GRADE SCHOOL Values and Virtues for Today
TEACHER’S EDITION VOL. 1 NO. 4 SY 2008 – 2009
EDUCATING THE HEART — Edna P. Azucena
Education is more than just academics. Most educators believe that moral growth is an integral part of one’s intellectual growth. In Japan, a legal call for cultivating an attitude that respects tradition and culture, shows love for homeland and respect for other countries, and contributes to international peace and development has been institutionalized. A good civic education can accomplish these goals because it helps students develop and evaluate personal attitudes and choices as well as respect the beliefs of others — even those different from their own. The promotion of virtues and values among students is the responsibility of the school and its faculty. Ethical behavior reflects a person’s conduct and character. It was Plato’s belief that only a virtuous person can enjoy a good life of fulfillment. Meanwhile, Aristotle’s foundation of good behavior was based on fortitude (the courage to carry out decisions), prejudice (the wisdom to think through good decisions), justice (the sense of fairness and honesty) and temperance (self-discipline). Japanese moral education is hinged on four values: equality, effort, trusting relationships and harmony. This does not only help students understand the role of personal virtue in decision-making but also on the understanding of societal values.
As the world gets more interconnected in a global community and as cultures become more diversified, understanding the values of cultures other than one’s own becomes crucial to solving problems and achieving consensus. Moral education in the United States parallels with that of Japan. Its founders believe that the important elements of a democracy include learning to be a virtuous citizen, acquiring diplomatic values and doing what is right. They believe that without virtuous people, no amount of law or government can protect the citizens from each other. But even though American educators hold virtues and values as important in education, a shift has already taken place where academics is given priority over moral issues. The No Child Left Behind mandate underscores the academics and knowledge acquisition in the classroom. However, the United States educational system is becoming more and more culturally diversified. Finding a common ground is difficult. The dilemma lies on the big question of where to put those concepts in the school curriculum to avoid content overload. In the Philippine context, moral education is embodied in the Constitution and implemented in schools as Values Education and Character Education subjects.
V2day Values and Virtues for Today Teacher's Edition is published during the school year by SD Publications, Inc., with business and editorial offices at Vibal Publishing House, Inc., G. Araneta Ave. cor. Ma. Clara St., Que zon City. • Tel. 712-27-22 loc. 319 • Member, Philippine Educational Publishers Association. Publisher: Nila V. Mata; Editor-in-Chief: Godfrey T. Dancel; Associate Editor: Frederick N. Castillo; Editors/Consultants: Pilar I. Romero, Ph.D. and Herman G. Rochester; Magazine Coordinator: Bernalyn L. Duma; Staff Writers: Ma. Crisanta A. Escarez, Lady Camille L. de Guia, Earlie L. Pasion and Rhealyn D. Ramirez; Illustrator/Art and Design Supervisor: Francisco DC. Mendoza; Stripping and Imagesetting Supervisor: Noel L. Perez Entered as second class mail matter.
strategy 1. Ask the pupils what comes to their mind when they hear the word respect. 2. Let the pupils read the article. Facilitate the discussion by asking the following questions: a. If you were Sandy, will you feel the same way after hearing the announcement from the principal? Why or why not? b. Why was the article entitled "The Medal"? c. Do you consider Sandy's medal the most important award that will be given during the ceremony?Why?
After reading the article, the pupils should be able to: 1. define the meaning of respect; 2. relate the meaning of respect to Sandy's experience; 3. appreciate the importance of respect; and 4. relate personal experiences showing respect for others.
Let the pupils answer the Study Enrichment part of the article.
evaluation
Medal
1. What do you think is Mariz' problem in her school? with her personality? with her attitude towards her studies? 2. Why do you think Mariz still top the class of Ms. Estrella? 3. What do you think happen to Mariz at the end of the story?
concept article: The
objectives
grade two
1. Ask the pupils who among of them delay their work for today for tomorrow. 2. Let them read the story. 3. Ask the pupils if they can relate to the story. Give emphasis on procrastination. 4. Explain to the class the meaning of procrastination. Cite more examples if necessary. 5. Discuss to the class the importance of not delaying work that must be done today for tomorrow.
After reading the article, the pupils should be able to: 1. describe Mariz' characteristics; 2. explain why she always has problems in school; 3. discuss Mariz' problem with herself; and 4. realize that procrastination is not a good habit.
EVALUATION
Tomorrow, Tomorrow
STRATEGY
COver STORY:
OBJECTIVES
GRADE ONE
Ask the pupils this question, " If you will be given an award at the end of the school year and you have the chance to choose which award it will be, what will you choose?"
enrichment activity
Discuss to the class alternate endings for the story. Let them agree with an alternate ending of their choice.
ENRICHMENT ACTIVITY
Let the pupils answer the Study Enrichment part of the article.
EVALUATION
Subdivision
1. Let the pupils define sportsmanship. 2. Let the pupils read the article. Facilitate the discussion by asking the following questions: a. If you are Winifredo, will you feel the same way? Why? b.Why was the article entitled "Winning in the Face of Defeat"? c. Do you consider Winifredo a "defeated winner"? Why?
After reading the article, the pupils should be able to: 1. define the meaning of sportsmanship; 2. relate the meaning of sportsmanship with Winifredo's experience; 3. appreciate the importance of sportsmanship; and 4. relate personal experiences of being sport.
Let the pupils answer the Study Enrichment part of the article.
evaluation
Winning in the face of Defeat
strategy
Concept article:
1. Let the pupils brainstorm on the definiton of discipline. 2. Let the pupils read the article. Facilitate the discussion by asking the following questions: a. What was happening at Dumpsite Subdivision that Saturday morning? What was the cause of the problem? b. Why was the article entitled "Cleanville Subdivision"? What was the original name of the subdivision? Why was it known by that name then? c. What suggestions were made by the residents of the subdivision to solve their problem? d. Why did Mang Domeng propose a change in the name of the subdivision?
STRATEGY
COver STORY: Cleanville
Objectives
GRADE FOUR
After reading the article, the pupils should be able to: 1. define the meaning of discipline; 2. relate the meaning of discipline with the experience of Dumpsite Subdivision residents; 3. appreciate the importance of discipline; and 4. propose ways of practicing discipline at home and in school.
objectives
GRADE THREE
Let the pupils cut a picture of their favorite sport icon. Tell them to write a short paragraph on how this sport icon exhibited sportsmanship in his/her chosen field.
enrichment activity
FROM NOW ON, I WILL .......
Let the pupils come up with their own suggestions that show how they can develop and practice discipline at home and in school. Tell them to write this down on a piece of paper and express it as a commitment following the format;
ENRICHMENT ACTIVITY
After reading the article, the pupils should be able to: 1. describe the personality of Nela; 2. discuss why Nela chose to give her reserved ticket to Michael and his father; 3. realize the essence of doing sacrifices for other people; and 4. cite personal sacrifices that they have done in their life.
objectives
GRADE SIX
After reading the article, the pupils should be able to: 1. explain the meaning of self-control through the character of Lian; 2. cite the advantages of leading a life of balance; and 3. realize the importance of self-control in everyday life.
objectives
grade five
1. Let the pupils give their own definition of self-sacrifice. 2. Let the pupils read the article. 3. Discuss the article by focusing on the following points: a. If you were in the shoes of the man, how are you going to thank Nela? b. How does it feel when you sacrificed for other people? c. Why is it important to make sacrifices for other people? 4. Let the pupils share their own experiences in sacrificing for the sake of others.
strategy
evaluation Let the pupils answer the Study Enrichment part of the article.
Seat
Let the pupils answer the Study Enrichment part of the article.
EVALUATION
Playing it Right
cover Story: Vacant
1. Discuss the meaning of self-control. 2. Let the pupils read the article. 3. Discuss the article by focusing on these points: a. Why does Lian need to practice self-control? b. Why do you think Lian forgot to practice self-control? c. Why is it important that we lead a life of balance?
STRATEGY
COVER STORY:
Let the pupils clip a news article which depicts an important sacrifice. Tell them to write a short explanation why the said sacrifice is important.
enrichment activity
Let the pupils make a collage showing pictures of things and habits that they have overindulge in. Let them explain how they overcame their overindulgence of these things/habits.
ENRICHMENT ACTIVITY