6 `

Homeroom Guidance Quarter 2 – Module 4: My Responsible Decisions

Homeroom Guidance – Grade 6 Quarter 2 – Module 4: My Responsible Decisions First Edition, 2021 The Intellectual Property Code of the Philippines 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 exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.” Borrowed materials (e.g., texts, illustrations, musical notations, photos, and other copyrightable, patentable contents) included in this learning resource are owned by their respective copyright and intellectual property right holders. Where applicable, DepEd has sought permission from these owners specifically for the development and printing of this learning resource. As such, using these materials in any form other than agreed framework requires another permission and/or licensing. No part of this material, including its original and borrowed contents, may be reproduced in any form without written permission from the Department of Education. Recommended Entry for Citation Purposes: Department of Education. Homeroom Guidance Grade 6 Self-learning Module 4: My Responsible Decisions. Manila: Department of Education Central Office, 2021.

Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Assistant Secretary: Alma Ruby C. Torio

Development Team of the Module Writers: Kathleen D. Omoso and Dulce Maria Rosario S. de Guzman Grade Level Coordinator: Elenita B. Bagongon Editors: Mark Anthony V. Bercando, Jona Kristen M. Valdez, Melynda T. Andres Series Illustrators: George P. Gamboa, Jeremy P. Daos, Raymart Q. Orianza Lito Y. Bayani, Cathyrine B. Homecillo Layout Artist: Lucky Ann L. de Leon Management Team: Bureau of Curriculum Development: Jocelyn DR. Andaya, Director IV, Ma. Isabel Victorino, CSDD Chief, Mark Anthony Bercando, Supervising EPS, Jona Kristen Valdez, Senior EPS, Melynda Andres, Senior EPS - Bureau of Learning Resources

2

Homeroom Guidance Grade 6 Quarter 2 – Module 4: My Responsible Decisions

Gabay sa Magulang/ Tagapag-alaga Hinihiling ang inyong paggabay upang matagumpay na maisakatuparan ng mag-aaral ang mga tagubilin sa pagsasagawa ng mga gawain. •

Gawain 1: Tutukoy ng sariling batas ang mag-aaral.

•

Gawain 2: Guguhit ang mag-aaral ng Decision-Making Tree, kaugnay nito ang pagbuo ng mahalagang desisyon sa mga pagsubok bunga ng Covid-19. Gayundin ang pagsasaalangalang ng gabay na tanong upang makatugon sa Decision Tree Chart. Isusulat ng mag-aaral ang mga maaaring paraan upang makabuo ng maayos na desisyon at solusyon.

•

Gawain 3: Maipaliliwanag ng mag-aaral ang mga pamamaraan at salik ng pagdedesisyon. Gayundin ang mga nararapat gawin sa pagbuo ng desisyon.

•

Gawain 4: Kokopyahin ng mag-aaral ang activity sheet at isusulat ang desisyon sa mga pangyayaring nakasaad.

•

Gawain 5: Susulat siya ng maikling sanaysay tungkol sa kahalagahan ng pagbuo ng desisyon.

•

Gawain 6: Guguhit siya ng mga bagay na maikakabit niya sa pagdedesisyon nang maayos.

Tiyaking magagawa niya ito nang tapat at maipapasa sa petsa at oras na itinakda ng kaniyang gurong-tagapayo.

3

Introductory Message For the learner: This module is designed to help in your academic-related needs; concerns affecting your individuality (self), your relationship with others and interaction in the community; and, in discovering your interests, talents and skills that will help you explore future career options and opportunities. This has six interactive activities for you to follow, namely: Let’s Try This – which will help you get ready to learn; Let’s Explore This – which will guide you towards what you need to learn; Keep in Mind – which will give you the lessons that you need to learn and understand; You Can Do It – which will help you apply the lessons learned in daily activities; What I Have learned – which will test and evaluate your learning; and Share Your Thoughts and Feelings – which will help you express your thoughts, opinions and feelings Make sure to read, think, follow, and enjoy every task that you are asked to do. Have fun! Stay safe and healthy!

4

MODULE

4

MY RESPONSIBLE DECISIONS

Learning Objectives At the end of this module, you are expected to: 1. identify the procedures or steps in decision-making; 2. identify the factors that affect decision-making; 3. explain the importance of procedures in decision making; 4. exercise personal experiences in decision-making; and 5. appreciate effective personal decision-making. Period: Weeks 1 to 3 of 2nd Quarter Suggested Total Time Allotment: 180 minutes Materials needed: piece of paper, pencil, coloring materials

Introduction This module is designed to help you make better decisions in your daily school activities. It also helps develop skills that contribute to the achievement of your goals. It provides proper procedure toward responsible decision-making and helps you evaluate experiences toward achieving the common good. The primary school years bring about many challenges, especially between you and your parents. This is because parents tend to focus on safety and academic and personal growth, while you may often care more about how you are perceived by your peers. Practicing social skills can help you better understand the details of social interactions and provide you with the confidence to apply them.

Let’s Try This Suggested Total Time Allotment: 25 minutes If you are going to have the power to create a law in the country, what would it be, and why? Answer it by making a poster using a short bond paper and coloring materials. At the back of the paper, write your answers to the processing questions. 5

Processing Questions: 1. What did you consider in making the law? 2. What would happen in this country if the law will be implemented? 3. Were you able to weigh the pros and cons of the law? Please explain.

Let’s Explore This Suggested Time Allotment: 35 minutes Decision-Making Tree

1. On a separate sheet of paper, draw a tree just like the one presented here. #5- Can’t meet my teacher face to face

#6+ I will be learning my lessons from school with my family at home. #7- Can’t meet my classmates face to face

#4+ I will be learning more in my own pace of time

#2 Enroll in Modular School and finish Grade 6

#3 Wait for the COVID-19 vaccine to be safe

Follow the protocol for safety in our family

Be thankful and happy of what I have right now

Enroll in Modular School and finish Grade 6

#1 COVID-19 is everywhere

6

1 What is the problem? 2 & 3 What are the choices you have? 4 & 6 What are the positive outcomes (consequences) of your choices? 5 & 7 What are the negative consequences of your choices? 2. Decide on one common problem that you have encountered as a learner. The problem might be in school, at home or in the community. 3. Fill in the boxes to be able to come up with a solution. 4. Write it down on the boxes of the chart following the assigned numbers. 5. In this activity, you will try to make a decision and come up with the best solution to solve the problem using the Decision-Making Tree Chart. 6. After narrowing down your choices, give at least 3 best solutions for the problem. Write these down on three separate circles in the trunk of the tree. 7. An example has been provided as your guide. 8. Answer the Processing Questions after. Processing Questions: 1. What do you notice with your answers? 2. How is the tree chart helpful to you? 3. Why is it important to understand well any decision that you make?

Keep in Mind Suggested Time Allotment: 30 minutes Steps in Decision-Making You make decisions every day. However, many of the decisions you see and experience may not have been carefully thought of. You need to understand that the use of this skill will allow you to sort through problems, brainstorm options, analyze the positive and negative outcomes, and then implement and reflect on the choices you

7

make. When applied to health issues, this process gives you the ability to make decisions individually, or collaboratively, to improve your quality of life. There are five basic steps in decision-making. Be specific about the decision to be made, check your options, assess your capacity to decide, make the decision, and describe the outcome of the decision. Step 1 Be specific about the decision to be made. Process Identify a list of situations where a decision needs to be made.

Example I am invited to a birthday party of my bestfriend in the middle of this pandemic. I asked permission from my parents but they won’t allow me to go.

• Decisions are made based on a variety of factors, experience, knowledge, and emotions.

What should I do?

• Some decisions need to be made before the situation. For example, Washing your hands with soap and water before eating.

I don’t want to hurt my bestfriend for not attending her birthday party.

I also don’t want to disobey my parents because, at my age, I am not allowed to • Important decisions should be made go out of our house during this pandemic. thoughtfully. So, I will call my bestfriend and tell her honestly my decision of not going to her birthday party ahead of time. Step 2 Check your options. Process Make a list of all of the possible options to consider in a situation.

Example My options are to: 1. I could ask my best friend to talk to my parents about her birthday party.

The following questions may help you guide your thinking:

Outcomes, positive, I get to understand that by going out of the house during this pandemic, I may be able to affect the health of my family as well as mine.

• Is the option healthy or unhealthy? • How does this option affect me?

2. I can still attend her birthday party through virtual presence. 3. My family and I are safe at home.

• How does this option affect others?

8

Step 3 Assess your capacity to decide. Process After identifying options and outcomes, distinguish between the decisions you can make by yourself and the decisions with which you need help.

Example

Consider the following questions: • Are you having trouble coming up with healthy options? • Is your safety or someone else’s safety at risk? • Are you feeling uncomfortable with your options?

• I feel safe and secure with this decision.

Based on the answer to these questions, do you need to ask a trusted adult or refer to another resource for help?

• I can say that I made this decision on my own.

• I can also feel comfortable with the healthy options that I have my family with me at home and safe.

Step 4 Make a decision and follow through. Process Example You are now ready to make a decision I chose the option that is best and based on your analysis of the positive healthy both for my family and my bestfriend during this pandemic. and negative outcomes. Step 5 Describe the outcome of the decision. Process Describe the outcome of the decision and determine if the outcome was positive or negative for others and yourself.

Example I told my parents about my decision of telling my best friend that I am not allowed to attend her birthday party for now because of the pandemic. The outcome was positive because my parents saw my courage to tell me best-friend about my health option for my family and my best friend too.

9

You Can Do It! Suggested Time Allotment: 30 minutes Copy the following activity sheet on a clean sheet of paper. Write down your decisions based on the given situations: Situation

Decision

Your teacher tells you to be the leader of a group.

Your parents expect you to stay at home during this pandemic but your bestfriend invites you to a birthday party.

You saw children playing outside their houses during this pandemic.

What are your considerations in coming up with the decisions in given situations? Enumerate your answers.

What I Have Learned Suggested Time Allotment: 30 minutes Write a short essay on “The Importance of Making Decisions Following Correct Procedures”. Relate it to your own personal experience.

10

Share Your Thoughts and Feelings Suggested Time Allotment: 30 minutes On a short bond paper, draw the things that you can associate with decision-making. These things would serve as your reminder that you are doing the decision-making process properly. Draw as many as you can and color them as desired. At the back, explain your drawings.

==================== For inquiries or feedback, please write or call: Department of Education – Bureau of Learning Resources (DepEd-BLR) Office Address: Ground Floor, Bonifacio building, DepEd Complex Meralco Avenue, Pasig City, Philippines 1600 Telefax: (02) 634-1074 o 634-1054; 631-4985 E-mail Address: [email protected] *[email protected]

11