UNIT
IV
C.
RIGHTS AND DUTIES OF FILIPINOS
There are three lessons in this unit. Lesson 12 The Rights of a Child Lesson 13 Children Enjoy Their Rights Lesson 14 The Duties of a Child GENERAL OBJECTIVE To appreciate and value the rights of the Filipino children and its corresponding duties and responsibilities
Lesson 12 THE RIGHTS OF A CHILD (15 days)
II.
I.
SPECIFIC OBJECTIVES
A.
Cognitive • • •
B.
Draw picture depicting the child’s rights
•
Show in words and in deeds evidences of one’s rights
•
Tell others how one’s rights are given and enjoyed by the child
•
Dramatize children’s rights that make them happy, healthy, strong, and active
TOPIC
III. MATERIALS Basic text; Filipinism CD-ROM 1; pictures; flashcards; pocket chart; sand table; cut outs of children playing, eating, having a picnic with the family, viewing TV, singing, drawing, etc. IV.
METHODS
A.
Preparation 1. Make the pupils aware of the children’s rights by observing and analyzing the pictures set up in the bulletin board such as: a. children playing in the community or school playground; b. eating, sleeping, and playing with the family at home; c.
father and mother taking care of a newly-born child or baby;
Affective
d. children kissing the hands of elders in the family;
•
e.
greeting a barangay official;
f.
going to school;
• • •
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Identify the rights that a Filipino child enjoys Describe how these rights are given and enjoyed Discuss the importance of these rights enjoyed by the Filipino child
•
The Rights of a Child, pages 167-174
MAJOR CONCEPT Every Filipino child has rights to be given and to be respected such as the right to be born and have a name, to be taken care of, to develop oneself, to be safe, to grow healthy, strong, active, and with good manners, to learn, and to enjoy leisure time.
Psychomotor
State with sincerity if these rights are really enjoyed by the child Show respect and gratitude to people who help to have these rights possible for the child Join with enthusiasm any activity related to the lesson Show appreciation for enjoying the rights of the Filipino children
g. using a pedestrian lane in crossing the street; and h. a doctor treating a sick child. 2. View the slideshow of the rights of the child in the Filipinism CD-ROM 1.
3. Talk about the picture they like best. Have the pupils infer on what the children are enjoying or why they are happy. 5.
3. Lead the discussion to the lesson of the day. Explain that the things children should have are their rights. They will know more about their rights in this lesson. Parents, relatives, the government, and other people try their best to give the children what they need to grow healthy, strong, active, safe, happy, and to have good manners.
B.
6.
Development of the Lesson 1. Ask the pupils what their parents are doing to give them what they need. Say that children must have what they need as they grow up.
7. 8.
2. Develop the concept of right. Give examples of children’s rights. Example: •
9.
Children have the right to grow with good manners. They should learn to respect old people. Children do not have the right to shout at old people.
Give other examples of children’s rights. Pick out pictures that will illustrate the rights — what they should do and what they should not do.
10.
3. Write pupils’ inferences on their rights on the blackboard. 4. Divide the class into seven groups. Each group will discuss the child’s right assigned to them. The leader for each group will draw lots for their group’s topic. The following are the topics for research by the groups. (See corresponding pages in the basic text for reference.) a. Right to be born, page 168 b. Right to have a name, page 169 c.
Right to be healthy, strong, and active, page 170
d. Right to play and have fun, page 171 e.
Right to grow with good manners, page 171
C.
f. Right to learn and improve talents and skills, page 173 g. Right to be safe and protected, page 174 Give guide questions for the group to work on like the following: a. How are these rights given to them? b. Why are these rights important? c. What do parents and other agencies or organizations do to give children their rights? Have the leader share these questions to the members of the group. The teacher may explain each question so that the pupils will know what they will do. Each group may also plan for their presentation. The group may ask help from parents, friends, teachers, and neighbors. To understand better the rights of the child, write them on the board and explain each right with examples. Make each right very clear to the pupils. Have the pupils say in their own words what each right means. Give the children the opportunity to tell stories of their experiences at home. Let them share stories like how their parents work to earn money so that their parents can give the things they need. Guide the pupils in understanding the following statements: “We have rights that are given by our parents. There are also other people who protect our rights and give what we need so that we will grow healthy, happy, and strong.”
Application of Skills 1. Read again pages 167-179. 2. Give enough time for each group to practice their presentation. Help the group that needs assistance. 3. Have the group present their research one after the other. After the presentation, encourage the pupils to answer or ask questions to find out if they understand the rights of the child. 4. After all groups have presented, ask the pupils to read the Things to Remember on page 175. 41
VI.
EVALUATION
˛
Find the right of a child in column B that each situation in column B describes. Write only the correct letter. A d ______ 1. Mano po, Lola. a ______ 2. My name is Fe Montes c ______ 3. This playground is for children. b ______ 4. C h i l d r e n m u s t drink milk everyday f ______ 5. Practice playing the guitar if you love music.
B a. right to have a name b. right to grow healthy and strong c. right to be safe d. right to grow with good manners e. right to play and have fun f. right to develop one’s talents and skills
˛
VI.
B.
1. 2. 3.
c d a
4. 5.
e b
C.
The pupils are expected to color drawings 1, 4, and 5.
Things I Will Do, page 178 A. Answers may vary but the pupils are expected to check the “Yes” box of both pictures.
ENRICHMENT ACTIVITIES 1. Let the pupils make more research or ask older people about the rights of the child if the group presentation is not sufficient. 2. Have a program to observe children’s potential. Then plan for a follow up activity to develop one’s potential. 3. Make a graffiti board. Pupils will draw what they want to be when they grow up. Have them tell a story about their drawing.
ANSWERS TO THE EXERCISES IN LESSON 12 ˛
Check Yourself, page169 The pupils are expected to color pictures 1 and 2.
˛
Check Yourself, page 172 b
Lesson 13 CHILDREN ENJOY THEIR RIGHTS (12 days)
˛
Check Yourself, page 173 A. Answer may vary. B. Pupils are expected to check all the boxes.
MAJOR CONCEPT
˛
Check Yourself, page 174 1. ✓ 2. ✗ 3.
42
Things I Learned, pages 175-176 A. Answers may vary, but the expected answers are the following: 1. Yes 5. No 9. Yes 2 No 6. Yes 10. No 3. Yes 7. Yes 11. Yes 4. No 8. Yes 12. Yes
✓
4. 5.
✓ ✗
The family, school, government, and other agencies are all helping meet the rights of the child. I.
SPECIFIC OBJECTIVES
A.
Cognitive •
Identify the different agencies that help meet the needs of the children
• • •
B.
Affective • • • •
C.
Show respect and obedience to one’s parents and to the school and government officials Give thanks to people responsible for meeting children’s needs Be proud of the loving care done by the parents and relatives, the school, and government agencies Appreciate the effort of the people who are trying to meet the needs of the child
Psychomotor • • • •
II.
Sing action songs related to the lesson Draw places where children want to go for recreation Write simple sentences about one’s drawing Make a simple poster showing the people who are helping meet the rights or needs of the child
TOPICS The Family, pages 181-183; The School, page 184; The Community, page 185; The School; The Government, pages 186-188; Other People Who Help Children, pages 189-190
III. MATERIALS Basic text, pictures, posters, magazines, cut-outs, sand table, pocket chart, flashcards IV.
METHODS
A.
Ask who among these children are happy and enjoying their life and who are not; who look well-fed and who look hungry. 2. Ask: If you were to choose, to which group would you like to belong? Why? What do street children need that rich children have? 3. Say that the lesson they will discuss is something on the children’s rights or needs so that they will grow to be healthy, strong, active, and happy. 4. Give examples or explain the children’s rights or their needs that have to be provided.
State what the family, school, and other agencies or organizations do to meet the needs of the child Identify government projects for the child Describe how the family takes care of the child
Preparation 1. Compare and contrast pictures of rich kids and street children. Observe children of well-off families who can play and visit recreational places like parks and zoos. Observe pictures of street children who sleep in the streets and are shabbily dressed.
B.
Development of the Lesson 1. Analyze the pictures on pages 180-190. Find out what it is all about by reading the text. 2. Read on to find out the people and the institution who provide for the children’s needs like food, clothing, shelter, education, and other needs. Children have rights to these basic needs. 3. Divide the class into four groups and assign to each group the following institution. Let the groups find out what each institution is doing to meet the needs of the children. a. Group 1 — The Family, pages 181-182 b. Group 2 — The School, page 184 c. Group 3 — The Community, page 185 d. Group 4 — The Government, pages 186-188 e. Group 5 — Other Groups of People, pages 189-190 4. Each group will interview or ask parents, other teachers, and older people what the institution assigned to the group is doing for the child. (See groupings in the preceding number.) Add more information other than those given in the book. 5. Give these reminders to group members. a. Family — Gives love and understanding — Gives everyday needs of the child — Gives appropriate care 43
8. Analyze the pictures on page 189. Ask the children what the pictures are all about. Ask what they can do better than others. Tell them that is their special talent or skill. They may excel in activities like dancing, singing, playing musical instruments, swimming, acting, running, drawing, and other skills or talent. 9. Make the pupils understand how important our parents are. We should be thankful to God for giving us our parents. They are the ones who love us and care for us. They guide us in learning many things. 10. Guide the pupils in giving the following conclusion after discussing the rights of the child. “Children have rights. Parents, other people, and government agencies help them enjoy their rights.”
b. School — Teaches the children to read, write, and count — Teaches good manners — Develops the child’s potential c. Community — Community helpers provide for the children’s needs — A clean community prevents children from getting sick — A peaceful community is safe to live in d. Government — Builds school buildings and recreational centers — Keeps peace and order in the neighborhood — Provides free schooling and medical care e. Other groups of people — Take care of and protect the orphans — Help street children — Coordinate and cooperate with the government for the benefit and safety of the children like Bantay Bata 6. Enumerate the services of the government for the children. Examples: — Building houses, schools, and hospitals — Cleaning the surroundings — Enforcing traffic rules and peace in the community for the safety of the children — Providing places for recreation 7. Identify the people who help meet the needs of the child like the following: a. doctor e. policeman b. nurse f. fisherman c. fireman g. farmer d. teacher h. street sweeper 44
C.
Application of Skills 1. Guide the pupils in the generalizations formed in Things To Remember on page 191. a. Read and discuss the concepts listed. b. Help the pupils explain how the family, school, government, and other groups of people help children enjoy their rights.. 2. Do the activities on Things I Can Do on pages 193-195. 3. Have the pupils draw the things that make a child happy. 4. Teacher may guide the pupils to act out how the rights of a child can be enjoyed on the given situations. 5. Have the children sing the following songs, “Ten Little Good Children,” and “School Is Fun” on page 194.
V.
EVALUATION Answer the following questions. Write your answer on the blank. Write F, if your answer is Family; S if School; C if Community; and G if Government. ________ F ________ F ________ G
1. They love you and take care of you. 2. They help you to be respectful and polite. 3. It builds hospitals, schools, and health centers.
________ C ________ S ________ F ________ C ________ F ________ C ________ F
4. The barangay tanods protect your home from bad people. 5. It teaches you to read and write. 6. They love you and give you good, clothes, and shelter. 7. Keeps the surroundings clean and safe. 8. Provides you with vitamins and medicines. 9. They keep the street clean. 10. They help you grow healthy, happy, and strong.
˛
VI.
Things I Wil Do, page 193 1.
No
6.
Yes
2.
Yes
7.
No
3.
Yes
8.
No
4.
Yes
9.
Yes
5.
No
10.
Yes
ENRICHMENT ACTIVITIES Guide the pupils in doing the following activities.
ANSWERS TO EXERCISES IN LESSON 13 ˛
Check Yourself, page 181 The pupils are expected to check all boxes.
1. Make a list of children’s needs. Write who provides or gives those needs like the family, school, government, or other groups of people. Ask the help of your parents.
˛
Check Yourself, page 183 Evaluate the stories of each pupil for pictures A and B.
2. On page 195, play the game as given. Follow the instructions.
˛
Check Yourself, page 188 Expected answers are: 1. G 2. S 3. C
˛ ˛
Lesson 14 THE DUTIES OF A CHILD (15 days)
Check Yourself, page 190 1. Yes 2. Yes Things I Learned, page 191 A. 1. F 2. S 3. G 4. F 5. G B.
1. 2. 3. 4. 5.
✓ ✓ ✗ ✓ ✗
3. Yes
MAJOR CONCEPT It is important for the children to do their responsibilities.
6. 7. 8. 9. 10.
G F G F G
6. 7. 8. 9. 10.
✓ ✓ ✗ ✓ ✓
I.
SPECIFIC OBJECTIVES
A.
Cognitive •
Identify the duties/responsibilities of the child
•
Discuss why it is important for the children to perform his/her responsibilities/duties
•
Enumerate the responsibilities of the child at home, in school and in the community
•
Give the duties /responsibilities of the child in school and in the community 45
B.
Affective •
C.
Psychomotor • • • •
II.
Voluntarily perform one’s responsibilities at home, in school, and in the community Dramatize or role-play the child’s responsibilities Draw pictures of child’s responsibilities at home, in school, and in the community Make posters on rules and regulations in school and community
TOPICS Duty to Take Care of Yourself, page 197; Duties at Home, pages 198-201; Duties in School, pages 202-204; Duties in the Community, pages 205-208
III. MATERIALS Basic text; pictures of home, school, barangay; sand table; flashcards IV.
METHODS
A.
Preparation 1. Review the rights of the child. Say, “It’s good to have rights or the things we need. But we also have to do something to thank for those rights.” 2. Give example that will show one’s duties and responsibilities. Examples: Dedo and Berting planted peanuts in their backyard garden. They want their peanuts to grow fast. Dedo would
46
take care of the plants. He waters it everyday and drives the chicken away. Berting would do nothing for his plants. He does not water his plants. He allows chickens to scratch his growing plants. Ask: Who do you think would have peanuts to gather soon? Who would not have peanuts at all? 3. In the given example, emphasize the responsibility that goes with what a child needs. If Dedo wants to grow peanuts, he must take good care of his plants. Ask: What should Berting have done if he wants to grow peanuts to eat? 4. Relate this example to the lesson.
Show desirable behavior in performing one’s responsibilities by means of: — Sharing one’s things and materials in school that will help other children, especially the disabled — Sharing what one learned with other children — Respecting the elders and authorities — Following rules at home, in school, and in the community
B.
Development of the Lesson 1. Write on the board the people and institutions who are instrumental in meeting the rights/needs of the children. Example: — parents/teachers/barangay officials/government authorities 2. Discuss ways and means of thanking them. Pupils may roleplay these situations. Example: — Respecting them — Following rules set by the school, government, barangay, and home — Obeying parents and authorities 3. Analyze the pictures on page 197. Read what it says. Have the pupils dramatize the situation on page 198. Make pupils understand that they have to do something to thank the people who are protecting their rights. Say that their rights have corresponding responsibilities and duties to do. 4. Find out on pages 198-200 the responsibilities or duties of the child at home. Give other responsibilities that children can also do at home. Have the pupils dramatize the situations on page 201.
5. Have a guessing game. Somebody will show an activity at home by means of pantomime. Other children will guess that responsibility. 6. Find out on pages 202-204 the duties and responsibilities in school. Relate these to their own duties and responsibilities in their own school. Give the rules set by your school. Explain how they should obey them. 7. Do this activity card. 1.
2.
2.
11. 12.
Special Dress Day Have some children dress like traffic policemen or barangay tanod. They will enforce traffic rules in the community. Some children will cross the street. It is their duty to obey traffic rules like: — using the pedestrain lane; and — observing the traffic lights and following the signals of the traffic policeman. Have other children dress like street sweepers. They will sweep the street with broomsticks. Make the classroom look like a community.
After the Special Dress Day presentation, discuss the responsibilities of the children in keeping their community clean, and orderly. Have also a discussion on how to obey traffic rules and regulations for safety in crossing the street. Explain the pictures on page 197. Say that these are the child’s responsibilities to himself or herself. Do this activity card. Mirror, Mirror on the Wall
Dream-a-Theme Let us pretend that you are dreaming about your duties and responsibilities in your school. You dream about obeying the rules in your school. When you wake up, tell a story about your dream. How did you show your duties and responsibilities in your school?
8. Set up a model community on a sand table. Put cut-outs of children cleaning, watering plants, and throwing garbage into a garbage can and playing in a playground. Let the children observe and talk about the community in the sand table. Have them infer on the rules of the community. Discuss the children’s duties in the community on pages 205-208. 9. Role-play obeying traffic rules. Dramatize p. 207. Do this activity card.
1.
10.
1. 2.
13.
14.
15.
Have a big mirror on one corner of the room. Ask the children to line up and look at the mirror one by one. They will find out if they look neat and clean and smiling, showing one’s clean teeth. See if they have well-combed hair and wearing clean clothes.
Make the children understand that they also have duties/ responsibilities to themselves. They have to keep themselves clean and neat everyday. They should stay happy always. They should not go with strangers. They should not let strangers take anything from them. Strangers are not friends. Analyze the picture on page 197. Analyze the pictures on page 203. Let the pupils infer from the pictures how to help others, especially those who are in need. Do this activity card. Partner 1.
Sing this action and dance song. How do you do, my partner? How are you today? Let us dance together. I will show you the way.
2.
Get your partner and dance to the music. (Set the radio cassette.)
47
16.
Tell the pupils to treat their classmates as their partner or playmate. Then they will help each other. 17. Tell the pupils that there are many ways to show duties and responsibilities to others. Another way of showing your responsibility to others is to share with them your toys so you can play together. Sharing one’s food to a hungry child is your duty because that will make the child happy. Helping the disabled is also part of your duty. 18. Read again for review on page 209. Then guide the children in making their own conclusion about the lesson using their own words. The teacher may ask questions to help the pupils arrive at the expected answers. “We have duties and responsibilities to those who help us meet our rights and needs. We have duties and responsibilities at home, in school, and in our community. We also have responsibilities to ourselves and to others.” 19. There are other ways that a child must do to take care of himself or herself. To find out about these, visit this website: http://kidshealth.org/kid/watch/out/street_smart.html#.
C.
EVALUATION What sign tells about rules in the community that children should follow? Write the letter on the blank that explains the signs below. Find it in the box. e ______ 1. Post No Bill b ______ 2. No Entry h ______ 3. Use pedestrian lane d ______ 4. No picking of flowers a ______ 5. Keep off the grass f ______ 6. Keep to the right g ______ 7. Silence, hospital zone c ______ 8. No littering a. b. c. d. e. f. g. h.
Application of Skills 1. Divide the class into five groups. Each group will enumerate their duties and responsibilities to the following: (Give examples.) a. Group 1 — Responsibilities at Home b. Group 2 — Responsibilities in School c. Group 3 — Responsibilties in the Community d. Group 4 — Responsibilities to Oneself e. Group 5 — Responsibilities to Others Each group may ask or interview a friend, a teacher, or parents. They may make their list in their notebook or flashcards. Let the pupils discuss or explain their list when each group reports to the class. 2. Turn to page 209 and read the items listed on Things to Remember.
48
V.
Do not walk or play on the grass. Do not get inside. Do not scatter garbage around. Do not gather the flowers. Do not paste posters on the wall. Pass on the right side of the road. Do not shout in this area. Pass on the lane for people.
ANSWER TO THE EXERCISES IN LESSON 14 ˛
Check Yourself, page 200 Answers may vary but pupils are expected to check letters a and c.
˛
Check Yourself, page 206 1. b
˛
Check Yourself, page 207 a
2. a
˛ ˛
˛
˛
˛
VI.
Check Yourself, page 208 1. a 2.
UNIT TEST I.
b
Write T if the statement is true and F if it is false. _____ 1. A sick child loses a lot of opportunities. T _____ 2. There are children with special talents. T _____ 3. A child in danger is happy. F _____ 4. It is nice to live in a clean community. T _____ 5. The child has the right to go to school. T _____ 6. Each child must have a name. T _____ 7. Studying one’s lesson is a good habit. T _____ 8. Good food makes children strong. T _____ 9. Greeting elders is a sign of respect. T _____ 10. Our country needs honest Filipinos. T
Things I Learned, page 209 1. H 6. H 2. S 7. C 3. C 8. C 4. H 9. H 5. S 10. S Things I Will Do, page 210 Pupils may give their own answer, but the best answers could be the following: 1. a 4. a 2. b 5. a 3. c Things I Can Do, page 211 A. Pupils are expected to color drawings 1,3, 4, 6, and 7. They are also expected to cross drawings 2, 5, and 8. Summary, pages 213-214 B. 1. a 2. c 3. a 4. a 5. a
6. 7. 8. 9. 10.
a c c b b
ENRICHMENT ACTIVITIES Guide the pupils in doing the following activities. 1. Sing the song on page 212 and draw how to keep the community clean and green. 2. Prepare for a playlet. a. Group I — Responsibilities at home b. Group II — Responsibilities in school c. Group III — Responsibilities in the community
TRUE OR FALSE
II.
IDENTIFICATION What child’s right is given in each of the numbers below? Find the correct answer from the box and write the letter on the answer sheet. a. b. c. d. e. f. g. h.
right to be born right to grow with good manners right to be taken care of by one’s family right to develop one’s potential right to grow healthy and strong right to learn right to be protected from harm right to play and enjoy leisure time
f ______ 1. The child learns to read, count, and write. b ______ 2. Parents teach their children to be respectful and obedient. ______ e 3. The child is given nutritious food. 49
______ 4. A pregnant mother takes care of herself. a
(d) 3. The child needs clothes to avoid getting _____.
______ 5. The child has to be protected from bad people. g
(j) where he or she can play and 4. The child needs to have a _____ rest.
______ 6. Parents see to it that their children live in a safe c place.
(g) 5. The child has the right to have _____.
______ 7. Children who can play and go to parks are happy. h
(b) in a clean community. 6. The child needs to _____
______ 8. The child is being helped to develop his or her d potential.
(h) in school. 7. Teachers are child’s second _____ (e) people. 8. Children should be safe from _____
III. COMPREHENSION
(c) 9. A child has the right to develop his or her _____.
On your answer sheet, write H if the responsibility is done at home, S if in school, and C if in the community.
10.
(i) For every right, there is a corresponding _____.
______ 1. Go to school on time. S
a. nutritious
e. bad
i.
responsibility
______ H 2. Respect your parents.
b. grow
f.
j.
home
______ C 3. Obey traffic rules.
c. potential
g. recreation
______ 4. Listen to the teacher. S
d. sick
h. parents
born
______ H 5. Fix the beddings and keep the toys. ______ H 6. Help in household chores. ______ C 7. Do not pick flowers and do not walk on the grass in the park. ______ H 8. Take care of young brother or sister. ______ 9. Fall in line in the canteen during recess. S ______ C 10. Avoid throwing garbage on the street.
V.
MULTIPLE CHOICE Choose the letter of the correct word that will complete each statement. Write only the letter of the correct answer on your answer sheet. 1. Obeying parents is an example of __________. a. right
b. duty*
c.
opportunity
2. Following notices on the street is a __________. IV.
FILL IN THE BLANKS Pick the correct answer from the box to complete the description abut the rights of the child. Write the letter on your answer sheet.
50
a. duty*
b. right
c.
law
3. Which of the following shows good eating habits? a. eating junk food
(f) and have a name. 1. Right of the child to be _____
b. eating enough good food*
(a) makes the child strong. 2. Food that are _____
c.
eating candies and chocolate
4. Which of the following is not a duty of the child? a. respecting old people
9. Which government task ensures that the basic rights of a child is enjoyed? a. Collecting taxes.
b. being born with care* c.
b. Building schools*
doing household chores
c. 5. Which of the following is the duty of the child in the community? a. fix and keep his belongings b. ask permission before leaving the house c.
cross the street in the pedestrian lane*
10.
Repairing highways.
Which routine should a child do in the evening in order to grow strong and healthy? a. Watch television everynight. b. Sleep at least eight hours at night.* c.
Stay up to midnight in playing computer games..
6. When you see a No Entry sign in a place, what is the correct thing to do? a. Ignore the sign and get in. b. Follow what the sign says.* c.
Ask the guard what the sign is all about.
7. You finished eating your sandwich while riding in a public transport, what is the correct thing to do with the wrapper of your food? a. Throw it in the street. b. Give it to the driver and let him throw it. c.
Throw the wrapper in the trash can as soon as alighting from the vehicle.*
8. Which of the following is your duty as a member of your family? a. Follow the instructions of your teacher. b. Go to church regularly. c.
Love your parents.* 51