complete incomplete incomplete information. information. information. information. Group Unity Tree Group Unity Tree Group Unity Tree Group Unity Tree is very well- is well-organized is somewhat is poorly organized Organization organized, easy to and easy to read, organized but may and difficult to read read, and visually with minor layout be difficult to read or follow. appealing. issues. or follow. Much of the All information is Some information Most information is information is accurate and is inaccurate or Accuracy correctly accurate with incorrectly inaccurate or minor errors. incorrectly represented. represented. represented. Most group Some group Few group All group members members members members contributed equally Teamwork and worked very contributed and contributed but contributed; poor worked well there were issues collaboration and well together. together. with collaboration. teamwork. Presentation is Presentation is Presentation is Presentation is somewhat clear clear, confident, clear and unclear and lacks but lacks Presentation and engaging; all confident; most confidence; some confidence; few members members members members participate. participate. participate. participate. OVER-ALL SCORE: A Self-regulated Learning Module for Independent Learning in Values Education 5 27  MINI-TASK (INDIVIDUAL ACTIVITY) Second Grading Period Name: ________________________________________________ Score: _______ Grade & Section: _______________________ Group #: _____ Date: _____________ ACTIVITY: Roleplay Scenarios for Sportsmanship, Helpfulness, Hospitality, Respect, and Leadership OBJECTIVE: Learners will work in groups to act out various scenarios that focus on sportsmanship, respect, helpfulness, hospitality, and leadership. Each group will present a roleplay that demonstrates the appropriate behavior in a given situation. INSTRUCTIONS: 1. The class will be divided into 4 groups. 2. Each group will be given a specific scenario that they will prepare and perform as a roleplay for 2-3 minutes. 3. The goal is for students to demonstrate the proper way to handle the situation by showing qualities such as sportsmanship, respect, helpfulness, hospitality, and leadership. 4. After each performance, the class will discuss what they observed and how the group demonstrated these values. GROUP SCENARIOS FOR ROLEPLAY: Group 1: Sportsmanship Situation: You are playing a basketball game, and your team loses by a few points. One of your teammates is really upset and starts blaming others for the loss. How will you, as a team, show good sportsmanship, both in how you handle the loss and how you support your teammate? o Focus: Encouraging others, handling disappointment, and being fair. Group 2: Helpfulness Situation: You and your classmates are in a team relay race. One of your teammates feels nervous about their turn and is worried they will let the team down. How will the team help the nervous teammate, provide encouragement, and ensure everyone feels supported? o Focus: Helping and encouraging others, working together as a team. Group 3: Hospitality and Respect Situation: A new student has joined your class, and it’s their first day. They are shy and sitting alone during a group activity. How will you and your classmates show hospitality by welcoming them, helping them join the activity, and showing respect to make them feel comfortable? o Focus: Including others, making people feel welcome, and being respectful. A Self-regulated Learning Module for Independent Learning in Values Education 5 28 Group 4: Leadership Situation: During a class project, everyone has different ideas about how to proceed, and there’s some disagreement. How will the group leader step up to guide the team by listening to everyone’s ideas, making fair decisions, and leading the project in a way that includes everyone? o Focus: Showing leadership by managing disagreements, making decisions, and including others' input. CRITERIA FOR THE GROUP ROLE PLAY 1 - Needs Criteria 4 - Excellent 3-Good 2 -Satisfactory Improvement Group members fully Group members Group members Group members understand and mostly understand show partial struggle to UNDERSTANDING OF effectively act out and act out their understanding of understand or act ROLE their assigned roles roles well, with some their roles but need out their roles in the situation. minor issues. more clarity. effectively. DEMONSTRATION The group clearly The group shows The group touches OF VALUES demonstrates the most of the assigned on the values but The group rarely or (SPORTSMANSHIP, assigned values (e.g., values but misses does not consistently does not RESPECT, sportsmanship, some opportunities show them demonstrate the HELPFULNESS, respect) in their to fully demonstrate throughout the assigned values. HOSPITALITY, roleplay. them. roleplay. LEADERSHIP) Group members Group members work seamlessly Group members Group members struggle to together, support collaborate well, with collaborate, but TEAMWORK & collaborate or each other, and only minor issues in there are clear gaps COLLABORATION communicate, communicate communication or in teamwork and leading to confusion effectively during the teamwork. support. during the roleplay. roleplay. The group performs The group shows the roleplay with The group performs The group shows creativity and high energy, the roleplay minimal creativity or CREATIVITY & engages well, with creativity, and adequately but lacks engagement, and the ENGAGEMENT only a few moments engagement, making creativity or full roleplay feels rushed of low energy or lack it enjoyable and engagement. or incomplete. of creativity. meaningful. The roleplay clearly The roleplay conveys The message of the The message is conveys the intended the message, though roleplay is somewhat unclear or confusing, CLARITY OF message or lesson it may lack some clear, but important and it’s difficult to MESSAGE related to the clarity at certain points may be understand the assigned values. points. missing. lesson. TOTAL SCORE: _____ / 20 Prepared by: ABEGAIL CARIO APSE, M.A.Ed.-ECEd. Subject Teacher, Values Education 5 A Self-regulated Learning Module for Independent Learning in Values Education 5 29  Reflection Questions (Post-Roleplay): 1. What values did your group aim to demonstrate in your roleplay? 2. How did your group work together to bring out the message in your roleplay? 3. What challenges did you face, and how did you solve them? 4. How can the values you demonstrated in the roleplay be applied in real life? My dear Grade 5, CONGRATULATIONS for accomplishing your tasks. For now, organize your Modules, Assessments and other learning materials for Values Education 5 subject, and review for your EXAM. Further details will be announced in our different communication area. “Being a family means you are a part of something very wonderful. It means you will love and be loved for the rest of your life.” – Lisa Weed “Love begins at home, and it is not how much we do…but how much love we put into that action.” – Mother Teresa A Self-regulated Learning Module for Independent Learning in Values Education 5 30  REFERENCES: 12 Characteristics of Successful Learners: Oak Meadow. (2020, January 27). Retrieved July 01, 2020, from https://www.oakmeadow.com/12-characteristics-of-successful-learners/ Abundo, C. (2015, January 13). Filipino Customs and Traditions. Retrieved December 23, 2020, from https://www.vigattintourism.com/tourism/articles/Filipino-Customs-and-Traditions Admin. (2015, August 26). 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Retrieved July 01, 2020, from https://www.pinterest.ph/pin/446841594250935977/ What Makes a Successful Online Learner? (n.d.). Retrieved July 02, 2020, from https://careerwise.minnstate.edu/education/successonline.html Wolt, B. (2013, January 21). Promoting peace 2013. Retrieved December 28, 2020, from https://www.slideshare.net/byronwolt/promoting-peace-2013 A Self-regulated Learning Module for Independent Learning in Values Education 5 33  AUTHOR’S PROFILE Dangiwan, Florianne Rimando Designation: English & Filipino Subject Head Activity Coordinator Email: [email protected] Contact Numer: 0905-270-0904 Facebook: Florianne Dangiwan SUBJECT TEACHERS’ PROFILE Apse, Abegail Cario Designation: Kindergarten Adviser, Grade Level Coordinator for Grade 5 Contact Number: 09672116577 09128775466 Email: [email protected] Facebook: Abegail D. Cario-Apse Prepared by: ABEGAIL CARIO APSE, M.A.Ed.-ECEd. Subject Teacher Reviewed and checked by: REA G. KIA, LPT FLORIANNE R. DANGIWAN, LPT. YOKO A. MACARIO, LPT. Subject Head, Values Education Subject Head, English GLC, Grade 6 (Content & Format) (Grammar) (Ethics) Noted and Approved by: ALICIA D. RIVERA, M.A. Ed JULIUS T. GAT-EB, Ph.D. Assistant Principal UBLES, Principal A Self-regulated Learning Module for Independent Learning in Values Education 5 34