Republic of the Philippines

Department of Education
CARAGA REGION
SCHOOLS DIVISION OF AGUSAN DEL SUR

Learners’ Activity Sheets

Homeroom Guidance 8
Quarter 3 – Week 3

D.O Plaza Government Center, Patin-ay Prosperidad, Agusan del Sur

depedagusandelsur@deped.gov.ph
(085) 839-54
I. Title: I can do this!

II. Learning Competency: Relate the effective ways of solving problems (HGJPS-IIIc-9).
III. Introduction: In this activity, we help you in finding effective ways in solving
problems. As we all know, we are in the trying times of battling against this health
crisis that the world is facing. Because of this, many people around the world are
overwhelmed with different problems, but the most devastating of it all is the
emotional problem brought about by this pandemic, many are stressed, and
eventually depressed. In this activity, we may find ways in helping to solve the
problem.
IV. Activity

Activity 1: Where Do I Belong!

Instruction: Mark each column as described. You can have the same skill marked more than

once in each column.

In the first column, mark what skills have you already acquired and feel competent doing.

In the second column, mark what skills do you enjoy, even if you are not proficient at them.

Lastly, in the third column, mark those skills that you really enjoy.

1. What skills would you like to learn, acquire or develop further?

3.Would
1.Feel
Skill 2.Enjoy like to
Competent
develop

Communication Skills

Comfortably speaking to others you do not know

Taking notes while someone speaks

Finding information

Explaining things to other people

Know when to ask for help or more explanation

Counsel or advise others

Listening to others

Self – management Skills

Set goals and priorities, plan or make decisions

Being patient with others

Keeping a cheerful attitude

Getting interested about the task at hand

Offering to help when it’s needed

Motivating myself to do what needs to get done

Using courtesy when dealing with others

Seeking help when needed

Being eager to learn

Solving problems in a cooperative way

Social skills

Care, treat or rehabilitate others

Guide or listen to individuals

Teach, inform or explain to groups

Caring for the sick and elderly

Calming people down

Helping people complete a task

Knowing how to get along with different people

Leading groups or activities

1. From the list above, referring to column 2, list your top five or ten favorite
skills that you would most enjoy utilizing in yourself.
_____________________________________________________________________
2. Which of the favorite skills listed above do you consider strengths or things
that you are very good at (both column 1 and 2 would probably be marked)?
_____________________________________________________________________
3. Which (top five) skills would you like to develop, improve and/or learn (refer to
skills marked in column 3)? Why?
_____________________________________________________________________
Activity 2: Writing for a New Ending!
Instruction: Give your own final episode of the story given.

Story #1: Once upon a time, an old man spread rumors that his neighbor, the young
man, was a thief. As a result, the young man was arrested. Days later the young
man was proven innocent. So, the old man
________________________________________________________________________

Story #2: A doctor entered the hospital in a hurry after being called in for an
emergency Covid Patient. He ask the nurse chart and report, changed his clothes,
wear his PPE and went directly to the emergency room. He found the boy’s father
pacing in the hall waiting for the doctor. On seeing him, the father yelled, “Why did
you take all this time to come? Don’t you know that my son’s life is in danger? Don’t
you have any sense of responsibility?”. The doctor said…
________________________________________________________________________
Story #3: A frail old man went to live with his son, daughter-in-law, and four-year-
old grandson. The old man’s hands trembled, his eyesight was blurred, and his step
faltered. The family ate together at the table. But the elderly grandfather’s shaky
hands and failing sight made eating difficult. Peas rolled off his spoon onto the floor.
When he grasped the glass, milk spilled on the tablecloth. The son and daughter-in-
law…
________________________________________________________________________

Processing Question:
Instruction: Please answer the following qestions.
1. How do you feel when you write your own ending to the story?
__________________________________________________________________
2. Do you have a basis of the kind of ending that you gave to the story? What are
those? Why?
__________________________________________________________________

3. What did you realized in the activity?

to__________________________________________________________________

Rubric in Writing an Ending to a Story:

Excellent 4pts Good 3pts Fair 2pts Poor 1pts
Content Content is well Ending is generally Ending is Poorly organized.
organized, It logical and somewhat illogical
includes problem, includes problem, and confusing.
solution and solution and
setting showing setting showing
respect to oneself respect to oneself
and others. and others.
Grammar and Writer uses correct Writer uses correct Writer makes Writer consistently
Spelling grammar and grammar and frequent mistakes makes error with
spelling spelling for most of with grammar and grammar and
throughout the the narrative. spelling. spelling.
whole narrative.
Effort Writer fulfills the Writer fulfills all of Writer fulfills some Assignment is
requirements of the requirements of the incomplete.
the assignment of the assignment. requirements of
and has put care the assignment
and effort into the
process.
 Republic of the Philippines
Department of Education
CARAGA REGION
SCHOOLS DIVISION OF AGUSAN DEL SUR

Learners’ Activity Sheets

Homeroom Guidance 8
Quarter 3 – Week 4

D.O Plaza Government Center, Patin-ay Prosperidad, Agusan del Sur

depedagusandelsur@deped.gov.ph
(085) 839-546
Homeroom Guidance 8
Learners’ Activity Sheets
Quarter 3 – Week 4: Participate into responding life’s challenges;
(HGJPS-IIId-120)
First Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for the
exploitation of such work for a profit. Such agency or office may, among other
things, impose as a condition the payment of royalties.

Borrowed materials (e.g., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this activity sheets are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The authors do not
represent nor claim ownership over them.

Development Team of the Learners’ Activity Sheet

Writer/s: Dave M. Pasquito
Reviewer/s/ Editor/s: Leonora G. Tabangcora, Geraldine C. Pantilgan, Gilda Mae V. Rabadon
Illustrator:
Layout Artists:
Lay-out Reviewer: Blessy T. Soroysoroy
Management Team: Minerva T. Albis
Lorna P. Gayol
Lelani R. Abutay
Leonora G. Tabangcora
Narciso Oliveros Jr.
Rolly C. Catacata
Name: ____________________________________________________________

Grade: ___________ Section: __________________ Date: _______________

Teacher: ____________________________________Score: ________________

I. Title: Face the Fear!

II. Learning Competency: Participate into responding life’s challenges; (HGJPS-

IIId-120)

III. Introduction: Part of being alive is not just experiencing joy and fun, it also
includes our problems, pains and even our frustration. However, we
sometimes look at our life in small parts, like it seems that we are doomed
because we have a lot of problems in school and at home, your day will
become bad because you feel disgust in the morning of the second hour. All
this type of perspective may hider as from looking the big picture of being
alive. Remember, problems are just part of our life, not our life. We hope that
this activity will help in devloping skills to face your life challenges.

IV. Activity:

Activity 1: Knowing my Area of Responsibility

Instruction: Put on the word that you think are the things you can control
and put also the word on the things that you cannot control.

My Behavior What others say

My Goals What others think

My Effort My past mistake

Taking care of Myself Being Sick

Who my friends are The Weather

Asking for help Things I have to do

Learning from my mistakes Other behavior

 Being
Kind
Things I Can Control

Things I Cannot Control

Process Questions:

1. How do you feel about the things that you can control? How about the
things that you cannot control?

2. What did you realize about yourself from the activity?

3. What can be your resolution about yourself when face with life challenges?

Activity 2: Train the Mind and Heart

Instruction: Please read the follwing tips on how to solve your problem. Learn
form this tips and practice it with your heart so that you will develop this skill.
Sometimes, just doing something towards solving a problem can help you feel
better, even though in some situations there’s not much you can do. Going
through the steps of problem solving might be difficult at first, but will become
intuitive with practice.

8 Steps to Solve Your Problem

1. Define the Problem

Be specific. Vague descriptions can lead to vague solutions. Without
being specific, you’ll find that a whole lot of problems are all tied in together.
When this happens, try to separate the problems so you can work on each
problem separately.

For example: “I hate my school” can be broken down to:

• I get upset when people in my class make fun of me.

• I get annoyed when Mr. Simpson picks on me.
• I feel tired because I don’t get enough time out from studying.
These are three individual problems, which, although related to each
other, are best dealt with separately.

Put it into practice. Write down your problem and all the specific ways that
you’re affected by it. It’s time to get clear about what you’re facing.

2. Work Out the Goals for Each Problem

What do you want? Remember the questions we asked ourselves

earlier? Ask yourself these questions again and write down the answers next
to the specific problems you identified in the step above.

• What is the best thing I can do to resolve this problem?

• What are my needs and wants around this issue?
• How can I get my needs met while also being mindful of reality and
the people around me?
 Try to focus on the things that you can do, rather than what you would
like to happen. Ask yourself, “Is this something I can control?”

For example, thinking “I would like all the painful people in my class to
disappear” isn’t a realistic goal because it’s not within your control. However,
“I would like to focus on spending more time with my friends during lunch
and breaks between classes” is a realistic goal because it’s more likely to
happen and is within your control. Similarly, “get rid of Mr. Simpson” is not a
realistic goal, but “work out a strategy to help me cope with Mr. Simpson
without getting upset” is more feasible.

Put it into practice. Focus on realistic goals within your control for
each problem you identified in step 1. Ask yourself the above questions to get
even more specific about what you need.

3. Brainstorm as Many Possible Solutions as You Can

Be creative! Come up with as many possible solutions as you can think

of. Some of your ideas might be a bit out there but remember: You aren’t
judging or evaluating how good or bad your solutions are at this stage.
For example, some of the possible solutions for dealing with annoying
people in your class might be to:

• Totally ignore them

• Be rude back to them
• Be nice towards them regardless of how they speak to you
• Talk to one or two of them and tell them how you feel
• Change schools
• Get to class early to pick a desk further away from them
• Speak to the principal and ask to change classes
• Beat them up
• Ask your parents to contact the parents of the main culprits

Put it into practice. Try to come up with as many different strategies as

you can think of. Don’t judge them, just write them down.

4. Rule Out Any Obviously Poor Options

Keep it realistic. Not every solution is going to be possible or will make

the most sense long-term. Now it’s time to be critical of what solutions you
came up with and rationalize whether or not those are good solutions.
Let’s rationalize our options from the example:

• It’s obviously not a good option to beat someone up because you’d

probably get in trouble and it’s never worth it to solve things with violence.
Would it really be worth it?
• It’s probably pretty challenging and time-consuming to change
schools, and even if you did, would the same problems follow you?
• You might also be wary of having your parents contact the other
parents, as it could escalate the problem or remove some amount of control
you have over the outcome. In some instances, however, the problem could be
so severe that getting parents involved is the only thing that makes sense.

Put it into practice. Look for all the ideas on your list that are
unrealistic or unlikely to be helpful and cross them out. Spend some time
thinking about the potential outcomes of these strategies. If you’re on the fence
about some of your solutions, save it for the next step.

5. Weigh Out the Pros and Cons of the Remaining Options

Now you can be the judge. You’ve gotten specific about your problems,
come up with some goals, thought of some really good solutions, and trashed
the ones that weren’t so great. Now it’s time to weigh out the options we have
left. For each solution you have for your problem, think of the positive and
negative outcomes.
To continue using this example:

• Being rude back at the other students might help you let off some
steam (positive), but it might also make the situation more hostile and could
get you in trouble (negative).
• Being nice toward them in spite of their put-downs may make you feel
frustrated (negative), but it might change the way some of them respond to you
(positive).
• Explaining to the others that you don’t like the way they are treating
you might make you feel embarrassed (negative), but at least they will know
how you feel and you spoke up for yourself (positive).
• Ignoring them might be really hard to do and some people find this
doesn’t work very well. But if you do it successfully – meaning really ignore
them, it might help you feel more empowered (positive).

Put it into practice. Go through the options that are left and write down
the ”pros” and ”cons” of each. Creating a table where you can them side by
side can be really helpful.

6. Identify the Best Options

Make your decisions. Once you’ve considered the positive and negative
outcomes for each possible solution, it’s time to make a decision. There may be
one option that stands out as better than the others. If there are a few possible
solutions, you might be able to implement all of them.

For instance, with the above example, you might decide to talk to the
people who are hassling you and explain how you feel and what you want. If it
happens again, you might then decide to go to your advisor or counselor to
discuss the problem and perhaps ask to change classes.

Put it into practice. Go through the options and pick out the ones that
seem the most practical and potentially helpful.
7. Put It Into Action

The real work. Now it’s time to take all of this planning and put it into
action. Depending on what you’re trying to do you might need to use effective
communication skills, plan for the safest option, making sure you’re in a level
emotional place before acting, or check the way you’re thinking about this
situation so you can play it fair.
For example, you might decide to approach one of the girls in your class
who makes nasty comments about you. This can go wrong pretty quickly if we
attack the other person with our words. With mindful communication, we can
keep this situation from escalating.

Communication Tips:
• Use this formula: “This happened, I feel this, and this is what I need
from you.”
• “When you said really hurtful things about me in front of everyone in
class it made me feel disrespected and upset. Going forward, can you not do
that in front of everyone? If you have a problem, you can talk to me about it
privately.”
• “Do you remember how you made that joke about me in class the
other day? I felt really embarrassed when you did that. I would appreciate it if
you didn’t did that again.”
• Use tact. We’ve all have someone talk to us in a rude way. How did
that make you feel? Did that make you open to hearing what else they had to
say? Try your best to deliver your message or request with tact so the person
doesn’t shut down and will actually be receptive to what you say.
• Providing context can help. You don’t have to explain yourself if you
don’t want to, though sometimes giving people context can help them
understand you better. Let’s say you messed up and forgot to do that thing
your mom asked you to do. You can say:
• “I can see how you’re upset with me because I didn’t do what you
asked me to. I feel really stressed right now with all my assignments and
exams, and trying to keep up with everything. My brain has been a little
scattered lately. I’m sorry I couldn’t be more helpful to you. Could we make a
list together of things you need me to do so I don’t forget?”
• Be understanding. Try to come from a place of understanding if you
value the relationship (or learn about other’s perspectives).
• “Can you tell me more about why you did that?”
• “Help me understand why you reacted that way.”
• Rehearse what you’ll say. Try to write down the things that you plan
to say so that you have it clear in your mind. If this doesn’t work, one of your
other solutions might work. In the example used previously, your next action
might be to go to your teacher or counselor to talk to him or her about the
problem. Again, you can write down in advance what you plan to say.
• Stay solution-focused. It’s easy to get caught up in the feels when
you’re trying to express your needs. Take a break if you need to and come back
to the conversation when you’re ready. If you value the relationship, always try
to stay focused on how you can improve things so this doesn’t happen again.
 Put it into practice. Go get ’em, Tiger! Put your plan into action. Use
your voice. Stick up for yourself. Make amends. Whatever it is you need to do,
now is the time.

8. Reflect on How It Went

Reflect and review. The last step is to review how things went. So you
tried it out—what happened? Did it solve the problem, or do you need to try
another approach? If your current approach worked, then that’s all you need
to do. But, if you didn’t get what you wanted, then it’s usually helpful to try a
different approach. Talking to friends and family could be really helpful in
finding alternatives you’ve never thought of.

Activity 3: Application

Instruction: Now that you read the steps, it is time to identify your problem and
put it into writing and apply what you understand from the reading. Please fill in
the table to complete your action-solution to the problem you identified. You can
use a separate sheet for this activity.

Situation/problem Options Advantages Disadvantages Solution

Identified

Remember This!

Is there a situation that you don’t like? If you can change it, try working
through the steps towards finding a solution to your problem. If not, see how you
feel after trying to cope with the situation. What can you say to yourself to accept
the situation? What sorts of things can you do to get on with your life in a positive
way, in spite of the situation?
 Remember that problems are a normal part of life, and that we usually feel
better when we do something constructive toward resolving our problems rather
than just dwelling on them. Make a plan, take action, and do your best. In the
end, you’ll know you did all you could to make a difference.

Answer Key

Activity 1:

The things I can control

• My behavior
• My goal
• My effort
• Asking for help
• Who my friend are
• Learning from my mistakes
• Taking care of my self

The things I cannot control

• What others can say

• What other think
• Things I have to do
• Past mistakes
• Being sick
• The weather
• Other beahviour
 Republic of the Philippines
Department of Education
CARAGA REGION
SCHOOLS DIVISION OF AGUSAN DEL SUR

Learners’ Activity Sheets

Homeroom Guidance 8
Quarter 3 – Week 5

D.O Plaza Government Center, Patin-ay Prosperidad, Agusan del Sur

depedagusandelsur@deped.gov.ph
(085) 839-546
Homeroom Guidance 8
Learners’ Activity Sheets
Quarter 3 – Week 5: Respond to the needs of the community towards peace.
(HGJPS-IIId- 14)
First Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for the
exploitation of such work for a profit. Such agency or office may, among other
things, impose as a condition the payment of royalties.

Borrowed materials (e.g., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this activity sheets are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The authors do not
represent nor claim ownership over them.

Development Team of the Learners’ Activity Sheet

Writer/s: Dave M. Pasquito
Reviewer/s/ Editor/s: Leonora G. Tabangcora, Dave M. Pasquito, Geraldine C. Pantilgan
Illustrator:
Layout Artists:
Lay-out Reviewer: Blessy T. Soroysoroy
Management Team: Minerva T. Albis
Lorna P. Gayol
Lelani R. Abutay
Leonora G. Tabangcora
Narciso Oliveros Jr.
Rolly C. Catacata

Name: ____________________________________________________________
Grade: ___________ Section: __________________ Date: _______________

Teacher: ____________________________________Score: ________________

I. Title: Resolved the Conflict!

II. Learning Competency: Respond to the needs of the community towards

peace. (HGJPS-IIId- 14)

III. Introduction: In this activity, you will be guided to the series of activities
about some concept of peace building. Hopefully, the activity will help you to
develop that skills of peace building. In this activity, we will help you in
identfying and managing conflict.

IV. Activity:
Activity 1: Observing Conflict
Instruction: Please read the following situation and fill in the processing question
after reading each situation.

Situation 1(Your situation): Your mother/father is not happy with your

grades. She/he thinks you are spending too much time with your friends
and does not like them. She/he wants to take you out of your current
school and put you in a private school so you will focus more on studying.
You are very happy in your current school and do not want to leave your
friends to go somewhere new. For you, the issue is not your friends, it’s
the amount of homework you have and the difficulty of the subjects .

Situation 2( Parents Situation): Your son/daughter is not doing well at

school. You think he/she is wasting too much time with friends who are
also not doing well. You want your child to go to the private school in town
where there is a stronger academic environment and fewer distractions
from studying.

Processing Questions:
Instruction: Do an analysis of the situation using the processing guide questions.
You may use a separate sheet.
1. Describe what happened (the facts).
2. Who was involved?
3. What was the conflict about?
4. What was the problem for the person in sitaution 1(your situation)?
You feel . . .
You need . . .
5. What was the problem for person in situation 2 (parent situation)?
parent feels. . .
Parent needs. . .
6. How did the conflict end?
7. How could the conflict have ended differently?
Activity 2: Identifying Conflict Styles
Instruction: Read the scenarios below and write the letter of the response that
most closely matches what you would do in the situation. You may find that none
of the responses reflects exactly how you would respond, so pick the one closest to
what you would do. You can use each letter as many times as you want.

A. Try to convince someone of your point or stand up for what you believe.
Address the problem directly.
B. Walk away from the situation, ignore the situation, or deny that there is
a problem.
C. Do what others want even if you disagree or if it’s not what you want.
D. Make a quick compromise.
E. Find a solution that makes everyone happy.

____ 1. Your mother wants you to help her clean the house on Saturday night and
you want to go out with your friends.
____ 2. Your best friend always borrows your things and never gives them back.
____ 3. Someone is saying bad things about your friend. You’re angry because you
know what they are saying isn’t true.
____ 4. You think your teacher has been unfair in grading your test. You think
your grade should be higher. ____ 5. Your friend always wants to copy your
homework and it bothers you because it takes you a very long time to do your
assignments.
____ 6. Your friends want to skip school and you don’t know what to do. You want
to go to school but you don’t want your friends to make fun of you.

Learn from this!

Conflict Style Behavior Uses Limitations

Avoiding ◆ Leaving a ◆ When ◆ The problem
◆ Denying a situation confronting seems may never be
problem ◆ Holding back dangerous resolved.
◆ Pretending feelings and ◆ When you need ◆ Emotions may
nothing is wrong opinions more time to explode later.
prepare
Confronting ◆ Interrupting/ ◆ When ◆ This style can
◆ Getting what taking over immediate action make people
you want no ◆ Ignoring others’ is needed defensive and can
matter what feelings and ideas ◆ When you make a conflict
◆ Some people ◆ Loud tone of believe in the worse.
win, some lose voice absolute rightness ◆ This style can
◆ Sometimes of your action and make it hard for
physical violence don’t see any others to express
other choice how they feel
Accommodating ◆ Apologizing/ ◆ When you think ◆ You may work
◆ Giving in to saying yes to end you’ve made a hard to please
another person’s the conflict mistake or that others but never
point of view ◆ Letting others you don’t really be happy yourself.
◆ Paying interrupt or ignore understand the ◆ Being nice
attention to your feelings, situation ◆ When doesn’t always
others’ concerns ideas smoothing over is solve the problem.
and not your own important for
keeping a
relationship
Compromising ◆ Interest is in ◆ When you need ◆ You may fix the
◆ Each person finding a solution a fast decision on immediate conflict
wins some and ◆ Show desire to a small issue ◆ but not the bigger
loses some talk about the When nothing else problem. ◆ Each
problem works person may not
end up happy.
Problem-Solving ◆ Addressing ◆ Can make ◆ This requires
◆ Finding a your feelings, someone who is time and good
solution that needs, and wants stubborn move communication
makes everyone ◆ Listening to toward resolving a skills.
happy others problem
◆ Looking closely
at the sources of
the conflict

Activity 3: Analyzed Conflict?

Instruction: Please read the following and share your thoghts about what you
think.

ISSUE(S): WHAT IS THE CONFLICT ABOUT?

Conflicts are often about multiple issues at many levels. Conflict analysis must
look at all possible causes.

◆ Is it about resources (human resources, land, natural resources,

possessions)?

◆ Is it about power and political control?

◆ Is it about emotional needs—fear, respect, recognition, friendship, love?

◆ Is it about values and beliefs?

◆ Is it about history?

PARTIES: WHO IS INVOLVED IN THE CONFLICT?

Parties can include those who are visible, as well as those behind the scenes.
 ◆ Is it an internal conflict—a conflict with oneself?

◆ Is it an interpersonal conflict—a conflict between two or more people?

◆ Is it an intergroup conflict—a conflict between two or more groups?

◆ Is it an intragroup conflict—a conflict within a group?

◆ Is it an international conflict—a conflict between two or more nations?

◆ Is it a global conflict—a conflict that affects many people and nations in

the world?

◆ Outside of the people directly involved in the conflict, who has a stake in
the outcome?

RELATIONSHIP: WHAT IS THE RELATIONSHIP BETWEEN THE PARTIES IN

THE CONFLICT?

In some conflicts, the parties know one another and in others they do not. When
parties know one another, conflict management includes rebuilding relationships.
When parties do not know one another, establishing a relationship means making
sure all parties act in good faith.

◆ Do the parties have equal power?

◆ How well do the parties know each other?

◆ How much do the parties rely on each other? Do the actions of one party
seriously affect the actions of the other?

HISTORY: WHAT IS THE HISTORY OF THE CONFLICT?

In conflict, each party has its own story, its own history.

◆ How long has the conflict been going on?

◆ How often has the conflict come up?

◆ How intense is the conflict? Is the conflict life threatening? How does the
intensity affect possible solutions to the conflict?

STYLES: HOW HAVE THE PARTIES CHOSEN TO DEAL WITH THE CONFLICT?

Each party may use one or more styles to manage the conflict. It is helpful to
identify the styles being used. ◆ Confront or compete
 ◆ Accommodate

◆ Compromise

◆ Problem solve

◆ Avoid

MANAGEMENT: WHAT IS THE HISTORY OF EFFORTS TO MANAGE THE

CONFLICT?

It is important to know the impact of prior efforts to manage the conflict.

◆ Has this conflict gone on for a long time? What has been the result?

◆ Have there been attempts to resolve the conflicts?

◆ If so, who made the attempts and what happened? If not, why not?

◆ What could be done to resolve the conflict now?

Processing:

Instruction: Please fill in the necessary facts from your experience on conflict.

1. Describe conflict in one sentence.

Conflict is _______________________________________________________________.
2. What type of conflict is it? (Internal, interpersonal)
___________________________________________________________________________
3. Issues: What are the sources of conflict? (example:, resources, values,
needs, etc.)
___________________________________________________________________________
4. Parties: How many parties (different individuals or groups) are involved?List
them.
______________________________ _____________________________
______________________________ _____________________________
______________________________ _____________________________

______________________________ _____________________________

5. Relationship: Describe the relationship among the different parties?

 6. History: What is the history of the conflict? How long has the conflict been
going on? Is it recurring? How serious is the conflict?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
7. Styles: How are the parties currently dealing with the conflict?
___________________________________________________________________________
___________________________________________.
8. Management: What can the parties do to move toward ending the conflict?
___________________________________________________________________________
___________________________________________.

Parting Thoughts!

Peace is not absence of conflict, it is the ability to

handle conflict by peaceful means.

- Ronald Reagan -

References:

https://www.usip.org/sites/default/files/GPC_EducatorToolkit-
%28MiddleSchool%29_combined.pdf. Accessed on March 29, 2021.
 Republic of the Philippines
Department of Education
CARAGA REGION
SCHOOLS DIVISION OF AGUSAN DEL SUR

Learners’ Activity Sheets

Homeroom Guidance 8
Quarter 3 – Week 6

D.O Plaza Government Center, Patin-ay Prosperidad, Agusan del Sur

depedagusandelsur@deped.gov.ph
(085) 839-546
Homeroom Guidance 8
Learners’ Activity Sheets
Quarter 3 – Week 6: Show optimism in dealing with life challenges
(HGJPS-IVd-13)
First Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of
the government agency or office wherein the work is created shall be
necessary for the exploitation of such work for a profit. Such agency or office
may, among other things, impose as a condition the payment of royalties.

Borrowed materials (e.g., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this activity sheets are owned by their
respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright
owners. The authors do not represent nor claim ownership over them.

Development Team of the Learners’ Activity Sheet

Writer/s: Emie Lee C. Casal
Reviewer/s/ Editor/s: Leonora G. Tabangcora, Dave M. Pasquito, Geraldine C. Pantilgan
Illustrator:
Layout Artists:
Lay-out Reviewer: Blessy T. Soroysoroy
Management Team: Minerva T. Albis
Lorna P. Gayol
Lelani R. Abutay
Leonora G. Tabangcora
Philip F. Trillana
Voit D. Quicos
Name: ____________________________________________________________

Grade: ___________ Section: __________________ Date: _______________

Teacher: ____________________________________Score: ________________

I. Title: I Am Responsible!

II. Learning Competency: Show optimism in dealing with life challenges

(HGJPS-IVd-13)

III. Introduction: In our everyday life, we are always confronted with options that we
should choose. There are some options that cause as problems because the other
option is equally important just like the other, or we just to take the other option
because we don’t have a choice. And it really make us feel down, disappointed and
even frustrated. But that is part of living our life, challenges.

In this activity, we hopefully look at the brighter side of the situation and
develop that skill of showing optimism in dealing with life challenges. So, together,
we will face what challenges may come in our life.

IV. Activities

ACTIVITY 1: BRAIN EXERCISE

Instruction: Arrange the jumbled letters by using the clues provided.

1. ETUTATID
- It is the capacity to stay optimistic and positive.

2. ALGO DEFOUCS

- It is the ability to have clarity on the objectives that you strive for in your personal
and professional life.

3. SISPRETNET
- It is the ability to endure in the face of adversity also a patient and relenting effort to
achieve despite difficulties.

4. EPSRONLATIY SRTATI
- These are your habitual patterns of behavior, temperament and emotion.

5. KLSILS
- These are learned capacity to carry out specific tasks.

6. TENISRET
- These are the topics that you are interested in and the activities you enjoy doing.

7. ESFL–CSDIPINELI
- It is the ability to control and restrain impulses.

LACTIHE
8.

- It is the quality of having and living by a code of sound moral principles.

9. FSEL–ONCDIFNET
- It is the firm belief in your abilities.

10. ERNISLTE
- It is the capacity to suspend your own agenda and deliberately and empathically
allow others to be heard.

Processing Question:
Instruction: Please answer the following.

1. How do you see the activity? How do you feel about the activity?
___________________________________________________________________________________
___________________________________________________________________________________

2. How did you finished the activity? Do you ask help or you are on your own?
___________________________________________________________________________________
___________________________________________________________________________________

ACTIVITY 2: PICSTORY
Instruction: Look and analyze the picture below. Please answer the questions that follow.

A
B
Source: www.picart.com

1. Compare character A and B in the picture, what can say about them?
___________________________________________________________________________________
___________________________________________________________________________________

2. Can you describe their attitude in facing challenges?

-
___________________________________________________________________________________
___________________________________________________________________________________

3. From the picture above, who do you think will succeed in achieving their goal? Why?
___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________ .

4. What do you think you will need in facing life challenges? Why?
___________________________________________________________________________________
 Republic of the Philippines
Department of Education
CARAGA REGION
SCHOOLS DIVISION OF AGUSAN DEL SUR

Learners’ Activity Sheets

Homeroom Guidance 8
Quarter 3 – Week 8

D.O Plaza Government Center, Patin-ay Prosperidad, Agusan del Sur

depedagusandelsur@deped.gov.ph
(085) 839-54
Name: ____________________________________________________________

Grade: ___________ Section: __________________ Date: _______________

Teacher: ____________________________________Score: ________________

I. Title: Me and my Dream Career

II. Learning Competency: Respond to the required expertise of a certain

industry, and of other types of job (HGJPS-IIIj-20)

III. Introduction: I hope that you are now thinking of your dream career and
what is expected from that career. In this activity, we will hope to provide with
information that would help you in reaching your dream career and also the
demand in industries and other types of jobs.

IV. Activity:

Activity 1: Your Career

Instruction: Please fill the chart below. You can use a separate sheet.

MY FUTURE CAREER

I also want to …
I want to be…

I am choosing this career 3 Things I am good at:

because…
1. _______________

2. _______________

3. ________________
Process Questions:

1. What did you realize about the activity?

___________________________________________________________________________
___________________________________________________________________________
_______________________________________.
2. How do you see your career, is there a change in your career choice
when you were in Grade 7? What made you change your career of
choice? Or what made you stick to your career of choice?
___________________________________________________________________________
___________________________________________________________________________
__________________________________________.
3. How can you see your future plan?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________.
Activity 2: My Knowledge to my Career
Instruction: Fill in the chart to know your familiarity of the career of yur choice.

TASK

Describe two
typical tasks

Working Condition

Location, Possible
My working hours, is
Career there a travel?

Education

What degree or trainings is

required and how many
years will it take?

Earnings

How much is the

salary? Is there any
other form of
compensation?
Processing Questions:

1. What do you realize about your career?

________________________________________________________________________
________________________________________________________________________
________________________________.

2. What are now your plans in reaching your dream career?

________________________________________________________________________
________________________________________________________________________
_________________________________.

Activity 3: Reflection
Instruction: Write your reflection on your learning and your plans in reaching yur
dream career. You may right it on the journal or separate sheet. Please be guided
with the following questions.

Guide Questions:
1. What are my learnings that will help me in knowing more about my
career?
2. What are my plans in reaching that dream career given my situation
right now?
3. Who are the people that maybe of help in reaching my dream career, in
terms of financial resources, emotional support and mental preparation?

References:

https://www.pinterest.ph/pin/527906387550892695/ accessed
on March 29, 2021.

https://www.pinterest.ph/pin/149955862567160811/ accessed on
March 29, 2021.

For inquiries or feedback, please write or call:

D.O Plaza Government Center, Patin-ay Prosperidad, Agusan del Sur

depedagusandelsur@deped.gov.ph
(085) 839-5456