Republic of the Philippines

Department of Education Region III

A Compendium of Daily Lesson Plans and Resource Materials in

COMMUNITY ENGAGEMENT, SOLIDARITY, A

CITIZENSHIP
The compendium of DLPs and resource materials was collaboratively developed and reviewed by educators of Reg
Teachers (Class F) during the
Mass Training of Senior High School Teachers May 4 – 24, 2017
San Fernando City, Pampanga
 INT
The Department of Education, in its continuing effort to uphold the vision and mission of the K to
particularly the Senior High School (SHS) conducted the Mass Training of Teachers as stated in
Memorandum no. 43 series 2017 to further equip the SHS teachers with the needed skills, knowledge, e
most of all confidence in developing lifelong learners and preparing graduates for tertia
entrepreneurship, and
The HUMSS (Humanities and Social Sciences) teachers, armed with great dedication, passion
the need to collaborate and produce teaching guides specifically DLPs (Daily/Detailed Lesson
appendices and enhanced with varied methodologies and strategies patterned to the interest and
of the millennials on the course Community Engagement, Solidarity and Citizenship (CSC). This will aid
facilitating activities and questions as well as to understand the content areas and compete
In addition, the DLPs look forward to empowering not only the teachers but the learners as well a
independent, confident and self-directed as they engage fully in the content areas and c
REGION III HUM

THE CONTRIBUTORS
It is with pride and honor to present to the Department of Education Region III the Compendium of Daily
(DLPs) and Resource Materials in
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
as output of
18-day Mass Training of Senior High School Teachers for HUMSS-C held on May 4-24, 2017 at Orotel, C
Fernando, Pampanga.

ALTAR, ELIZA T. MAROLLANO, RICHARD

ARAGON, RENZ JEFFREY M. MELEGRITO, ANTONETTE T.
 BALINGIT, ROSELLA B. MENDOZA, BETH B.
BATO, JOSEPHINE C. MIRANDA, MARIA CECILIA
BERROY, KAREN JOY C. NAVAL, BENJIE R.
BETE, ESTRELLA A. OSORIO, MARKY P.
BOGNOT, JONNALYN V. PATRON, MARIA CONCEPCION A
BRIGUELA, JR. JAIME MARCELO PECSON, RYAN R.
CORDOVA, MAY N. PEREZ, GRACE P.
CUNANAN, BABY INES LEA N. PINEDA, JOANNE G.
DE OCAMPO, NORVIN D. PODRIDO, JAJE ANGELIKA A.
DE VERA, JASMIN J. PUNDAVELA, JOCELYN B.
DE VERA, MILAGROS M. QUIMSON, ASHER ISRAEL
DIONISIO, CELIA G. RAGANIT, REAGAN V.
ECLEVIA, DANIEL RAMOS, BERNARD C.
ELCA, MERCEDES CECILIA O. RAMY, EDWIN REY J.
FLORES, ARVI S. SALEM, ROSITA B.
GARCIA, KEVIN CEDDIE C. SANCHEZ, RHODA A.
GARINGO, ELSON S. SANTOS, ANDRES VERGEL V.
GONZALES, IRIS RUTH E. SOLOMON, CAROLINE M.
LIBID, SANDYVALJASPER B. TIGLAO, IRENE V.
LINGAT, ALEJANDRO B. TOMANENG, GLENDA LUISA M.
LULU, NATHANAEL G. TORRES, MARIANNE M.
MACTAL, SHERILYN P. VALLAGAR, JOY EMMANUEL S.
MALGAPO, GERBY B. VELASCO, JOSE L.
MAMARADLO, JAYSON A. VILLASIS, VINCENT S.
MANGUNE JR., EMMANUEL M VIVAS, JULIANNE G.
YANGA, EDWIN T.
ANA LIZA R. LEPASANA
Facilitator
TABLE OF CONTENTS
INTRODUCTION………………………………………………………………………………………………………ii
THE CONTRIBUTORS………………………………………………………………………………………………iii
BUDGET OF WORK………………………………………………………………………………………………….v
THIRD QUARTER
Chapter 1:
Concepts and Perspectives Of Community………………………………………………………….1
Week 1…………………………………………………………………………………………………………..2
Week 2…………………………………………………………………………………………………………..7
Week 3…………………………………………………………………………………………………………..14
Chapter 2:
Community Action…………………………………………………………………………………………………19
Week 4…………………………………………………………………………………………………………..20
Week 5…………………………………………………………………………………………………………..23
Week 6…………………………………………………………………………………………………………..28
Week 7…………………………………………………………………………………………………………..32
Chapter 3:
Core Values and Principles of Community Action Initiatives…………………………….37
Week 8…………………………………………………………………………………………………………..38
Week 9…………………………………………………………………………………………………………..46
Week 10…………………………………………………………………………………………………………53
FOURTH QUARTER
Chapter 4:
Methodologies and Approaches of Community Actions and Involvements Across
Disciplines……………………………………………………………………………………………………60
Week 11…………………………………………………………………………………………………………61
Week 12…………………………………………………………………………………………………………68
Week 13…………………………………………………………………………………………………………74
Week 14…………………………………………………………………………………………………………79
Chapter 5:
Community Action Initiatives: Field Practicum……………………………………………………84
Week 15…………………………………………………………………………………………………………85
Week 16…………………………………………………………………………………………………………90
Week 17…………………………………………………………………………………………………………95
Week 18…………………………………………………………………………………………………………99
I
Materials in

DARITY, AND
wed by educators of Region III HUMSS

2017
 INTRODUCTION
and mission of the K to 12 Program,
f Teachers as stated in the Regional
ded skills, knowledge, expertise and
g graduates for tertiary education,
entrepreneurship, and employment.
at dedication, passion and skills felt
Daily/Detailed Lesson Plans) with
d to the interest and personality
hip (CSC). This will aid teachers in
ent areas and competencies deeper.
ut the learners as well as to become
he content areas and competencies.
REGION III HUMSS CLASS F

Compendium of Daily Lesson Plans

TIZENSHIP

4-24, 2017 at Orotel, City of San

……ii
……iii
…….v

…….1

……19

…….37

Across

……84
 BUDGET OF WORK
NO LEARNING COMPETENCY CODE
Explain the importance of studying community dynamics HUMSS_CSC12-Iii a-c1
and community action in relation to applied social sciences
A.1 and the
learners' future career options.
Compare and contrast the definitions of community using HUMSS_CSC12-IIIa-c 2
various perspective, e.g. Social science, institution, civil
A.2
society, and
local/ grassroots level
Develop/ affirm sense of shared identity and
A. 3 willingness to contribute to the attainment of the common HUMSS_CSC12-IIIa-c 3
good
A. 4 Recognize diversities in communities HUMSS_CSC12-IIIa-c 4

A. 5 Analyze functions of communities in terms structures, HUMSS_CSC12-IIIa-c 5

dynamics, and processes
A. 6 Compare and contrast typologies of communities HUMSS_CSC12-IIIa-c 6

ASSESSMENT (UNIT TEST)

B.7 Recognize the value of undertaking community action HUMSS_CSC12-IIId-g-7
modalities
B.8 Acknowledge interrelationship of self and community in HUMSS_CSC12-IIId-g-8
undertaking community action
B.9 Identify opportunities to contribute to community
development through solidarity HUMSS_CSC12-IIId-g-9

Recognize the importance of solidarity in sociopolitical

B.10 processes in promoting HUMSS_CSC12-IIId-g-10
national and global community development
B.11 Assess selected community-action initiatives HUMSS_CSC12-IIId-g-11

ASSESSMENT (UNIT TEST)

C.12 Promote awareness of human rights in communities
among the learners HUMSS_CSC12-IIIh-j-13

Appraise the value of social equity and gender equality in

C.13 the context of HUMSS_CSC12-IIIh-j-14
participatory development
Analyze strategies of empowerment and advocacy through
C.14 community action HUMSS_CSC12-IIIh-j-15

Develop commitment and conviction to

C.15 participatory development for community well-being HUMSS_CSC12-IIIh-j-16

Appraise the value of social equity and

C.16 gender equality in the context of participatory development HUMSS_CSC12-IIIh-j-17

C ASSESSMENT (UNIT TEST)

Explain the processes, methodologies, and approaches in
D.17 applied social sciences HUMSS_CSC12-Iva-d-17
related to community study
Apply systematic social research methods in conducting a
D.18 community study HUMSS_CSC12-Iva-d-17
D.19 Develop a community action plan using participatory HUMSS_CSC12-Iva-d-17
approaches
D ASSESSMENT (PRESENTATION OF COMMUNITY
ACTION PLAN)
E.20 Implement Community Action Initiatives HUMSS_CSC12-IV-e-h- 20

E.21 Appreciate the value of applying social sciences in HUMSS_CSC12-IV-e-h- 21

community action initiatives
E.22 Synthesize the integrative experience of implementing HUMSS_CSC12-IV-e-h- 22
community action initiatives
E ASSESSMENT (CIMPLEMENTATION OF
COMMUNITY ACTION PLAN)

DL
in Community
Solidarity, an
Concepts and Perspe
 SCHEDULE
WEEK 1 DAY 1

WEEK 1 DAY 2-4

WEEK 2 DAY 1

WEEK 2 DAY 2-4

WEEK 3 DAY 1

WEEK 3 DAY 2-3

WEEK 3 DAY 3

WEEK 4 DAY 1-4

WEEK 5 DAY 1-4

WEEK 6 DAY 1-4

WEEK 7 DAY 1

WEEK 7 DAY 2-3

WEEK 7 DAY 4

WEEK 8 DAY 1-3

WEEK 8 DAY 4
WEEK 9 DAY 1

WEEK 9 DAY 2-3

WEEK 9 DAY 4

WEEK 10 DAY 1

WEEK 10 DAY 2

WEEK 10 DAY 3-4

WEEK 11 DAY 1-2

WEEK 11 DAY 3 TO

WEEK 14 DAY 2
 WEEK 14 DAY 3

WEEK 14 DAY 4

WEEK 15 DAY 1-4

WEEK 16 DAY 1-4
WEEK 17 DAY 1-3

WEEK 17 DAY 4
WEEK 18 DAY 1-2
WEEK 18 DAY 3-4

DLPs
unity Engagement,
ty, and Citizenship
Perspectives of Community
Ps
Engagement,
d Citizenship
ctives of Community
 Grade 12 School DepEd-Region III
DAILY LESSON
LOG Teacher Senior High School Teachers – Class F

Teaching Week Week 1, Day 1-4

SESSIONS: SESSION 1
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the integration of social science perspe
B. Performance Standards The learners shall be able to synthesize the integrative experience of implementing co
C. Learning Competencies/ Objectives The learners will...
Explain the importance of studying community dynamics and community action in rela
social sciences and the learners’ future career options. (HUMSS_CSC12-IIIa-c-1)

II. CONTENT CONCEP

Importance of und

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages

2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from PowerPoint Presentation, Ping Pong
Learning Resources Balls, Cartons, Meta cards
B. Other Learning Resources  http://sociologyguide.com/basic-concepts/Community.php www.encyclopedia.com/soci

IV. PROCEDURES
A. Reviewing previous lesson or The learners will participate in an activity entitled
presenting the new lesson “ROLLER COASTER RIDE” wherein 3 ping-pong
balls will be relayed in semicircular improvised
paper pipes.
on III Grade Level 12
COMMUNITY ENGAGEMENT, SOLIDARITY A
School Teachers – Class F Learning Area

1-4 Quarter Third

SESSION 2 SESSION 3

ing of the integration of social science perspective and community action.

the integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods.
The learners will...
munity dynamics and community action in relation to applied Compare and contrast the definitions of community using various perspectiv
areer options. (HUMSS_CSC12-IIIa-c-1) institutions, civil society, and local/grassroots level. (HUMSS_CSC12-IIIa-c-2

CONCEPTS AND PERSPECTIVES OF COMMUNITY

Importance of understanding community dynamics and community action

PowerPoint Presentation PowerPoint Presentation

/Community.php www.encyclopedia.com/social-sciencs/dictionaries-thesauruses-pictures-and-press-releases/community-studies www.yourarticleli

Presentation of Homework: SOCIAL MAPPING. Presentation of Homework: Learners will present

Learners will present their maps and make their community pictures in PowerPoint. They will
conclusions based on their observations about individually describe in 2-3 sentences the pictures.
the dynamics that exist in their communities. See appendix A.1.3.2
 ENGAGEMENT, SOLIDARITY AND CITIZENSHIP

SESSION 4

d methods.

ommunity using various perspectives, e.g., social sciences,

ots level. (HUMSS_CSC12-IIIa-c-2)

PowerPoint Presentation, Meta cards

mmunity-studies www.yourarticlelibrary.com>society www.preservearticles.com/2011104306139/what-are-the-elements-of-community.html

Learners will be asked to recall yesterday’s

learning.
 Learners will be asked about their observations on
the group dynamics as they performed the given
task.
Particularly, the following focus questions should be
answered:
1. How would you react if one of you fail to transfer
the ping pong ball successfully?
2. Were there any conflicts that emerged? How was
the group able to resolve the conflicts?
(5 mins)

B. Establishing a purpose for the lesson The purpose of this lesson is to let the student
understand the importance of community dynamics
and community action.

C. Presenting examples/ instances of the COLLABORATIVE LEARNING

new lesson In groups, the learners will be asked by the Teacher
to determine the changes that happened in their
community by comparing 2015 and

2017 using the table below:

Process Question/s:
1. What are the factors that brought
these changes?
Learners’ expected response:
 Leadership
 Technology
 Economic Advancement

(10 mins)
D. Discussing new concepts and The teacher and the Learners will have an
practicing new skill #1 interactive discussion about…

Definition of community dynamics and action.

(10 mins)
E. Discussing new concepts and The teacher and the Learners will have an
practicing new skill #2 interactive discussion about…
The importance of studying community dynamics
and community action.
(10 mins)
Teacher asks 2 or 3 students to answer the
following question:
1. Where do you belong to these groups?
2. Ten years from now, where would you be in
these groups?
See appendix A.1.2.1

The objective of this lesson is to have students Learners will compare and contrast the pictures
identify the different concepts and perspective of presented.
community on the local and grassroots level. The teacher will be presenting pictures depicting
various types of community- based on sociological
perspective.
Learners will be asked to look into the answer to the
guide questions:
1. What similarities/differences did you observe
on the pictures presented?
(e. g., rural, urban, slum, subdivision, poor, middle
class, rich, industrial, agricultural, etc.)
Note: Teacher should provide contrasting pictures of
communities
based sociological perspective.

Teacher asks: Based on the semantic web you

presented, what do you think is the meaning of
community?
The teacher will extract or solicit the

group idea/s about the meaning of community.

The teacher and the Learners will have an The teacher and the Learners will have an interactive
interactive discussion about the following: discussion about the following:

1. The meaning of community in different 1. The community as a “sociological construct?”

perspective such as sociology, anthropology, 2. Communities within communities
psychology, etc. 3. Community as a cultural concept

The teacher and the Learners will have an

interactive discussion about the following:
1. Who compose the community? Learners’
expected answer: “Me, you, and us.”
2. What is the basic unit of community or
society?

Learners’ expected answer:

Using selected pictures from yesterday’s
discussion, learners will be asked to identify the
different social institutions that are visible in the
photos.
Learners’ expected response:
1. Local Government Unit / Public Sector
2. Non-government Organization
/Private Sector

COLLABORATIVE LEARNING
The learners will be working in groups and will be
tasked to think of KEYWORDS related to the
institution
assigned to them. Words should be

related to the function and importance of the

institution in making the community works.

Meta cards will be used in posting their key

words.

A group member will present the meta cards.

The teacher will present the definition of
community from the institutional perspective:
a. Institutions such marriage or friendship;
b. Roles;
c. Status or class; and
d. Other patterns of human behavior.
TABLE OF COMPARISON
2015 2017
F. Developing Mastery Teacher asks:
“What is your personal career choice?”
“What makes you choose this career?”
The teacher will cite some career opportunities to
the students or present a video clip about projected
career opportunities until 2020.
(5 mins)

G. Finding practical applications of Teacher asks:

concepts & skills in daily living “How does a change in your community affect your
career choice?”
(5 mins)
H. Making generalizations & abstractions Learners will answer the question, “What is the
about the lesson importance of understanding your community
dynamics and community action for your future
career?”
Learners’ expected response: “It offers me options
what career path should I
take”
(5 mins)

I. Evaluating Learning
J. Additional activities for application or Homework: SOCIAL MAPPING. Learners, in a
remediation group, will prepare a social map featuring the
different networks of people and resources that
exist in their communities.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%

C. Did the remedial lesson

work? No. of learners who caught up
with the lesson
D. No. of learners who
continue to require remediation

E. Which of my teaching
strategies worked well? Why did these
work?
F. What difficulties did I encounter which
my principal or supervisor can
help me solve?

G. What innovation or localized materials

did I use/discover which I wish to share
with other
teachers?
 “Family is the basic unit of community or
society?”

5-item Quiz about the day’s discussion. 5-item Quiz about the day’s discussion.
1. Which refers to a collection of people 1. Which refers to the study of human
in a geographical area? society?
2 – 5 Enumerate at least 4 characteristics of a 2 – 5 Enumerate at least 4 importance of Sociology.
community.

Learners will answer the question, Learners will answer the question, “What is a
“What is a community?” community in the perspective of social science?”
Learners’ expected response: “It refers to a Learners’ expected response: “It refers to human
collection of people in a geographical area” society?”

Homework: LOKAL! Take pictures of their

communities to be collated in a class PowerPoint.
15 -item Quiz about the day’s discussion.
1. Which perspective of the community
that refers to the public and private institution?
2. Which refers to a collection of people
in a geographical area?
3. Which refers to the study of human
society?

See appendix A.1.4.3

Learners will answer the question, “What is a

community in the perspective of an institution?”
Learners’ expected response: ”It is composed of
Public Sector and Private Sector that joined
together to make the community works.”

Homework: Write a journal about your role in your

community.
Prepared by:
CELIA DIONISIO
Teacher III – Division of Malolos
JASMINE J. DE VERA
Teacher I – Division of Malolos
Checked by:
RYAN R. PECSON
Division of Pampanga
NATHANIEL G. LULU
Division of Pampanga
BERNARD C. RAMOS
Division of Nueva Ecija
Noted:
ANN LIZA R. LEPASANA
Head Teacher III, Regional Facilitator
School Division of City of San Jose Del Monte, Bulacan
 Grade 12 School RECODO NATIONAL HIGH SCHOOL Grade Level 12
DAILY LESSON COMMUNITY ENGAGEMENT, SOLIDARITY AND
LOG Teacher RYAN ERWIN D. SAN LUIS Learning Area CITIZENSHIP

Teaching Week JANUARY 20 -24, 2020 Quarter Third

SESSIONS: SESSION 1 SESSION 2 SESSION 3 SESSION 4 Sesion 5
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the integration of social science perspective and community action.
B. Performance Standards The learners shall be able to synthesize the integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods.
C. Learning Competencies/ Objectives The learners will... The learners will... Diversities in communities. HUMSS_CSC12-IIIa-c-4 compare and
Develop / affirm sense of shared identity and willingness to contribute to the contrast the
attainment of the common good. definition of
HUMSS_CSC12-IIIa-c-3 community
II. CONTENT A. Concepts and Perspective of Community: A. Concepts and Perspective of A. Concepts and Perspective of Community:
 Shared sense of identity and attainment of common good. Community: 3. Elements Meaning of Diversity
3. Elements a. Structure
Dynamics and Processes  Socio-political
 Community Power  Cultural
 Leadership  Economics

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages /CG HUMMSS_CSC12-llla HUMMSS_CSC12-llla HUMMSS_CSC12-llla-c-4 HUMMSS_CSC12-llla-c-4
4. Additional Materials from PowerPoint PowerPoint PowerPoi PowerPoint Presentation Power Point
Learning Resources Presentation Presentation nt presentation
Presentati
B. Other Learning Resources Modules on Good Citizenship Values, Pages 73- 76 and 137 Video presentation https://aese.psu.edu/research/centers/cecd/engagement-toolbox/engagement/what-is-community-engagement
on
IV. PROCEDURES
A. Reviewing previous lesson or Activity: Sharing: sentence completion What How do you understand a common Teacher reviews the questions
presenting the new lesson Label the Picture happened yesterday is/are good? asked and class responses from learners will be
The teacher will show 4 pictures on the I have learned that State little things you can do to help Session 1. asked to recall all
board each picture represents the achieve common good. Say/Ask: Yesterday, we learned lesson discussed
concept of the community about the meaning and the Prepare for a long
according to the context of social different structures TEST
of the community.
 sciences, institution, civil society or the
grassroots level and briefly explain their
answer.
Option 2: Matching Type Meaning to
category.( 5mins)

B. Establishing a purpose for the lesson Community Song Process Question/s:

1.What is the message of the song?
Presentation of the competencies.
(5 mins)

See appendix A.2.1.1

C. Presenting examples/ instances of the I am the Architect and Engineer of my

new lesson dream Community.
Mechanics:
 -Group the class into your desired
number of groups.
-Each group will be provided1 whole
illustration board, clay, and coloring
materials.
-They will be given 3minutes to gather
organic and recyclable materials within
the vicinity.
-In the illustration board, they will make
a diorama or a miniature of their dream
community.
-Each group member is expected to
contribute to the group effort.
-One of the group members will be
assigned to document the process and
list down the contribution of each and
every member.
-Groups will be given a total of 15
minutes to finish the work and 5 minutes
to explain the output.

D. Discussing new concepts and Process Questions:

practicing new skill #1 1. How are you able to come up with
your output? Who plays the vital role in
accomplishing your work?
2. Did every member of your group
cooperate in your work? How does it
affect the output of your work?
3. After you have finished your work
(3- 5 mins) (2 mins.)

Song analysis SCRAMBLED LETTERS

Mabuting Pilipino-Noel Cabangon What WORDS: DIVERSITY, COMMUNITY
is the message of the song? Based on What is your idea with the word
the song what are the characteristics of community?
a good citizen? What is your idea of word diversity?
Do you possess these characteristics?

See appendix A.2.2.3 ( 2-3 mins)

How does being a good citizen affect The learners will be divided into three
our country? groups. In five minutes the learners
will be asked to post pictures
(provided by
(10 mins.) the teacher) according to the assign
topics about community structures.
Group 1 : Socio-political Group 2:
Cultural
Group 3: Economics
(5 mins.)

What is common good and how can I PROCESSING QUESTIONS:

contribute to attaining it? 1. Why do you think these show
(3 mins.) socio- political structure, cultural
structure, economics structure?
2. Is it possible that these elements of
the community create differences in
the lives of the people in the
community? How? And Why?
3. Do these pictures contribute to the
development of society?
What is the importance of a community? (2
mins)

Concept Sketches Activity

A picture/sketch is shown and lets the
student give short statements that describe
the processes, concepts, and
interrelationships shown in the sketch.

Sketch to Stretch Activity

 Draw/sketch a symbol or an object
about a community without a leader.
Students shall draw the concepts learned
individually and presented in class.

Ask the student:

 Where do you think is the center
based located?
 Do you think leaders of each
organization are important?
 What would happen to a community
without a leader? Effects?
 Do you think that we can also lead or
manage a small community as it should be?
Do you have a specific way or strategy in
leading a small organization?

(5 mins.)

See appendix A.2.4.5

TRUST WALK ACTIVITY
Working in pairs, blindfolded
participants are led on a walk around
the surrounding area or a course by
their partners. Participants walk through a
course blindfolded and lead by a
partner.
One partner to be the navigator (guide), and
the other to be blindfolded. When the
blindfolded partner is ready, slowly spin
the person around a few times so that
they do not know which direction they
are headed. From this point on, the guide
should not touch the partner at all, but rely
solely on verbal cues (e.g. “About
five steps ahead, there is a branch.
Step over it slowly.”)
After the activity, ask the student:
 What was it like to be the guide,
responsible for the safety of your partner?
 Did you have any difficulty trusting your
partner while blindfolded? Why or why not?
 Why is trust in your teammates
important?
How did it feel when you and your
teammate successfully trusted each other to
accomplish something challenging?
(25 mins.)

Teacher presents the topic by using

power point presentation
And elucidate the topic about
community power and its importance,
leadership, and types of leadership.
(Reciprocal Questioning) (10 mins.)
See appendix A.2.4.6
Socio- Cultural Economics
political
 how do you feel?(explain your answer)
(25 mins.)

E. Discussing new concepts

and practicing new skill #2
F. Developing Mastery Song analysis Magkaisa
Process Question:
How can you relate the song to our activity?
Values Integration: Unity Discussion of saying
and a bible excerpt.
“Together we stand, Divided we fall.” John F.
Kennedy
“As a body is one though it has many parts and
all the parts of the body
Though many are one body, so also as Christ.”1
Corinthians 12:12
-Each part of the body is unique and important.
Like us each of us is unique and our uniqueness
can help strengthen our community.
(10 mins )
See appendix A.2.1.2

G. Finding practical What talent or ability do you have

applications of concepts & skills in that you think can help your community?
daily living (2 mins.)
H. Making generalizations & abstractions How can you help attain your dream
about the lesson community?
Expected students response: I will use my
talent, abilities, knowledge, strength to help
attain my dream community.
(3 mins.)

I. Evaluating Learning Making of journal

Essay:
Me as part of my community and my community
as part of my life.
Criteria

Content: 10 pts
Organization: 5 pts Relevance 5 pts
Total 20 pts
(10 mins.)

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners who caught up with
the lesson
D. No. of learners who
continue to require remediation

E. Which of my teaching
strategies worked well? Why did these
work?
F. What difficulties did I encounter which
my principal or supervisor can
help me solve?

G. What innovation or localized materials

did I use/discover which I wish to
share with other teachers?
 4. Do you think these elements can exist on their
own without the others?
(10 mins.)

Twelve little Things a Filipino can do to help our Discussion of the structure of the community and
Country. Atty. Alexander Lacson how it creates diversity?
1. Follow traffic rules. (20 mins.)
2. Whenever you buy or pay for anything, always See appendix A.2.3.4
ask for an official receipt.
3. Do not buy smuggled goods. Buy local, buy
Filipino.
4. When you talk to others especially a foreigner,
speak positively of our race and our country.
5. Respect your traffic officer, policeman, soldier
and other public servants.
6. Do not litter, dispose of your garbage properly:
reduce, recycle and reuse.
7. Support your church.
8. During election do your solemn duty to vote.
9. Pay your employees well 10.Pay your taxes
11. Adopt a scholar or adopt a poor child.
12. Be a good parent teaches your kids to follow
the law and to love our country.
The teacher will explain how these acts can
contribute to the attainment
of common good (15mins)

Give your personal experiences The learners will make a journal.

where you were able to promote common good. 1. What are the diversities I have observed in our
(3 mins.) classroom and how it affects our small community
(The class)?
How does this concept promote the common How does structure of the community create
good?” Less for self, more for others, enough for all diversity?
Expected students response: taking into
consideration what is good for everybody and not
only for you is common good.
(5 mins.)

Mini task: Recitation

my pledge of commitment 1. What is diversity?
-group the class into 3 2. Name one structure of the community and
-instruct them to make a composition in a form of explain.
poem, spoken poetry, flip top rap stating their
commitment in contributing to the attainment of
common good.
Rubrics:
Content 50%- the composition is
unique and clearly expressing the ideas of the
group on how they can

contribute to the attainment of common good.

Commitment wrote is attainable and realistic.
Presentation 30%- the group was able to present
the output in an organized and artistic manner. All
the members of the group participated.
Relevance 20%- the contents are relevant and
promoting values.
(15 mins.
Guide Questions:
a. What is community power?
b. What is the importance of community
power?
c. What is a good leadership?
d. What are the types of leadership?
e. What type of leadership is suitable in your
community?
(Reciprocal Questioning)

As a member of the community, what is

the best contribution that you can give? How?
(3 mins.)
a. How can we obtain the optimum potential of
power community? (expected answer)
The community power is achieved through unity,
collaboration and cooperation.
b. What are the different types of leadership
you can remember? (expected answer)
 Authoritarian leaders rule their groups,
 Democratic leaders try to include everyone in the
decision-making process
 Laissez-fairleaders let the group function without
much - if any - interference.
(5 mins.)

Recitation:
Choose 2 any of the following questions:
1. What is community power?
2. What is the importance of community
power?
3. What is a good leadership?
4. What are the types of leadership?
5. What type of leadership is suitable in your
community?
(10 mins.)
Prepared by:
GRACE P. PEREZ
Teacher II – Division of Tarlac
BERNARD C. RAMOS
Teacher III – Division of Nueva Ecija
RHODA A. SANCHES
Teacher I – Division of Bataan
EDWIN T. YANGA
Teacher III – Division of Angeles City
Checked by:
RYAN R. PECSON
Division of Pampanga
NATHANIEL G. LULU
Division of Pampanga
BERNARD C. RAMOS
Division of Nueva Ecija
Noted:
ANN LIZA R. LEPASANA
Head Teacher III, Regional Facilitator
School Division of City of San Jose Del Monte, Bulacan
 Grade 12 School DepEd-Region III
DAILY LESSON
LOG Teacher Senior High School Teachers – Class F

Teaching Week Week 3, Day 1-4

SESSIONS: DAY 1
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the integration of social science perspectiv
B. Performance Standards The learners shall be able to synthesize the integrative experience of implementing comm
C. Learning Competencies/ The learners will... Recognize diversities in
Objectives communities
HUMSS_CSC12a-c 4

II. CONTENT Concepts and Perspectives of Community

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages

2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials from
Learning
Resources
B. Other Learning Resources

IV. PROCEDURES
d-Region III Grade Level

r High School Teachers – Class F Learning Area

3, Day 1-4 Quarter

DAY 2 DAY 3

anding of the integration of social science perspective and community action.

ize the integrative experience of implementing community action initiatives applying social sciences' ideas and methods.
The learners will... The learners will...
Analyze functions of communities in terms of structures, Compare and contrast typologies of communities.
dynamics, and processes. HUMSS_CSC12IIIa-c-6
HUMSS_CSC12-IIIa-c-5
Concepts and Perspectives of Community Concepts and Perspectives of Community
 Elements (structure, dynamics, and processes)  Typologies (e.g., formal-informal, rural-
urban, local-global, sectors, social spaces, etc.)

 Introduction to Sociology and Anthropology, elements and functions of society, Dr. Epitascio Palispis https://www.youtube.com/watc
 12
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP

Third
DAY 3 DAY 4

nces' ideas and methods.

ast typologies of communities.

-c-6

ectives of Community UNIT TEST

ormal-informal, rural-
sectors, social spaces, etc.)
A. Reviewing the previous lesson or The students will be asked, What you can
presenting the new lesson remember about our lesson yesterday. Ask 2 or
4 students to enumerate them.

B. Establishing a purpose for the

lesson

C. Presenting examples/ instances Mapping/ Flowcharting Objective: To analyze

of the new lesson how organization works
D. Discussing new concepts and Ask two or three students the following
practicing new skill #1 questions
1. What do you think will happen if the person
on the position of Brgy. Captain will act as a
barangay tanod?

E. Discussing new concepts and The teacher will initiate lively discussion by
practicing new skill #2 soliciting answers from the learner's point of
view with regard the topic of the day.
Importance and meaning of a relationship.
Effect of change in the
society relationship.

F. Developing Mastery Discussion

1. What is a relationship?
2. How does relationship affect the normal
functioning of the community?
3. How does relationship cause social change?
4. What is social change?
5. What causes social change?
 Identify social change, e.g.
6. What is the effect of this social change in our
daily life?

G. Finding practical applications of Write a short essay identifying the change in

concepts & skills in daily living your way of life from junior high to present.
Identify at least 10 changes.

H. Making generalizations & Is good relationship in the community bring

abstractions about the lesson change in the dynamic and processes towards
its development? Yes. How can you contribute
to it?

I. Evaluating Learning By group, write a conscientious concept about

the effect of social change into the social
relationship. SITE PERSONAL EXPERIENCE.
J. Additional activities for application
or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the evaluation

B. No. of learners who require

additional activities for
remediation who

scored below 80%

C. Did the remedial lesson work?
No. of learners who caught up with
the
lesson
D. No. of learners who continue to
require
remediation
E. Which of my teaching strategies
worked well?
Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

G. What innovation or localized

materials did I use/discover which I
wish to share with other teachers?
Before going into today’s discussion, the class will go back to
the previous lesson through the use of pictures prepared by
the teacher.
See Appendix A.3.2.1

The students will view a video presentation regarding the

composition of a community.
After viewing the presentation, teacher will ask:
 What composes the community?
 How do they work?
 Do they help one another for the purpose of co-existence?
See Appendix A.3.2.2

As per the video, identify what comprises the community.

The students will reflect:
 In your community, do we help one another leading for our
own betterment?
 Do we still care and feel socially responsible for one
another?

The students will be grouped into three:

 Group 1: Will show how community is composed (structure)
 Group 2: Will exhibit how do people in the community act to
one another. (dynamics)
 Group 3: Will present how communities develop – as it
develop or influence a person. (processes)
The teacher will process the activity afterwards.

The students will reflect:

“Am I being responsible to the community where I belong?
What role do I play? Do I make my community better?”

The teacher will ask:

 In brief, how could you explain what community is?

Essay. Identify a problem in your community. Enumerate who

could solve/help the problem and how can you augment for
the betterment of the situation.
See Appendix A.3.2.3
The learners will answer questions: UNIT TEST
1. What are the elements of community? See Appendix A.3.4.6
2. How structure, dynamics, and processes affect
our life in the community?
(5 mins.)

The learners will be given a puzzle activity which is

entitled as FIT IT RIGHT! Wherein, students will be
divided into three groups and each group will need to
put puzzle pieces as fast as they can. (Note: Each
group puzzle will form a picture showing Rural, Urban
and Suburban Community)
(5 mins.)
The learners will give his/her observation regarding
the puzzle they made.
See Appendix A.3.3.4

The learner will be provided graphic organizer post in

the board. The learner will be group according to:
 Birth Month
 Height
 Feet Size
The learner will write similarities and the contrasting
factor they observe based on the picture that has
been formed in their puzzle activity.

(5 mins.)
Guide Questions:
1. What are the things you consider in identifying the
similarities and contrast in the community?
2. What type of community do you have?
3. Share your experience. What are the things that
you like/dislike in your community?
(5 mins.)

Collaborative Learning with teacher Group the class

into 3 groups: Discuss the following questions:
1. Discuss what is the difference between rural and
urban/suburban, global and local community?
2. Give example about rural, urban/suburban, global
and local community.
(Note: Each group will be given 2-3 minutes to present
their output then the teacher will discuss the
comparison and
difference between the types of

community-based on sociological theories and

perspective.)
(10-20 mins.)
See Appendix A.3.3.5

The students will reflect:

“It is understanding that gives us an ability to have
peace. When we understand the other fellow’s
viewpoint, and he understands ours, then we can sit
down and work out our differences”
(5 mins.)

Teacher says:
Though we have contrasting behavior, we still have
similarities that we can work with for us to be a better
citizen of our community.
(5 mins.)

The learner will be asked to draw their community and

cite using 3-5 sentences the good side of living in it.
(5 mins.)
Prepared by:
RENZ JEFFREY M. ARAGON
Teacher III – Division of Aurora
MILAGROS DE VERA
Master Teacher II – Division of Nueva Ecija
IRIS RUTH E. GONZALES
Teacher II – Division of Bulacan
NATHANIEL LULU
Master Teacher I- Division of Pampanga

DL
in Community
Solidarity, an
Communi
 Checked by:
RYAN R. PECSON
Division of Pampanga
NATHANIEL G. LULU
Division of Pampanga
BERNARD C. RAMOS
Division of Nueva Ecija

DLPs
mmunity Engagemen
darity, and Citizenship
Community Action
 Noted:
ANN LIZA R. LEPASANA
Head Teacher III, Regional Facilitator
School Division of City of San Jose Del Monte, Bulacan

ngagement,
Citizenship
Action
 Grade 12 School DepEd Region III
DAILY LESSON Teacher Senior High School Teachers – Class F
LOG

Dates and Time Week 4, Day 1-4

SESSIONS: DAY 1
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the integration of social science p
B. Performance Standards The learners shall be able to synthesize the integrative experience of implement
C. Learning Competencies Recognize the value of undertaking community action modalities (HUMSS_CSC
II. CONTENT
III. LEARNING RESOURCES
A. References
1. TG pages
2. LM pages
3. Textbook pages
4. IM from LR Portal
B. Other Learning Resources Community Engagement Step-by-step Action Kit, Gottlieb, Hildy, 19-20, 2007
IV. PROCEDURES
A. Reviewing previous lesson or presenting Warm-up:
the new lesson Show students a video presentation
(See Appendix B4.1.1)

B. Establishing a purpose for the lesson / What is the benefit of this community
activity engagement?

C. Presenting examples / instances of the

new lesson
Partner Talk: Analysis of Impact of the Project
What is the impact of the project? Skill Practice:
D. Discussing new concepts and practicing
Critical Thinking
new skills #1

E. Discussing new concepts and practicing Class Sharing: Impact of the Community Project
new skills #2 Skill Practice: Public Speaking
Skills
Region III Grade Level Grade 12
High School Teachers – Class F Learning Area COMMUNITY ENGAGEMENT, SOLIDARITY, A
CITIZENSHIP
Day 1-4 Quarter Third
DAY 2 DAY 3

anding of the integration of social science perspective and community action initiatives
ize the integrative experience of implementing community action…
ommunity action modalities (HUMSS_CSC12-III-d-g-7)

step Action Kit, Gottlieb, Hildy, 19-20, 2007, https;//en.wikipedia.org.*

Ask: Why community action is important within a Warm up: First, ask students what they already
community? know about the idea of being a citizen. What
are the duties
associated with citizenship?
Peer Interview: What if there is no community Individual Practice: Enumerate at least three (3)
action within the society? duties and obligation
of citizenship

Group Activity: ‘Balloon Frenzy’ Guided Practice: ‘Civil Society and Citizenship’
(See Appendix B4.2.3) (See Appendix B4.3.5)
Skill Practice: Collaboration Skill Practice: Critical Thinking and
Collaboration

Processing the Experience Individual Sharing: ‘Civil Society and

(See Appendix B4.2.3) Citizenship’
(See Appendix B4.3.5)
 2
UNITY ENGAGEMENT, SOLIDARITY, AND
NSHIP

DAY 4

Balik Tanaw: (Concepts and Perspective of

Community:

What is community action?

Review of conduct during summative assessment of

learning
Skill Practice: During Assessment Information recall
Making Connections

Interpreting information Knowledge Application

 Group Activity: Make a skit about a
F. Developing mastery community action and how it made impact to
lives within community
G. Finding Practical applications of concepts

H. Making generalizations and abstractions Student will give abstraction about

about the lesson their performed community action and impact

I. Evaluating learning The teacher will make use of performance rubric

(See Appendix B4.1.2)

J. Additional activities for

application
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%

C. Did the remedial lesson work? No. of

learners who caught up
with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching
strategies worked well? Why did these work?

F. What difficulties did I encounter which my

principal or
supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with
other teachers?
 Processing
(See Appendix B4.3.5)

How does this relate in your own life? What is the application of
citizenship towards growth and development?

In life, is it easier to juggle life’s Deepening: Give student summary of the

challenges alone or with the help of others? Why? lesson

Essay: Why collaboration important within a True or False: Five (5) Items
community? (See Appendix B4.2.4) (See Appendix B4.3.6)
Summative Test: MCQ, True or False,
Enumeration
(See Appendix B4.4.7)
Prepared by:
ELSON S. GARINGO ALEJANDRO B. LINGAT
SHS Teachers
Checked by:
NATHANIEL G. LULU
Division of Pampanga
RYAN R. PECSON
Division of Pampanga
ELSON S. GARINGO
Division of Tarlac Province
Noted:
ANN LIZA R. LEPASANA
Head Teacher III, Regional Facilitator
School Division of City of San Jose Del Monte, Bulacan
 Grade 12 School DepEd Region III
DAILY LESSON Teacher Senior High School Teachers – Class F
LOG
Teaching Dates Week 5, Day 1-4
and Time
SESSIONS: DAY 1
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the integration of social science p
B. Performance Standards The learners shall be able to synthesize the integrative experience of implement
C. Learning Competencies/ Objectives
Write the LC code for each Acknowledge interrelationship of self and community in undertaking community

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
 Community Tool Box (2016). Section 7. Involving People Most Affected by the Prob

B. Other Learning Resources

IV. PROCEDURES
egion III Grade Level Grade 12
gh School Teachers – Class F Learning Area COMMUNITY ENGAGEMENT, SOLIDARITY, AN

Day 1-4 Quarter Third

DAY 2 DAY 3

anding of the integration of social science perspective and community action initiatives.
ze the integrative experience of implementing community-action initiatives applying social sciences.

and community in undertaking community action (HUMSS_CSC12-II-d-g-8)

B. Community Action: Overview (2 Part)nd

 Sirico, R. A. (2010). Solidarity: The Fundamental Social Virtue. Religion

 Maguigad, and Liberty,
L. (2012). National11(5). Retrieved from https://acton.org/pub/religion
Service
Training Program (NSTP): Civic Welfare
Training Service. Manila, Phl: Libro Filipino,
pp.15-17
 PowerPoint Presentation
 Rubrics
TY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP

DAY 4

art)

 Making a Difference: How to Become and Remain Active in Your Community. Retrieved from http://www.state.sc.us/dmh/client_a ffairs/
A. Reviewing previous lesson or Triple Venn Diagram: - 5 mins.
presenting the new lesson Determine the similarities and differences of
community
engagement, solidarity, and citizenship (See
Appendix B5.1.1).
Words of Wisdom Activity: - 2 mins. 1.Service to
others is the rent you
pay for your room here on earth. – Muhammad
Ali
2.Only a life lived in the service to others is
B. Establishing a purpose for the worth living. – Albert Einstein
lesson 3.The happiest people I know are those who
lose themselves in the service of others. –
Gordon B. Hinckley

Focus Question: - 3 mins.

What do the said quotations talk about one’s
engagement in the community?

C. Presenting examples/instances of
the new lesson

Group Activity (Tableau): - 10 mins.

1. The class will be divided into 2 groups.
Topic: Self-Involvement to Community
Engagement (See Appendix B5.1.2).
D. Discussing new concepts and 2. The output will be presented in 5 minutes.
practicing new skills #1 3. Analysis and critiquing follow
after each presentation. The

teacher presents additional

inputs (See Appendix B5.1.3).
4. The presentation will be graded using rubrics
(See Appendix B5.1.4).

E. Discussing new concepts and

practicing new skills --
#2
 F. Developing mastery (leads to Situational Analysis: - 25 mins.
Formative Assessment 3) In each group, the students will be asked to
analyze at least one activity that shows
community engagement using the SWOT
Analysis (See Appendix B5.1.5). The teacher
will provide the template.

Ask: As a student, how can you show active

community engagement? How will you do that?
How will you benefit from that?
G. Finding practical applications of - 4 mins.
concepts and skills in daily living

Students will be asked to identify their roles in

self-involvement to community engagement.
- 4 mins.
H. Making generalizations and
abstractions about the lesson

Photo Essay: - 6 mins.

In 2 sentences, using the given picture, how can
you involve yourself to community engagement?
The photo essay will be graded using rubrics
I. Evaluating learning (See Appendix B5.1.6 or B5.1.7).

J. Additional activities for application The teacher will give pointers to review or
or remediation concepts that will be tackled on the next lesson.
- 1 min.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%

C. Did the remedial lesson work?

No. of learners who caught up with the lesson

D. No. of learners who continue

to require remediation
E. Which of my teaching strategies worked
well? Why
did these work?
F. What difficulties did I encounter
which my principal or supervisor can help me
solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Ask: Can you give ways on how to Ask: Can you give ways on how to
be involved in community engagement? - 2 mins. promote solidarity in community action? - 3 mins.

Picture Analysis (See Appendix B5.2.8): - 3 mins. A citizen is a member of a political community
The teacher will present pictures/images with one who enjoys full social, political economic and
commonality/one message. The students should cultural rights. The teacher individually asks for
be able to identify the main message of the the learners about their participation in the
presented pictures/images by the teacher. following community activities.
Examples:
A. Sangguniang Kabataan Election
B. Tree Planting
C. Cleanliness of the Community
- 4 mins

Video Clip Presentation about Unity/Solidarity - 5 mins.(See VideoQuestions:

Process Clip at https://www.youtube.com/watch?v=R
- 3 mins. NNOYQoFB1I) – 1:37 mi
1. What activity do you participate in?
2. Why you participated in that particular
activity?
3. How do you find it?

Characteristics of Solidarity / How Solidarity is In 2 group presentations, the students

Shown in the Community should be able to discuss the roles of the
- 10 mins. students as citizens in engaging in the
1. Creating an environment in which mutual community action. Topic: Citizen’s Social
service is encouraged. Participation in the Community (See
2. Creating social conditions in which human Appendix B5.3.10).
rights can be respected and nurtured. In each presentation, the teachers will analyze
3. Recognizing and accepting the whole range of and/or clarify some of the
corresponding aspects of the presentation.

duties and obligations that are - 10 mins.

embedded in our social nature can occur only in The teacher will add inputs on the
an atmosphere enlivened by solidarity. presentations.
Task:
A creative presentation showing the
characteristics of Solidarity.
The output will be graded using rubrics (See
Appendix B5.1.4). The teacher will add inputs on
the topic or clarify some aspects of the
presentations.

-- --
Group Activity: - 25 mins. Group Activity: - 25 mins.
1.The class will be grouped into 3. 2.Each group In an infomercial, each group will be asked to
will do a to-do-list on show ways on promoting the roles of citizens in
how students involve themselves in the solidarity community action.
with the community. The performance will be graded using rubrics
(See Appendix B5.1.4).

Ask: Can you give an experience wherein The learners will give instances proving that in
communal solidarity is being expressed as a every right, there must be a corresponding duty.
social virtue? How will you benefit from that? Moreover, the learners should be able to identify
- 4 mins. the obligations of a citizen in a given situation.
Ask: How will you benefit from that?
- 4 mins.

Students will be asked to give the characteristics As a Filipino citizen, the individual person is a
of solidarity. member of the basic institutions (Family, Church,
- 4 mins. School, and Government). Being Senior High
School Students, they critically analyze the
community action in
terms of structures and processes in implications
for global citizenship.

- 4 mins.
Paper and Pencil Test (See Appendix B5.2.9): - 6 Essay: - 6 mins.
mins. Identification Test. How does solidarity In 5 sentences, how can you as a citizen be
express in: actively involved in community action?
A. Family The essay will be assessed using rubrics (See
B. School Appendix B5.1.6).
C. Church
D. Community

The teacher will give pointers to review or The teacher will give pointers to review or
concepts that will be tackled on the next lesson. concepts that will be tackled on the next lesson.
- 1 min. - 1 min.
Ask: Can you give a role that a
citizen like you should play in community action? -
3 mins.

Music Video Clip (https://www.youtube.com/watch?v= elLpWbvBBqg) – 3:20 mins.Instruction:Kindly observe the role of “I”, “U”, and “Us

Processing Questions: - 3 mins. 1.What the video

is all about? What
does it say in the community? 2.What is the role
of “I” in the
community?
3.What is the role of “You” in the community?
4.What is the role of “Us” in the community?

Group Activity: - 25 mins.

1. The class will be divided into 3 groups.
2. Each group will be provided with a survey (See
Appendix B5.4.11) form to have an initial
assessment on their readiness for a community
action.
3. The leader will consolidate the answer of the
members and will fill

up the final tally sheet of ratings.

4. Each group will present their consolidated
ideas based on the survey questionnaire.
The teacher will add inputs on the presentations.
The output will be graded using rubrics (See
Appendix B5.1.4).
Individual Activity: Graffiti Wall The teacher will
ask volunteers to write on the Graffiti Wall (See
Appendix B5.4.12), their pledges to involve
themselves with the realization of community
action. – 10 mins.

Ask: Why there is a need to deeply involve

ourselves with community action? How will you
benefit from that?
- 4 mins.

Make students narrate the various ways of

involving oneself in community action. - 4 mins.

Quotation Interpretation: - 6 mins.

In 3 sentences, explain the quotation “With Great
Power Comes Great Responsibility” given by
Spider-Man. Relate it to your role and
responsibility in community action.
The essay will be assessed using rubrics (See
Appendix B5.1.6).

The teacher will give pointers to review or

concepts that will be tackled on the next lesson.
- 1 min.
Prepared by:
RYAN R. PECSON
Sta. Cruz High Integrated School
JOSE L. VELASCO
San Miguel High School
KAREN JOY C. BERROY
Sta. Perigrina High School
Checked by:
NATHANIEL G. LULU
Division of Pampanga
RYAN R. PECSON
Division of Pampanga
ELSON S. GARINGO
Division of Tarlac Province
Noted:
ANN LIZA R. LEPASANA
Head Teacher III, Regional Facilitator
School Division of City of San Jose Del Monte, Bulacan
 Grade 12 School DepEd Region III
DAILY LESSON Teacher Senior High School Teachers – Class F
LOG
Teaching Date and Week 6, Day 1-4
Time
Date Day 1
I. OBJECTIVES
A. Content Standard The learners an understanding of the integration of social science and communit
B. Performance Standard The learners shall be able to synthesize the integrative experience of implementi
methods
C. Learning Competencies / Objectives 1. Identify opportunities to contribute to community development through solidari
1.1 Identify the basic structure of the societal
problems.

LC
II. Content/Topic Major Issues affecting the poor and
marginalized communities in:
a. Socio-cultural
b. political
c. economic
III. LEARNING RESOURCES
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing the previous lesson or Graphic Organizing: (10 mins.) The Students
presenting the new lesson will complete the table of socio-political, cultural
and economic. After doing so the students will
be asked to make the appropriate adjustment
when there is any.
1) Students will be asked why he/she place the
word under that
egion III Grade Level 12
gh School Teachers – Class F Learning Areas COMMUNITY ENGAGEMENT, SOLIDARITY, AN

Day 1-4 Quarter Third

Day 2 Day 3

e integration of social science and community action initiative

size the integrative experience of implementing community - action initiative applying social sciences' ideas and

e to community development through solidarity

1.2 Establish the commonality of the problems 1.3 Understand that problems are common and
faced by the family. can be solved through
community action and solidarity
HUMSS_CSC12-II -g-9
Major Issues affecting the poor and marginalized The Role of the Youth in Community action
communities

The teacher will ask: (3 mins.) The teacher will ask: (2 mins.) What are the
What are the problems of our society and problems faced by Filipino family nowadays?
categorize them based base on different
categories?
Y ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP

Day 4

ideas and

1.4 Identify where the youth can engage in

community action

The Role of the Youth in Community action

The teacher will ask: (2 mins.)

1) What are the various issues and concern that
beset our barangay concerning youth?
2) What are the people in the barangay address
the problem?
 categories.
2) Why is it socio- political, culture or
economic?
See Appendix B6.1.1

B. Establishing a purpose for the lesson Picture Analysis: (5 mins.) The students will be
shown
IMAGES showing the problems society is facing
today. They will be instructed to identify the
problems shown.

See Appendix B6.1.2

C. Presenting examples/ instances of the After showing the images. The teacher will ask:
new lesson (5 mins.)
1) What are those images you just watched?
2) Can you be more specific?

D. Discussing new concept or new skills #1 Under the Chair: (10 mins.) The students will
reflect:
1) How would you categorize those problems
into socio-political, cultural or Economic
2) Write your answer in the tabular chart
provided to you.

See Appendix B6.1.3

E. Discussing new concepts and practicing The students will be asked: (5 mins.)
new skills #2 What is the importance of knowing where the
problems belong?

F. Developing Mastery The students will analyze the graphic organizer

and make appropriate adjustment.
(5 mins.)
G. Discussing practical application of The students will relate their personal
concepts and skills in daily life experience to the problem discussed and the
teacher will ask: Is there any problem that we
have discussed you can personally relate to?
(10 mins.)

H. Making generalizations and abstractions The teacher will ask: (5 mins.)

about the lesson 1) How do you evaluate your community
nowadays?
2) Do we have a perfect community? What
makes it perfect? What makes it
imperfect?

I. Evaluating Learners Identify the basic structure of the social

problems whether it is socio- political, cultural,
or economic.
(10 mins.)

J. Additional activities for The student will be given a list of

application or remediation problems and they will ask their
parents to rank them according to importance.
1. Unemployment
2. Malnutrition
3. Sending their children to school
4. Health/Diseases
5. Shelter

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%

C. Did the remedial lesson work?

No. of learners who caught up with the
lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why
did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me
solve?
Video Clip: (5 mins.)The student will watch a video clipGroup
of Sa Kambas
Activity:ng Lipunan
(10 mins.)of a marginalized family.(https://www.youtube.com/watc
The student will be group into three and write
individually the activities concerning youth in their
barangay.
1) List at least three
2) What is the goal of such activities?
3) What is the role of the youth in the community?

After watching the film, the teacher will ask: (10 Paper Tower: (10 mins.)
mins.) Out of the processed activity the students will
To what extent did the film construct a paper tower using the bond paper
1) engage you? where they wrote the observed community
2) interest you? activities
3) captivate you? Why?
See Appendix B6.3.5
Analyzing Survey: Pie Graph (15 mins.) The Students will analyze their just concluded
The students will be divided into 3 groups and activity. The teacher will ask: (10 mins.)
they will tally the result of their survey. They will 1) How did you come up with the teamwork?
also construct a graph or a chart. 2) How would you feel when working alone?
3) What is Solidarity?

Group Presentation: (10 mins.) Brainstorming: (10 mins.)

The groups will present the result of their The students will conduct a brainstorming activity
activities to the class and explain the result of on at least 3 community activities they have
their work observed. The brainstorming process and rules
will be discussed and

explained by the teacher. See

attached Brainstorming Guide
See Appendix B6.3.6

The students will consolidate the results of the The Students will present their brainstorming
survey of the whole class and ask the question activity: (5 mins.) Identify major issues affecting
Why this problem is the most important poor families and determine the role of the youth
concern of the family why the other is least in the problems cited.
important? (5 mins.)
The teacher will ask: (10 mins.) The teacher will ask: (5 mins.) Have you joined
1) As a youth how can you contribute to lessening any community activities in your barangay? How it
the burdens of your family? feels joining the community action?
2) Can you cite an example of a problem that
your family has?
3) Write a commitment a possible
solution in your family to help.

The teacher will ask: (5 mins.) The teacher will ask (3 mins.)
1) Are the problems facing the society also the 1. What are the roles of the youth in community
problems of the family? action?
2) Can you cite an instance? 2. What is the importance of participation in
dealing with problems of the community?

Essay: (10 mins.) The student will: The students will present how they can actively
1) Identify the problems of the family in a given involve in the following program: (3 mins.)
situation and its connection to the community. 1. Sports Program
2) Analyze the major issues and situations 2. Clean and Green Program
concerning poor 3. Others
/marginalized family and their connection to the
community
See Appendix B6.2.4

Make a list of community activities The Students will be grouped into 4

that you observed being done by the and they will be required to present a
youth in your barangay. performance or activity showing how the youth
can contribute for the betterment of the
community. They may choose to do a
poster/slogan, tableau, jingle composition, poster
making or Infomercial. They will be performing it in
the class the next
day.
The students will watch a video of the activity of
Habitat for Humanity mostly by the youths. The
teacher will ask: (3 mins.)
1) What the video about?
2) What are the involvement of the youth in the
project

https://www.youtube.com/watch?v=FwQdyCsj0DE

The teacher will ask the students to reflect on the

following: (2mins)
1) What is the mood of the people in the video?
2) Are they happy, sad or angry?
3) Why is volunteering fun?

The students will be given 10 mins. to prepare

and finalize their performance. The role of the
youth 1, Other youth
2. Family
3. Community
4. Barangay

Presentation: (Max of 5 mins. each group)

The student will perform their prepared
performance by the group.
Performance for differentiated learning may be
done through jingle

composition, poster making, slogan,

tableau and infomercial as preferred by the group.
Provided rubrics for the activity
See Appendix B6.4.7

The students will explain their chosen

performance. (Max. of 2 mins. every group)
The teacher will ask:
If the community or barangay will give you an
opportunity to become a youth leader, what
activities that you and your fellow youths can
engage with and why?

The teacher will ask:

1) What can you contribute to the good of the
community?
2) List down possible activities they can join.

In two to three sentences explain the importance

of your participation in school improvement
activities.
See Appendix B6.4.8

The teacher will ask the students to

identify specific groups or
organizations involved in community action in the
barangay.
Prepared by:
JOSEPHINE C. BATO
Division of Bataan
DANIEL C. ECLEVIA
Division of Zambales
SHERILYN P. NOCTAL
Division of Pampanga
Checked by:
NATHANIEL G. LULU
Division of Pampanga
RYAN R. PECSON
Division of Pampanga
ELSON S. GARINGO
Division of Tarlac Province
Noted:
ANN LIZA R. LEPASANA
Head Teacher III, Regional Facilitator
School Division of City of San Jose Del Monte, Bulacan
 Grade 12 School DepEd Region III
DAILY LESSON Teacher Senior High School Teachers – Class F
LOG
Teaching Week Week 7, Day 1-4
SESSIONS: DAY 1
I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding of the integration of social science p
B. Performance Standards The learner shall be able to synthesize the integrative experience of implementin
C. Learning Competencies/ Objectives Recognize the importance of solidarity in socio-
political processes in promoting national and
global community development.
HUMSS_CSC12-IId-g-10

II. CONTENT Importance of solidarity in socio- political

processes in promoting national and global
community
development
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material Pages

3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources  https://grahamsgrumbles.wordpre ss.com/2010/03/19/the- importance-of-solidarity/
gion III Grade Level Grade 12
h School Teachers – Class F Learning Area COMMUNITY ENGAGEMENT, SOLIDARITY, AN

ay 1-4 Quarter Third

DAY 2 DAY 3

anding of the integration of social science perspective and community action initiatives.
e the integrative experience of implementing community action initiatives applying social sciences' ideas and methods.
Assess selected community action initiatives Assess selected community action initiatives
HUMSS_CSC12-IId-g-11 HUMSS_CSC12-IId-g-11
Identify the characteristics of short and long Appreciate survey in assessing selected
term community community action initiatives.
action initiatives

Characteristics of Short and Long Term Survey on assessing selected community action
Community Action Initiatives initiatives

 http://work.chron.com/differences- between-shortterm-longterm-
 https://docs.google.com/forms/d/1Z
_AFb750APFoJzLhugDMG0fw1kmc
projects-11637.html XI1n3F
Y ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP

DAY 4

as and methods.
Passed the summative assessment in Community
Action.

Written Summative Assessment

Teacher Made Examination (Unit Test)

See Appendix B7.4.6
IV. PROCEDURES
A. Reviewing the previous lesson or Based on our previous discussion, how will you
presenting the new lesson define solidarity?
Use graphic organizers in presenting students
answer.
SOLIDARITY
Definition 1
Definition 2

B. Establishing a purpose for the lesson Assign 5 students to assemble the pieces of the
puzzle on the board, while keeping one piece of
the puzzle.
Ask.
1. Is the puzzle complete?
2. What makes the puzzle incomplete?
3. How important does a piece of the puzzle in
the picture we are solving?
See Appendix B7.1.1

C. Presenting examples / instances of the The teacher will show a video presentation
new lesson depicting solidarity in the community.
See Appendix B7.1.2

D. Discussing new concepts and practicing Analysis: The teacher will ask the students the
new skill #1 following questions:
1. What are the animals involved in the video?
2. What is the video all about?
3. How do you see the value in this video into
our community?

E. Discussing new
concepts and practicing new skill #2

F. Developing Mastery Discuss to the learners the importance of

solidarity.
See Appendix B7.1.3
Importance of Solidarity
1. Solidarity Is More Than Unions
2. Solidarity Is Defying Boundaries
3. Solidarity Is From Communication To Action
G. Finding practical applications of concepts How important is solidarity in socio- political
& skills in daily living processes in promoting national and global
community development?

H. Making generalizations & abstractions What is the importance of solidarity in

about the lesson community development?
Solidarity means removing the boundaries that
prevent us from working together rather it unifies
the members of the community to achieve their
common goals in community development.
Solidarity can also be associated with
cooperation and collaboration that is each
member of the community is taking and sharing
its part or role in fulfilling the targets of the
community development.

I. Evaluating Learning Essay: In 10 sentences discuss the importance

of solidarity in the classroom.

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%

C. Did the remedial lesson work?

No. of learners who caught up with the lesson

D. No. of learners who continue to

require remediation
E. Which of my teaching strategies worked
well? Why
did these work?
F. What difficulties did I encounter which my
principal or
supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with
other teachers?
What is the importance of solidarity in community Give the characteristics of short term and long term
development? community projects.

Tableau: The class will be divided into four The teacher will ask the students:
groups. Each group will make a tableau of one of 1. Have you tried answering a survey form?
the following scenarios” 2. What was the survey form all about?
1. Feeding Program 3. What is the purpose of that survey?
2. Clean Up drive
3. Livelihood Projects
4. Disaster Management

Pictures of different community activities Present an infographic showing the results from a
1. Feeding Program community survey.
2. Clean Up drive
3. Livelihood Projects
4. Disaster Management

Analysis: The teacher will ask the students the Analysis: The teacher will ask the students the
following questions: following questions:
1. Have you experience or participated in any of 1. What do you see in the infographics?
the community activities? 2. How did they come up with those results in the
2. How do you see the importance infographics?
of these activities in the community? 3. Can they plan a community action with these
data? How?

Enlist the characteristics of short and long term Explain the content of survey form assessing the
community action initiatives in terms of: selected community action initiatives.
1. Budget See Appendix B7.3.5
2. Resources
3. Impact
4. Scope
See Appendix B7.2.4
How do you see the importance of community Using the survey form in hardcopy and/or online in
projects in your respective barangay? the internet, the students will answer the survey
form on assessing community action
initiatives based on the needs and situation of your
own community.

In general, how do the characteristics of short What is the essence of assessing community
term and long term community projects differs action initiative? How this assessment plays a vital
from one another? role in planning community projects?
Short term community projects use lesser budget, The essence of assessing community action
minimal resources, limited impact, and scope. initiatives is to know, identify and validate the
While long-term community projects require current and immediate needs or situations of the
intensive budget planning, more resources are community. From this results of assessment
needed, has a great impact and larger scope. members of the community may come up or
formulate relevant activities and projects that will
address the community’s needs
and situation.

Give at least 3 examples of long- term and short- Based on the result of the assessment, Enlist at
term community projects. least 3 community action initiatives that you wish to
recommend in your own community.
Tests/Items should be lifted from:
See Appendix B4.3.6 See Appendix B4.4.7
Additional:
Community Initiative Rating

(10 points)
Choose an existing community initiative in
your Barangay. Rate it from 1 – 5, 1 being the
lowest and 5 being the highest. Provide some
evidences/sound justification.
Prepared by:
ANDRES VERGEL V. SANTOS
Division of Pampanga
MARKY P. OSORIO
City Division of Meycauayan
ROSITA B. SALEM
Division of Aurora

DLPs
in Community En
Solidarity, and C
Core Values and Principles of Co
 Checked by:
NATHANIEL G. LULU
Division of Pampanga
RYAN R. PECSON
Division of Pampanga
ELSON S. GARINGO
Division of Tarlac Province

mmunity Engagement
rity, and Citizenship
and Principles of Community-action Ini
 Noted:
ANN LIZA R. LEPASANA
Head Teacher III, Regional Facilitator
School Division of City of San Jose Del Monte, Bulacan

gagement,
tizenship
munity-action Initiatives
 Grade 12 School DepEd – Region III
DAILY LESSON Teacher Senior High School Teachers – Class F
LOG

Teaching Week Week 8, Day 1-4

SESSIONS: DAY 1
I. OBJECTIVES
The learners demonstrate an understanding of…
The integration of social science perspective and community action initiatives.
A. Content Standards

The learners shall be able to…

Synthesize the integrative experience of implementing community action initiatives ap
B. Performance Standards

Explain the core values of community action

initiatives HUMSS_CSC12-IIIh-j-12
 Explain the principle of right to life
C. Learning Competencies/ Objectives

II. CONTENT Core Values and Principles of Community

action Initiatives Sub-Topics: Human
Rights
(Right to Life)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources  https://www.google.com.ph/?gfe_ rd=cr&ei=qr0bWY
Region III Grade Level 12
gh School Teachers – Class F Learning Area COMMUNITY ENGAGEMENT, SOLIDARIT
CITIZENSHIP
Day 1-4 Quarter Third
DAY 2 DAY 3

standing of…
rspective and community action initiatives.

ce of implementing community action initiatives applying social sciences ideas and methods.

Promote awareness of human rights in Appraise the value of social equity and gender
communities among the learners. equality in the context of participatory
HUMSS_CSC12-IIIh-j-13 development.
 Explain the principle of right to liberty HUMSS_CSC12-IIIh-j-14
 Explain the principle of right to property

Core Values and Principles of Community Core Values and Principles of Community
action Initiatives action Initiatives
Sub-Topics: Human Rights (Right to Liberty) Sub-Topics: Human Rights (Right to Property)

 https://www.slideshare.net/satyavra t1994/ppt-human-rights
 https://www.slideshare.net/satyavrat 1994/ppt-human-rights
UNITY ENGAGEMENT, SOLIDARITY, AND
NSHIP

DAY 4

The learners demonstrate an understanding of the

integration of social science perspective and community
action initiatives.

The learner shall be able to synthesize the

integrative experience of implementing
community action initiatives applying social
sciences’ ideas and
methods.
Appraise the value of social equity and gender equality
in the context of participatory development.
(HUMSS_CSC12-IIIh-j-14)
 Understand the concept of social equity as core values
and principles of community action initiatives

Social Justice

 Book/s:
 De La Salle University Printing Press,
  _FJsvd8AfOg66QDg&gws_rd=ssl #q=righ https://www.slideshare.net/satyav rat1994/ppt-

IV. PROCEDURES
A. Reviewing the previous lesson or Review of community action initiatives
presenting the new lesson When we do community actions, what do we
consider?
Community

self others

Who will benefit when we all work together?

Ans. Community What is Core values?
Ans. It is the source of strength in the
community
What are these Values?
Ans. These are Core values in CAI

HR SJ E&A PD GE

1. Human rights
2. Social Justice
3. Empowerment and Advocacy
4. Participatory Development
5. Gender Equality ( 5 minutes)

B. Establishing a purpose for the lesson The learner will watch video clip about HUMAN
RIGHTS
See Appendix C8.1.1
(4 mins.)
after watching the video, the teacher will ask:
1.What have you observed on the video?
Ans. It talks about Human rights 2.Which is the
most basic of the
rights presented in the video? Ans. The right to
life, liberty, and property.
(2 mins.)
C. Presenting examples/ instances of Teacher presents lesson on the Right to Life
the new lesson through a power point presentation.
(Key concept: without life, all other rights are
meaningless).
See Appendix C8.1.2

D. Discussing new concepts and Learners answer the following questions.

practicing new skill #1 1. What constitutes life that makes the Right to
Life the most

important Human Right?

Ans. clean air, accessible of health facilities,
accessible food, right to be born {write the
answer on the board}
From among these which is the one you need
to protect the most? Why?
2. What are the things you enjoy because you
have life?

E. Discussing new concepts and Brainstorm. Group learners in 5 and they will
practicing new skill #2 share personal observations in their community
that shows preservation of the Right to Life.
Guide questions.
1. In your community, do you observe
activities that preserve life? How?
2. Summarize your inputs and let group leader
present the output.
F. Developing Mastery Individual work. Learners list down all the good
things about life has offered them. Write the
answer on a short paper
 https://www.slideshare.net/christian cel/human-rights2-35516073
 https://www.slideshare.net/christianc
https://www.youtube.com/watch?v=
el/human-rights2-35516073
PCJHq9iDr1k

Review yesterday’s lesson. Call a student and The learners will review the basic rights discussed
give a recap of yesterday’s lesson. in the lesson (by assigning a student to do the
(5 mins.) recap.) So far what basic human right do you
remember
(5 mins.)

Listen to the song “Ang Bayan Ko” Challenge the learners with the question,
Learners answer the questions. The teacher will ask the learner: what things they
1. What is the message of the song? Ans. possessed and they can call it their own.
Freedom of the country from oppressors. The teacher List the answer on the board
2. What basic right is stressed in the song? (5 mins.)
Ans. Right to liberty (5 mins.)
See Appendix C8.2.3
Ask the learners the question. GROUP ACTIVITY
What do you feel if the privileges you are enjoying The right to property.
at the moment will be removed from you? (like: Activity. A Human Rights Tree
going to place you want to go, do what you enjoy The learners, working in small groups will draw a
doing, etc.) tree on a paper and in the form of leaves, fruits and
Teacher gives the definition of Right to Liberty branches or flowers are those human rights that
It connotes absence of restraint from state they think all people need to live in dignity and
interference. It also embraces the right of man to justice. Give the tree roots label needed for the
use his faculties and achieve to perfection his tree to flourish like healthy economy, rule of law,
personality and be master of his own identity. universal education, etc.
Liberty however is not a license or an unlimited (5 mins.)
freedom to act according to one’s will, as there Each group will present their trees and explain its
may be acts that might violate the law or the reasons for the items they have included.
rights of others. See Appendix C8.3.5
(15 mins.)

The learners will reflect: Discussion about properties

1. How does it feel to be free? 1. When can you call thing/s a property?
2. How important is freedom to you? 2. How property/ies can be yours?
3. What are the things your parents

and teachers allow you to do at home and 3. Is owning thing/s important to you? Why?
in school? 4. Is owning thing/s of others good?
(5 mins.) 5. Can you give example?
GROUP ACTIVITY. Mapping The learners will identify rights concerns that are of
Human Rights in Our Community Divide particularly concerns to them and in their
participants into small groups and ask them to community.
draw a map of their town (or neighborhood in the
case of larger communities). They should include
their homes, major public buildings (e.g., parks,
post office, city hall, schools, places of worship)
and public services (e.g., hospitals, fire
department, police station) and any other places
that are important to the community (e.g., grocery
stores, cemetery, cinemas, gas stations).
1. When the maps are complete, ask participants
to analyze their maps
from a human rights perspective.
Taft, Manila, Philippines, Philosophy of History, Social Justice, Dr. Emerita S. Quito, pp. 48- 49. https://www.google.com.ph/search?q=so

Before going to today’s lesson, the teacher will ask the

students:
Based on our previous discussion, can you please give
some example of human rights?

The teacher will post pictures of people being deprived

in life – both economical and humanitarian, to some
extent.
(see PowerPoint presentation for pictures)
After viewing the pictures, the teacher will ask:
 What can you see in the pictures?
o Expected Responses: We see people suffering from
poverty.
 How do you feel seeing these photos?
o Expected Responses: Feeling lucky, blessed, sad,
responsible, etc.
 What do you think the picture portray?
o Expected Responses: Poverty inequality, injustices.
After soliciting the student’s response, the teacher will
introduce the topic: Social Justice.

The teacher will discuss the concept of social justice

and equity.
The video documentary entitled “Burak at Pangarap” will
be played. (See the

PowerPoint presentation for the video)

The students will reflect:

 What have you observed in the documentary?
 Do you experience the same as an individual?
What you realize?
Group Activity
The group will fill out the concept map as referred in
case of Junjun (viewed on the video documentary):
 Action made by Given the
the governmen t: opportunity
, what are you
Deprivation
going to do?

1
2
3
4
5
G. Finding practical applications of Ask the learners the following questions.
concepts & skills in daily living 1. What will you do in order to preserve your
life and the life of others?

Right to Right to Right to

life liberty property
What human rights do they associate with
different places on their maps?
For example, a place of worship with freedom of
thought, conscience, and religion; the school with
the right to education; the post office with the right
to information, to privacy, and to self-expression.
2. Ask each group to present its map to the
whole group and summarize its analysis of
human rights exercised in the community.
3. Did any parts of your map have a high
concentration of rights? How do you explain this?
4. Ask each group to present its map to the
whole group and summarize its analysis of
Tell them that: Human rights belong to all people
regardless of their sex, race, color, language,
national origin, age, class, religion, or political
beliefs. They are universal, inalienable,
indivisible, and interdependent.
The students will reflect.
See Appendix C8.2.4

As a student, how can you exercise your right to The learners will classify the different pictures of
liberty and still be responsible at the same time? rights and they’re going to put in a proper column
(5 mins.) (10 mins.)
(5 mins.)
See Appendix C8.3.6
The students will reflect:
“As a student, how can I contribute for the betterment of
social justice in my community? What is my role in the
attainment of social equity?”
(already integrated in the group activity – deepening
part)
H. Making generalizations & Define human rights Rights under right to life
abstractions about the lesson 1. Right to live
2 Right to safe environment
3. Free access t court
4. No torture, force violence, threat…..
5. Right to due process of law
Right to life is the most important rights.
- Absolute and Divine Right

I. Evaluating Learning In this situation, How does Right to life

observed?
Reena is a beggar, she lives in the street along
with her family, when rain comes they get wet,
she doesn’t go to school, and she never
experienced playing with her age group. One
day, her father was arrested and was taken to
the police station. She was confused and did
not know what to do. Her body is tired. She
dreams that one day she could play and sleep
in a soft and decent bed with her family, enjoy
the sun and the moonlight at night.
Which of the right to live was seen

in the story?
1. Right to live
2. Right to safe environment
3. Free access to court
4. No torture, force violence, threat…..
5. Right to due process of law

J. Additional activities for application or

remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners who caught up
with the lesson
D. No. of learners who
continue to require remediation

E. Which of my teaching
strategies worked well? Why did these
work?
F. What difficulties did I encounter which
my principal or supervisor can
help me solve?

G. What innovation or localized

materials did I use/discover which I wish
to share with other
teachers?
The learner will answer the question. The learner will answer the question. How are you
Which of the different basic rights under right to going to fight for your rights when you feel it is
liberty taken up you think is very important to you being violated?
as student? (5 mins.)
Right to liberty What would you do to preserve your basic right as
1. Freedom of speech a person and of the others as member of the
2. Right against unreasonable searches and community?
seizure
3. Right to information
4. Religious freedom
5. Right to bail
6. Right to form union
7. Right to political beliefs and aspirations
(5 mins.)

The learners will define the right to liberty in their The learners will answer the following with the
own words on their notebook. phrases: “in every case”, in most cases”, and “in
(5 mins.) some cases”.
1. Killing is wrong.
2. All people should be treated equally.
3. All people have the right to medical help if they
are ill.
4. All people have a right to education.
5. People should be allowed to travel and leave the
country if they wish.
(10 mins.)
See Appendix C8.3.7

Make a slogan promoting human rights.

See Appendix for Rubrics
The teacher will ask the students:
“In brief, how do you explain the importance of social
justice and equity? Why is it important in the
community?”

Journal
The students will stress the importance of the study of
social justice and equity, and the values they have
gathered in the lesson. (see rubrics in the presentation)

Read about advocacy. Try to ask yourself,

is there any advocacies are you supporting?
Prepared by:
ANTONETTE T. MELEGRITO
Senior High School Teacher
JOANNE G. PINEDA
Senior High School Teacher
Checked by:
NATHANIEL G. LULU
Division of Pampanga
RYAN R. PECSON
Division of Pampanga
BERNARD C. RAMOS
Division of Nueva Ecija
Noted:
ANN LIZA R. LEPASANA
Head Teacher III, Regional Facilitator
School Division of City of San Jose Del Monte, Bulacan
 Grade 12 School DepEd Region III
DAILY LESSON Teacher Senior High School Teachers – Class F
LOG

Teaching Week Week 9, Day 1-4

SESSIONS: DAY 1
I. OBJECTIVES
A. Content Standards The integration of social science perspective and community action initiatives
B. Performance Standards Synthesize the integrative experience of implementing community action initiatives ap
C. Learning Competencies/ Objectives Appraise the value of social equity and gender equality in the context of participatory d

II. CONTENT Core Values and Principles of Community

Action Initiatives Focus on Social Justice
(Existence of Social Justice to Community
and Its Importance)

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide
Pages
2. Learner’s Material Pages

3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources  https://www.youtube.com/result s?search_query=does+social+j ustice+exist https://www
Region III Grade Level 12
High School Teachers – Class F Learning Area COMMUNITY ENGAGEMENT, SOLIDAR
CITIZENSHIP
Day 1-4 Quarter Third
DAY 2 DAY 3

erspective and community action initiatives

nce of implementing community action initiatives applying social sciences' ideas and methods.
and gender equality in the context of participatory development (HUMSS _CSC12-IIIH-J-14)

Core Values and Principles of Community Action Core Values and Principles of Community
Initiatives Focus on Social Justice Action Initiatives Focus on Gender Equality
(Social Justice and Existence to Community and Its
Importance)

 www.youtube.stopviolence against children www.youtube.NTG:freedom

 https://en.wikipedia.org/wiki/Gender_equality
from debt coalition www.wikipedia.org
https://historytech.files.w
www.dictionary
TY ENGAGEMENT, SOLIDARITY, AND
HIP

DAY 4

Analyze strategies of empowerment

and advocacy through community action (HUMSS
_CSC12-IIIH-J-15)
Core Values and Principles of Community
Action Initiatives Focus on Empowerment and
Advocacy

 http://www.nationalchildrensalliance.org/sites/default/files/downloads/LA T-2017-1-Alliance%20for%20Justice.pdf https://en.oxforddi

IV. PROCEDURES
A. Reviewing the previous lesson or The learner will make a recap on what are the
presenting the new lesson past lesson is all about, and they will give 1-5
example. (3 mins.)

B. Establishing a purpose for the lesson (Video Presentation) the learner will guest
what is the video all about. (5 mins.)
The learner will take down note all the
important details/ information from the video.
See Appendix C9.1.1

C. Presenting examples/ instances of The learner will share their ideas, opinions,
the new lesson and perspectives about the video
presentation.
(5 mins.)
The teacher will list on the board all the
gathered information that will be shared by
the learners.
D. Discussing new concepts and Process Question
practicing new skill #1 The learner will answer the following question
voluntarily. (5 minutes)
1. What is social justice for you?
2. Give example of social justice
3. Site some practices in your community
that will show social justice.
4. Give some reasons why in your
community did not practice social justice.
5. What are the things you can contribute as
a learner to impose practicing social justice in
your community?
6. What is the importance of

social justice?
7. Why is it important to practice social
justice?
E. Discussing new concepts
and practicing new skill #2
F. Developing Mastery The learner will analyze the different picture
presented in a gallery walk. (25 mins.)
The learner will explain their answer in class
base on how they understand the existence of
social justice and it’s important.
See Appendix C9.1.2

G. Finding practical applications of The learner will give their perspective on the
concepts & skills in daily living question below: (7 mins.)
1. What are the things you can contribute as
a learner to impose practicing social justice in
your community?
2. As learners what are the ways to ensure
practicing social justice in your home, school,
and community?
3. How can you influence your
 fellow learners to practice social justice?

H. Making generalizations & The learner will answer the following question
abstractions about the lesson after a gallery walk. They will write their
answer in a given cycle arrow process. (5
mins.)
Guide Questions:
a. How Social Justice will exist
b. What are the importance of Social Justice
c. Analyze your community, list down your
observation about your community. Give your
suggestions as learner how can you practice
social justice all the time.

CYCLE ARROW PROCESS

The teacher will post a quotation about social

justice and make a final thought about it.

See Appendix C9.1.3

I. Evaluating Learning The learner will have a modified true or false

test 1-5. (10 pts.) Direction: TRUE OR
FALSE Read and understand the statement
below, write capital letter T if the statement is
true and write capital letter F if the statement
is false. Write your answer in the given space
before the number.
1. Social justice is the
reasonable relationship between the
individual and

society.
2. Practicing equal treatment to each and
everyone in a community is an example of
existing social justice.
3. Enjoy being a wealthy man is a form of
social justice.
4. Giving alms to the poor for your political
agenda is good practice of social justice.
5. Having a productive community is
important of social justice.
J. Additional activities for application or Assignment: The learner will draw what kind
remediation of community he/she
wanted to. Justify your work
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%

C. Did the remedial lesson work? No. of

learners who
caught up with the lesson
D. No. of learners who continue to
require
remediation
E. Which of my teaching strategies
worked well?
Why did these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?

G. What innovation or localized

materials did I use/discover which I wish
to share with other teachers?
Ask the learners to identify issues in their community Ask: What are empowerment and advocacy?
that shows social justice.

The learners will be asked about their (5 mins.)

sentiments/feelings about the pictures and videos that (TRANSFORMATION)
will be presented. Imagine that you woke up in the morning and when
1. Picture of Violence against Women you entered the bathroom you found out that for
See Appendix C9.2.5 some mysterious reason you have been
2. Film Clip of Violence against Children (0.41 secs.) transformed from a girl into a boy or vice versa.
See Appendix C9.2.6 You don’t know how much this transformation will
3. Picture of Kilusan Mayo Uno last.
See Appendix C9.2.7 Ask.
4. Video Feed/News of Freedom from Debt Coalition 1. Would you want to try something you couldn’t do
(1.51 mins.) while you were a girl/boy?
See Appendix C9.2.8 2. What does this transformation allow you to do
differently?
3. What do you like about your current situation?
(The teacher will ask some students to share their
answer)

Group Activity: Dama Ko! Sigaw ko! (10 mins.)

(Slogan Making) 1. Divide the class into five groups. Give each
See Appendix C9.2.9 group a manila paper divided into three columns.
Learners will be grouped into 3 groups. Ask the learners On the top of the middle column either write “Act
for other social injustices they can identify in their Like A Man” or Act Like A Woman.
community and come up with a corresponding battle cry. 2. On the left column, ask students to write down
1. In School what might people “say” or “do” if someone does
2. In Their Barangay not act like a man or woman as defined in the
3. In Their Town middle column.
3. On the right column, ask the student to list the
jobs one would choose if they acted like the
descriptions listed in the middle column.
See Appendix C9.3.11
Ask the learners: (5 mins.)
1. What kind of development would you like to see in Process questions
your community? Why? How could your 1. How and where do we learn our perception of
feelings/sentiments can lead to support for existing male and female roles?
advocacy? 2. Do these roles and descriptions limit or enhance
See Appendix C9.2.10 us in life choices?
3. Have you or someone you know ever acted
differently from how your gender is "supposed" to
act?

Activity: Group the learners into 3 groups and assign 1 (10 minutes)
question each group. 1. Divide the class into five groups. Give each
Provide Metacards for their output. The teacher has an group a manila paper divided into three columns.
option to choose 1 among the following songs: On the top of the middle column either write “Act
1. Kapaligiran by: Asin Like A Man” or Act Like A Woman.
2. Cotabato by: Asin 2. On the left column, ask students to write down
3. Walang Hanggang Paalam by: Joey Ayala what might people “say” or “do” if someone does
Ask the learners to analyze a song and answer the not act like a man or woman as defined in the
following questions: Use Meta cards for their output. middle column.
1. Give your own understanding of the song. 3. On the right column, ask the student to list the
2. Does the song mirror your experience(s) in your jobs one would choose if they acted like the
community until today? descriptions listed in the middle column.
3. What do you think are the causes identified in the
song that moved people to participate in their
community
development?

Ask the learners: (5 minutes) Process questions

How can they show support for an advocacy (specify) in 1. How and where do we learn our perception of
their everyday lives? male and female roles?
2. Do these roles and descriptions limit or enhance
us in life choices?
3. Have you or someone you know ever acted
differently from how your gender is "supposed" to
act?
The teacher will ask: (5 mins.)
1. Is it right to be involved in an advocacy? Why? Complete the unfinished sentences to summarize
2. Is it right to be a part of a Youth the lesson.
Organization/Ministry? Why? The chapter was about . One key idea
3. What is the purpose or connection to social justice to was . This is important because
participatory development? .
Gender Equality is important because it is the
foundation of any fair society where each member
has the opportunity to reach his full potential.
Achieving gender equality requires women
empowerment to ensure that decision making at
private and public levels so that all gender can fully
participate as equal partners in productive and
reproductive life.
Human Rights, Social Justice, Empowerment and
Advocacy and Gender Equality are the core values
an individual must have to initiate action.

Reflection Essay: (5 mins.)

In 8-10 sentences only.(10pts) Considering your status Write a short essay on the importance of youth
as a student, Explain the importance of participation in participation in community projects promoting
pursuit for the development of the community. gender equality. (Teacher will provide the rubric)
Ask learners: Does participatory development to
achieve social justice
recognizes gender?
(3 mins.)
Reviewing the previous lesson of Human
Rights and Social Justice thru Guided Questions:
1. What is Human Rights and what is Social
Justice?
2. What makes human rights and
social justice affect the principles of community
action initiatives?

(5 mins.)
Game : (4pics1Word)
The teacher must show photos portraying
the following:
1. Community
2. Problems
3. Empowerment
4. Advocacy
Elaborating the motivation leading to new lesson
thru questions:
1. What is the main idea portrayed in the:
a. First set of photos
b. Second
c. Third
d. Fourth
2. Where did we usually see this scenario?
3. Based on these set of photos, what would you
think is our lesson
about?

(10-15 mins.)
Group Activity
See Appendix C9.4.13
1. The class will be divided into three
(3) groups.
2. Each group shall be given only 5 minutes
Preparation and 3 minutes presentation.
3. Each group will think of a particular campaign of
a community.
4. They will present their advocacy in any of the
following ways:
A. Tableau
B. Skit
C. Talk Show
D. News Presentation
5. After the presentation, they will give the very
concise explanation about their presentation
(5 mins.)
Processing Questions
1. What is the main idea of the
presentation of the group?
2. What are push factors in making these kind
of campaign?

30 minutes
1. Definition of empowerment thru graphic
organizer. (student will give their answer)
2. Definition of advocacy thru graphic organizer.
(student will give their answer)
3. The conceptual definition of advocacy and
empowerment.
4. Connecting the significance of advocacy in
empowerment
5. How empowerment and advocacy can help the
principles in community action initiatives.
See Appendix C9.4.12

Individual
School-based situation: If you will be given a
chance to be a student leader of our school, what
will be the changes that you want to advocate?
And why?
The learner will answer the question Why and how
advocacy can empower the community action
initiatives?

GRASPS: 5 minutes Group Activity: 3 Groups

Based on the previous task on social justice and
Human Rights
Goal: To explain the core values of community
action initiatives.

Role: The Barangay Captain/youth advocate

Audience: Community & other
relevant stakeholders based on the advocacy

Situation: There will be a midyear assembly

meeting in your community that will happen
next month to address different
issues/problems in your community. Being the
Barangay Captain / Youth Leader of the
community you are tasked to make a proposal of
an advocacy regarding the issue happens in your
community that promotes empowerment.
Product: A proposal of your advocacy
explaining only the Rationale of the
advocacy
Standards: Analytic Rubrics (shown in the
appendices)
Prepared by: Checked by:
IRENE V. TIGLAO
Division of Nueva Ecija
MERCEDES CECILIA O. ELCA
Division of Pampanga
MARI ANNE M. TORRES
Division of Bataan
GLENDA LUISA M. TOMANENG
Division of Bulacan
Checked by: Noted:
JOY EMMANUEL S. VALLAGAR
Division of Nueva Ecija
BETH B. MENDOZA
Division of Bataan
NATHANIEL G. LULU
Division of Tarlac
RYAN R. PECSON
Division of Pampanga
Noted:
ANN LIZA R. LEPASANA
Head Teacher III, Regional Facilitator School Division of City of San
Jose, Bulacan
 Grade 12 School DepEd – Region III
DAILY LESSON Teacher Senior High School Teachers – Class F
LOG

Teaching Week Week 10, Day 1-4

SESSIONS: DAY 1
I. OBJECTIVES
A. Content Standards The learners demonstrates an understanding of the integration of social science persp
B. Performance Standards The learners shall be able to synthesize the integrative experience of implementing co
C. Learning Competencies/ Objectives Application of community action/participatory
development HUMSS_CSC12-IIIH-J-15

II. CONTENT Participatory Development

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources https://www.slideshare.net/marijanereyes/participatory-development

IV. PROCEDURES
A. Reviewing previous lesson or The learner will answer questions about the previous
presenting the new lesson lesson:(3 mins.)
1. Do you think having advocacy will help you grow as
a person?
2. How will it help you grow?
III Grade Level 12
ool Teachers – Class F Learning Area COMMUNITY ENGAGEMENT, SOLID
AND CITIZENSHIP
4 Quarter Third
DAY 2 DAY 3

ng of the integration of social science perspective and community action initiatives.

e integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods.
Develop commitment and conviction to To assess the learning of the students.
participatory development for community well-
being
HUMSS_CSC12-IIIh-j-16
Core Values and Principles Community-Actions Initiatives

http://youtube/ufQpgYSDRdU

Based on the graphics presented, how does it

show the connection of each core values to our
community
In the interrelationships/connections of five core
values, what do you think
is your part as a member of
OMMUNITY ENGAGEMENT, SOLIDARITY
ND CITIZENSHIP
ird
DAY 4

d methods.
B. Establishing a purpose for the lesson The learner will view some pictures/words and give
reactions about the pictures.(3 minutes) see
appendices for the pictures
What do the pictures tell you?
See Appendix C10.1.1

C. Presenting examples/ instances of The learners will have a group activity. (10 mins.).
the new lesson Group yourselves into 3 according to your birth month
then select a leader, secretary and a presenter in
each group.
List down 5 things that the pictures tell you and the
presenter will discuss their
group output.

D. Discussing new concepts and The learner will answer the question. (5 mins.)
practicing new skill #1 Based on the pictures and answers presented, what
do you think is our lesson for today?
Possible answers:
1. Active Participation
2. Communication
3. Empowerment
E. Discussing new concepts and The teacher will discuss the following: What is active
practicing new skill #2 participation?
How to achieve effective communication?
Why is empowerment important to attain
development?

F. Developing Mastery The learners will make a graphic organizer (semantic

web) about the strategies of empowerment through
community action in 15 minutes.
Choose a leader then discuss it in front of the class.

G. Finding practical applications of The learner will answer the question. (5 mins.)
concepts & skills in daily living Why do we need to understand community action and
the essence of
having involved in it?

H. Making generalizations & The learner will answer the question regarding the
abstractions about the lesson pictures viewed by them a while ago.
(5 mins.)
What do you think these people made them do it?
I. Evaluating Learning Situations (others):
1. The grade 12 students are having tree planting
project.
2. The street sweepers are cleaning the streets every
day.
On a ¼ sheet of paper, the learner will give 5 reasons
why these people do these things.
(5 mins.)
J. Additional activities for application or As a learner, what would be your reasons why will
remediation you involve yourself in community
empowerment/development?
List 5 reasons in your journal (personal)

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%

C. Did the remedial lesson work? No. of

learners who
caught up with the lesson
D. No. of learners who continue to
require
remediation
E. Which of my teaching strategies
worked well?
Why did these work?
F. What difficulties did I encounter which
my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers?
community?
Presentation of the video:
Inspirational: “Be Kind To Others, It Will Pay Off”

Process Question: Discuss with the students the directions in

In the video, what does it convey? answering the Summative Test. Students should be
It conveys kindness, cooperation and commitment able to answer and finish the Test in 1hour.

Activity: Tower Making Having Summative Test about the Core Values and
- Group the class into your desired number of Principles Community-Actions Initiatives.
groups.
- Provide them BBQ sticks, straw
- Give each group 3 minutes to gather recyclable
and organic materials.
- Each group will make a tower using the materials
that they have.
- The tower must be artistically made, durable and
tall (the taller, the better).
Each member of the group should cooperate in
the making of this task. The leader will monitor the
process of the tower making and he/she will list
down the participation of each member.
Each group has 5 minutes to do the task.
Process Question:
1. Based on the output that you have,

can you say that your task was successfully

accomplished or not? Why? Or Why not?
2. If you are going to rate your commitment and
performance for the accomplishment of the task
what will it be and why?
3. What are your contributions to the activity?
4. What are the things that you have to do but you
are not able to do during the process of doing
your work?
5. If you will be given another chance to do the
work what are the things that you are going to do?
6. Give 3 important lessons that you have gained
from the activity.
Song analysis: Magagawa natin ang lahat ng
Bagay
PQ: what is the message of the song?
The lesson of a broomstick. Together Everyone
Achieve More Lecture: each and every one of us
can contribute for the development of our
community because each of us has a talent,
knowledge and abilities.
By sharing our 3Ts’ (Time, Talent and Treasure)
we can make a difference in other people’s life, in
our
community and while doing this we will find out
that we are also making

difference in our own life. The commitment of each

and every one of us is important in attaining this
goal. Just like what Cardinal Gaudencio Rosales
said, “Munti man at maliit bastat malimit
patungong langit.” If we will be committed to work
together we can achieve our dream for our
community. Each of us can contribute for the
development of our community whatever color,
gender, social status we have just like the battle
cry of “Gawad Kalinga.” No one is too poor that he
cannot share. No one is to
poor that he cannot care.”

In everything we do why do we need to be

committed?

What are the things/concepts you considered

developing commitment:
1. Self
2. Community
Write a commitment / pledge of conviction like the Summative Assessment See Appendix C10.3.2
Panatang Makabayan. The Learner will answer the following question
(100 words maximum) below…
MODIFIED TRUE OR FALSE
Direction: True or False. Read and understand the
statement below, write capital letter T if the
statement is true and write capital letter F if the
statement is false. Write your answer
in the given space before the number.

1. Social Justice is the reasonable relationship

between the individual and society.
2. Practicing equal treatment to each and every
one in a community is an example of existing social
justice.
3. Enjoy being a wealthy man is a form of social
justice.
4. Giving alms to the poor for your
political agenda is good practice of social justice.
5. Having a productive community is the
important of social justice.
6. Advocacy and participatory development
seeks to achieve change within a community.
GIVE WHAT IS BEING ASKED
7-8 Give two (2) advocacy for community
development being pursued today.
FILL IN THE BLANK WITH THE CORRECT
ANSWER.
9. is a process wherein stakeholders
can influence and share control over development.
10. is someone who provides advocacy
support when you need it.
ANSWER THE FOLLOWING WITH THE
PHRASES “IN EVERY CASE”, “IN MOST CASES”
AND “IN SOME CASES”
11. Killing is wrong.
12. All people should be treated
equally.
13. All people have the right to medical help if they
are ill.
14. All people have a right to education.
15. People should be allowed to travel and leave
the country if they wish.
ESSAY
Direction: Write a commitment / pledge of
conviction like the Panatang
Makabayan (10 points)
Prepared by:

JAYSON A. MAMARADLO

Division of Tarlac Province

SANDYVALJASPER BUENO LIBID

Division of Tarlac Province

ESTRELLA A. BETE
Division of Tarlac Province
MARIA CONCEPCION A. PATRON
Division of City of San Jose Del Monte
BETH B. MENDOZA
Division of Bataan

JAIME MARCELO S. BRIGUELA

Division of Nueva Ecija

CAROLINE M. SOLOMON
Division of Nueva Ecija
DLPs
in Community En
Solidarity, and C
Methodologies and Approaches of
Across Disciplines
Checked by:

NATHANIEL G. LULU

Division of Pampanga

BERNARD C. RAMOS

Division of Nueva Ecija

RYAN R. PECSON
Division of Pampanga
mmunity Engagemen
arity, and Citizenship
ies and Approaches of Community Actions
iplines
Noted:

ANN LIZA R. LEPASAN

Head Teacher III, Regional Facilitator

School Division of City of San Jose,
Bulacan
gagement,
tizenship
Community Actions and Involvements
 Grade 12 DAILY LESSON School DepEd – Region IIII
PLAN Teacher Senior High School Teachers – Class F

Teaching Week Week 11, Day 1 – 4

SESSIONS: SESSION 1
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the integration of social science persp
B. Performance Standards The learners shall be able to synthesize the integrative experience of implementing c

C. Learning Competencies/ Objectives Apply systematic social research methods in

conducting a community study
HUMSS_CSC12-IVa-d-18

II. CONTENT Preparing to Write a Community action

Plan

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages

2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources

B. Other Learning Resources  https://www.training forchange.org/tools/village-game https://www.isixsigma.com/traini

– Region IIII Grade Level 12
High School Teachers – Class F Learning Area COMMUNITY ENGAGEMENT, SOLIDA
CITIZENSHIP
1, Day 1 – 4 Quarter Fourth
SESSION 2 SESSION 3

rstanding of the integration of social science perspective and community action initiatives
esize the integrative experience of implementing community action initiatives applying social sciences ideas and methods.

Apply systematic social research methods in conducting a Explain the processes, methodologies, and
community study HUMSS_CSC12-IVa-d-18 approaches in applied social sciences related to
community action. HUMSS_CSC12-
IVa-d-17

Writing a Community Action Plan Methodologies and approaches of community

actions and involvements across discipline
 Partnership building with local groups

 http://www.jsi.com/JSIInternet/Inc/ Common/_download_pub.cfm?id=
ITY ENGAGEMENT, SOLIDARITY, AND
HIP

SESSION 4

nd methods.

Explain the processes, methodologies, and

approaches in applied social sciences related to
community action.
HUMSS_CSC12-IVa-d-17

Methodologies and approaches of community

actions and involvements across discipline
 Partnership building with local groups

 http://www.jsi.com/JSIInternet/Inc/Common/_download_pub.cfm?id=14333&lid=3
 exercises-teach-change/ http://www.aarp.org/livable- communities/network-age- friendly-co

IV. PROCEDURES
A. Reviewing the previous lesson or Review of the methodologies and approaches
presenting the new lesson of community actions and involvements
across disciplines

B. Establishing a purpose for the lesson Change Game: Cross Your Arms
Duration: 5 minutes Number of
participants: unlimited
Materials required: none
Description/Process: For practitioners facing
a large class and not a lot of time, this
exercise really gets the point of change
across. After the introduction of the "change"
subject, ask the audience to "cross their
arms." My operational definition of "crossed"
is folding their arms together, as if they were
bored or waiting for something. Once they
have completed this task, ask them to "fold
their arms the other way," reverse of what
they just performed. I guarantee that 90
percent of the class will struggle with it.
Discussion Questions
How did it feel when you were asked to cross
your arms the other way?
 Did it come naturally or did you have to stop
and think about it? Were you comfortable with
doing this differently from your normal
process?
What are some things that make people
resistant to change?
What can you do to make it easier for people
in your organization to accept the changes
associated with Lean and Six Sigma?
What kind of support is necessary to maintain
the changes associated with Lean and Six
Sigma?
Facilitator Notes
When people cross their arms, they do so
naturally, without even thinking about it. When
they are asked to fold them the other way
they, for the most part, stop, refold their arms
again and then try to figure out which arm was
on top, which arm moves first and so on. Try
this yourself and see.
Encourage participants to consider and share
their own personal emotions related to
making changes.

C. Presenting examples/ instances of the Activity 1: My Ideal Community

new lesson The students will be grouped into 4 groups
and will be asked to draw their ideal
community.
(The activity will help the students to
brainstorm first and sift the
ideas collected collaboratively)

Present in front of the class Process

Questionnaires
1. What are the things you
consider to come with an ideal community?
2. (The teacher will ask why and how certain
elements in the drawing is drawn)
3. If there is something you want to add what
it would be.
See Appendix D11.1.1
D. Discussing new concepts and Parts of a Community Action Plan
practicing new skill #1 1. What are needed in writing an action plan
2. Elements of an Action Plan
See Appendix D11.1.1

E. Discussing new concepts and

practicing new skill #2

F. Developing Mastery By groups from the first activity

List issues in the community that needed an
action

G. Finding practical applications of A continuation of developing mastery

concepts & skills in daily living Write issues found in the community that you
can be part of
the solution in a daily basis.

H. Making generalizations & abstractions In a community, problems occur because of

about the lesson the changing time and practices reason
community deteriorates and needed
something to be done. Before jumping on that
board it needs
thorough planning of a certain activity in order
to progress.

I. Evaluating Learning Make a bullet list of the things needed to

consider in writing a community action plan

J. Additional activities for application or

remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%

C. Did the remedial lesson work? No. of

learners who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies

worked well? Why did these work?

F. What difficulties did I encounter which

my principal or supervisor can
help me solve?

G. What innovation or localized materials

did I use/discover which I wish to share
with other teachers?
Review of the previous lesson
1. Pre-planning activities in community action planning
2. Elements of community action plan

The teacher will write the word “PLAN” on the board and Activity 1: Video Presentation: (Caring for the
will ask the students what comes to their mind or any word environment Process questions:
that connects or affiliates with it. The students are allowed 1. What do you see in the video?
to speak/recite freely or write their answers on the board. 2. How do you feel after seeing the video?
Process questionnaires: (Notice lists) 3. What do you think will be your contribution in
1. Notice the negative words in the list order to address those problems?
2. Notice the positive words in the list 4. Can you identify agencies/groups that initiate
3. Are there any steps or process in a planning stage to solve those problems?
(5 mins.)
See Appendix D11.3.3
Group Activity Activity 2: Brainstorming: The learners will cite an
The teacher will post on the board the scrambled parts of example of local groups and their importance
the Community Action Plan written in meta-cards. The within the community.
students will unscramble the parts and post it in order. Process questions:
(Each of the parts, of course, do not have Roman 1. What strategies did you apply in identifying
numerals) local groups in your community?
2. What importance do you think are

See Appendix D11.2.2 their contributions in your community?

(5 mins.)
The teacher will discuss the following parts and its reason The teacher will ask the students about the
why it is needed in a community action plan. identified groups as to: (10 mins.)
Parts of Community Action Plan  Community-based
I. Cover Page  Government-based
II. Executive Summary  Faith-based
III. Table of Contents
IV. Community Profile
V. Introduction to the Plan
a. How was the plan developed?
b. Who was involved in the development of the plan?
c. Who will manage the implementation of the plan?
d. Other information that is important to the plan?
VI. Action Plan
VII. Appendices and Supporting Documentation

Discussing the font style, size, margin,

minimum and maximum number of pages, etc.

Activity 3. Graphic Representation: The teacher

will present 10 pictures then, the students will be
asked to get a ¼ sheet of paper to identify the
given picture as to whether community-based,
government
based and faith-based.

The students will reflect:

“Given my capacity, which group am I going to
render my service?”

The teacher will capsulate the lesson as to

community-based, government- based, and faith-
based local groups in their community.

Write a community action plan The teacher will ask the students to identify
See Appendix D11.2.2 specific group/s existing in their community and
how can they
enhance for the betterment of the situation.

Make a simple research on the methods and

approaches used in building a partnership in the
community.
Transfer the text electronically
Prepare a presentation of the plan on the 14 week of the
th

quarter (Students can

choose any mode of presentation)
Activity 1. Open discussion: The learners will
give their ideas regarding the methods and
approaches in building partnerships in the local
groups.
Process questions:
1. What do you think are the ways on how to
build a partnership in
your community?

2. How could you be of service to your

community?
(5 mins.)
The teacher will ask:
1. What are the best approaches to building a
partnership?

Activity 2. Skits. The students will do the action

about the best approaches to be done in
building a partnership in their community.
(Rubrics)
See Appendix D11.4.4

The students will identify at least three methods

and approaches that are present in their
community.

The teacher will give essential part of the

lesson as to giving the methodologies in
building partnership: coordination, cooperation,
collaboration, and partnership

Recitation
Prepared by:
ELIZA T. ALTAR
Division of Bulacan
ROSELLA B. BALINGIT
Division of Pampanga
JONNALYN V. BOGNOT
Division of Bulacan
MAY N. CORDOVA
Division of Tarlac Province
KEVIN CEDDIE C. GARCIA
Division of Nueva Ecija
RICHARD R. MAROLLANO
City Schools Division of San Jose Del Monte
JOCELYN D. PUNDAVELA
City Schools Division of San Jose Del Monte
ASHER ISRAEL G. QUIMSON
City Schools Division of San Jose Del Monte
GLENDA LUISA M. TOMANENG
Division of Bulacan
MARIANNE M. TORRES
Division of Bataan
MARIA DECILIA P. MIRANDA
Division of Bulacan
Checked by:
RYAN R. PECSON
Division of Pampanga
NATHANIEL G. LULU
Division of Pampanga
BERNARD C. RAMOS
Division of Nueva Ecija
Noted:
ANN LIZA R. LEPASANA
Head Teacher III, Regional Facilitator
School Division of City of San Jose Del Monte, Bulacan
 Grade 12 DAILY LESSON School DepEd – Region IIII
PLAN
Teacher Senior High School Teachers – Class F

Teaching Week Week 12, Day 1 – 4

SESSIONS: SESSION 1
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of the integration of social science persp

B. Performance Standards
The learners shall be able to synthesize the integrative experience of implementing c

C. Learning Competencies/ Objectives Explain the processes, methodologies, and

approaches in applied social sciences related to
community action. HUMSS_CSC12-Iva-d-17
 Define community profile.
 Explain the steps in doing a community profile.
 Construct a community profile form.

II. CONTENT Methodologies and Approaches of Community

actions and involvements across Disciplines
 Community Profiling

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide
Pages
2. Learner’s Material Pages

3. Textbook Pages
4. Additional Materials from
on IIII Grade Level 12
COMMUNITY ENGAGEMENT, SOLIDARITY,
chool Teachers – Class F Learning Area

1–4 Quarter Fourth

SESSION 2 SESSION 3

ing of the integration of social science perspective and community action initiatives

he integrative experience of implementing community action initiatives applying social sciences ideas and methods.

Explain the processes, methodologies, and Apply systematic social research methods in
approaches in applied social sciences related to conducting community action.
community action. HUMSS_CSC12-Iva-d-17 Employ the methods of community profiling and
 Give the function of needs assessment in needs assessment in selecting community
 doing a community-action plan priority issues. HUMSS_CSC12-Iva-d-18
 Explain the steps in doing needs assessment.
 Formulate a needs assessment form.

Methodologies and Approaches of Community Methodologies and Approaches of Community

actions and involvements across Disciplines actions and involvements across Discipline
 Needs Assessment  Needs Assessment
NITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP

SESSION 4

and methods.

Explain the processes, methodologies, &

approaches in applied social sciences related to
community action HUMSS_CSC12-Iva-d-17
 Define leadership and decision making
 Explain five levels of leadership, examine the
process and different decision-making models

Methodologies and approaches of community

actions and involvements across disciplines
 Working with a core group of
leaders/leadership development
 Learning Resources
B. Other Learning Resources Module 3: “Doing the Community Profile.” http://www.fao.org/documents/show_c dr.a

IV. PROCEDURES
A. Reviewing the previous lesson or How do you build a partnership with local groups?
presenting the new lesson

B. Establishing a purpose for the lesson Game: “The Boat is Sinking”

The boat is sinking group yourselves according to:
a. Number of Siblings
b. Occupation of Father/Mother
c. Membership in an Organization
d. Barangay where you live
e. Family Income
f. Means of Transportation
g. Religion
h. Others

Question:
What are the different categories in
which you are classified or grouped? (5 mins.)

C. Presenting examples/ instances of the Brainstorming:

new lesson The students will be divided into groups according to
their barangay/purok/street. Each group will
consolidate the data from the survey

form given to them and to be combined as one and

presented in the class as an example. (The survey
forms were given and accomplished ahead of time
as an assignment.)
1. What is the result of the survey?
2. What other information can you ask that can add
to the description of your community?
(5 mins.)
See Appendix D12.1.1
D. Discussing new concepts and Inductive Instruction
practicing new skill #1 1. What is a community?
2. What is a profile?
3. What is a community profile?
4. What does needs assessment contain?

E. Discussing new concepts and Discussion of how to develop a community profile

practicing new skill #2 using a graphic organizer.
See Appendix D12.1.1

F. Developing Mastery Students will accomplish a worksheet given by

supplying different aspects of community and their
availability/presence to its people.

• Community structure (gender composition and age

structure, different social, economic, ethnic, and
cultural groups)
 Natural Resources
 Livelihood
 Local organizations and associations
 Community infrastructure
 Community history (culture)
What have you included in each aspect?

G. Finding practical applications of What is the importance of community profile in

concepts & skills in daily living community action initiatives?

H. Making generalizations & abstractions 1. What is community profile?

about the lesson 2. How would you develop a community profile?
I. Evaluating Learning In your group, develop your own community profile
form for your barangay/purok/street.
See Appendix D12.1.1

J. Additional activities for application or Have the community members answer the
remediation community profile form?
Consolidate the answer and make a profile of your
community.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%

C. Did the remedial lesson work? No. of

learners who caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies

worked well? Why did these work?

F. What difficulties did I encounter which

my principal or supervisor can
help me solve?

G. What innovation or localized materials

did I use/discover which I wish to share
with other teachers?
http://ctb.ku.edu/en/table-of- contents/assessment/assessing- community-needs-and- resources/conducting-needs- assessmen

Puzzle: Students will put together pieces of the How is community profile different from
puzzle given to them. (Puzzle: Community Profile) community needs assessment?

1. What picture have you made from the puzzle? See Appendix D12.3.3
2. What is a community profile?

See Appendix D12.2.2

“That’s Our Community”
The teacher will mention a characteristic of a
community and the student will say “that’s our
community” if their community possesses what is
mentioned.
At what level is your community now? (5 mins.)

Assessment
Students will answer a simple self- assessment
form.
Make a reflection, answer the question: What did
you find out about
the things that help you learn? (5 mins.)
Discussion:
1. Why do we need to perform an assessment?
2. What does a community assessment measure?
3. When should you do a needs assessment?
4. What does needs assessment form contain?

“A Walk on Needs Assessment” A toolkit on In groups, consolidate and brainstorm on the

assessing community needs is posted on the wall of result of the assessment tool employed in the
the community.
classroom on a step by step format.
Students will walk around the steps and relate them
to their own community. Each group will be
assigned with one step in which they will list and
explain to the class the things to prepare and do in
each step. Guide Questions:
1. What are the things needed in each step?
2. What would you do in each step?

How can a needs assessment help the community? As students, what can you do to help your
community (Cite specific answers)?

Why do we need to do a community needs How would you assess the needs of the
assessment? community?
In your group, write a needs assessment survey for Select and state the priority issue (or issues) to
your target community? be addressed by the group.
See Appendix D12.2.2 Write an essay about the prevalent issues in
the community and relate it in the core values
discussed last week.
See Appendix D12.3.3

Have the community members answer the needs

assessment form.
 https://www.slideshare.net/Todd_ Grivetti/leadership-training... https://www.youtube.com/watch?v=JNfKrKQdG-c https://www.uk

Teacher will ask the students to differentiate

community profile from community needs
assessment
(3 mins.)

Students will be asked to arrange the jumbled

letters in order to identify what is being
described. (5 mins.)
Ask: Based on the activity, the teacher will
introduce the lesson by asking the students on
what they think the lesson all about.
See Appendix D12.4.4

Video viewing (Five Levels of Leadership)(5min.)

After viewing the video ask:
 What did you understand from the video
presented to you?
Group Activity (20 mins.) Students will be
divided into three groups & will be given a copy
of the topic & explain the assigned topic
afterward.
1. Why do you think there is a need for
leadership training?
2. Teacher further discusses leadership
development & five levels of leadership.
See Appendix D12.4.4

Arrange the following processes according to

your prior knowledge.(5 min)
Ask: Did you find it difficult in arranging the
processes?
1. What are the things you consider before
making a decision?
2. Why are decisions very difficult for many
individuals?
3. What are the factors affecting decision
making?

Each group will be picking a topic (5 levels of

leadership, decision- making process & decision
making
model). One representative from the
group will share their output in class. (10 mins.)

1. How can you benefit from attending leadership

training? (5 mins.)
2. If you will be faced a situation in your life that
needs a major decision, how will you apply the
lesson we discussed? Or what particular
decision-making model you are going to use?

1. What is the importance of leadership

development? (5 mins.)
2. What is the decision making process?
3. Enumerate the different decision- making
models and briefly
describe it?
Five item quiz: True or False (5 mins.)
1. Leadership is the ability to influence others,
with or without authority.
2. A real leader knows the difference between
being the boss and being a leader.
3. A decision making is a logical,

step-by-step approach to decision making w/ a

thorough analysis of alternatives & their
consequences.
4. The cognitive process leading to the selection
of a course action among alternatives is the
bounded rationality model.
5. The rational model theory contends that
decisions in organizations are random &
unsystematic.
Prepared by:
ELIZA T. ALTAR
Division of Bulacan
ROSELLA B. BALINGIT
Division of Pampanga
JONNALYN V. BOGNOT
Division of Bulacan
MAY N. CORDOVA
Division of Tarlac Province
KEVIN CEDDIE C. GARCIA
Division of Nueva Ecija
RICHARD R. MAROLLANO
City Schools Division of San Jose Del Monte
JOCELYN D. PUNDAVELA
City Schools Division of San Jose Del Monte
ASHER ISRAEL G. QUIMSON
City Schools Division of San Jose Del Monte
GLENDA LUISA M. TOMANENG
Division of Bulacan
MARIANNE M. TORRES
Division of Bataan
MARIA DECILIA P. MIRANDA
Division of Bulacan
Checked by:
RYAN R. PECSON
Division of Pampanga
NATHANIEL G. LULU
Division of Pampanga
BERNARD C. RAMOS
Division of Nueva Ecija
Noted:
ANN LIZA R. LEPASANA
Head Teacher III, Regional Facilitator
School Division of City of San Jose Del Monte, Bulacan
 Grade 12 DAILY LESSON School DepEd – Region IIII
PLAN
Teacher Senior High School Teachers – Class F

Teaching Week Week 13, Day 1 – 4

SESSIONS: DAY 1
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the integration of social science perspec
B. Performance Standards The learners shall be able to synthesize the integrative experience of implementing com

C. Learning Competencies/ Objectives Explain the processes, methodologies, and

approaches in applied social sciences related to
community action HUMSS_CSC12-Iva-d-17
Explain the Resource Mobilization Cycle

II. CONTENT Methodologies and Approaches of Community

actions and involvements across Disciplines
Resource Mobilization Cycle

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages

2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials from
Learning
Resources
egion IIII Grade Level 12
COMMUNITY ENGAGEMENT, SOLID
h School Teachers – Class F Learning Area

ay 1 – 4 Quarter Fourth
DAY 2 DAY 3

ding of the integration of social science perspective and community action initiatives
the integrative experience of implementing community action initiatives applying social sciences ideas and methods.

Explain the processes, methodologies, and approaches Explain the processes, methodologies, and
in applies social science related to community action. approaches in applies social science related to
HUMSS-CSC12-Iva-d-17 community action.
Define social action. HUMSS-CSC12-Iva-d-17
Identify elements of social action. Identify types of social action. Recognize examples
of social actions

Methodologies and approaches of community actions Methodologies and approaches of community

and involvements across disciplines. actions and involvements across disciplines.
Social Action and Elements of Social Action Types of Social Action and Example of Social
Action
TY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP

DAY 4

hods.

Develop a community action plan using

participatory approaches HUMSS_CSC12-
IVa-d-19

Methodologies and approaches of community

actions and involvements across disciplines
Sub-topic: Evaluation
B. Other Learning Resources ARTICLES http://ctb.ku.edu/en/table-of- contents/analyze/where-to- start/participatory- appro

=f18kLQ77VTc Mutual Aid in the Philippines https://www.youtube.com/watch?v=26siIKF

IV. PROCEDURES
A. Reviewing the previous lesson or The teacher will ask;
presenting the new lesson 1. What are the things you consider to do or bring
before you go to school today?
2. How important is it to plan?
B. Establishing a purpose for the Brainstorming in 5 minutes.
lesson The teacher will separate the students into two
group. One group will consist of the classroom
officers and the other will be the rest of the class.
Working Topic: Suggest to-do-list in managing the
cleanliness of the classroom.
Present it in the class (minutes per group)
The teacher will ask;
1. What is the difference of the results between the
two given groups?
2. Would it be possible that a
community could be part of a plan to be
developed?

C. Presenting examples/ instances of Discuss the following

the new lesson 1. Participatory Action Planning
- Rationale of Participatory Action Planning
- The need for Participatory Action Planning
2. Levels of Participatory Action

Planning

D. Discussing new concepts and Group Activity

practicing new skill #1 Students will be divided into 4. Each group will be
given an issue and list possible activities and
needed persons for the project.
1. Youth Empowerment
2. Pollution within the community
3. Malnutrition
4. Out of School Youth

E. Discussing new concepts

and practicing new skill #2
F. Developing Mastery List reasons for the importance of Participatory
Action Planning

G. Finding practical applications of Within (our) community who are the key leaders to
concepts & skills in daily living be involved in a participatory action planning

H. Making generalizations & What are the benefits of an inclusive or

abstractions about the lesson participatory planning in a community?
I. Evaluating Learning Follow and accomplish the prepared the table for
Participatory Action Plan found in the appendixes.

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the evaluation

B. No. of learners who require

additional activities for remediation
who scored below 80%

C. Did the remedial lesson work? No.

of learners who caught up with the
lesson

D. No. of learners who continue to

require
remediation
E. Which of my teaching strategies
worked well?
Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

G. What innovation or localized

materials did I use/discover which I
wish
to share with other teachers?
 http://www.slideshare.net>orlyagawin  www.fao.org/docrep/016/i2699e00.p df

The teacher review the class about Resource

mobilization and Importance of resource
mobilization. (3 mins.)
The teacher asks the students: What are the things that The teacher will show a picture of a luggage bag
come into their mind when they hear the word and will ask the students If they are to go on a trip,
“RESOURCE/S” what are the three important things that they will
(2 mins.) include in their luggage and why?
(5 mins.)
See Appendix D13.3.2

Group activity The students will be given different situations

The teacher draws three columns on the board for each wherein they will talk about the situation and come
type of resources. Every group will write examples for up with their decision.(e.g. Choosing Tracks in
each type of resources (Financial, Human, and Good/ Senior High School, being part of their family)
Services) (5 mins.) (7 mins)

The teacher discusses Resource mobilization and its Processing Questions:

importance. (15 mins.) 1. What are the things that you consider during the
See Appendix D13.2.1 decision-making phase?
2. How did you deal with the situation? How do you
feel after? ( 5mins.)

Group Activity The teacher will present Fig.1.The students will

The teacher asks the students to show their insights discuss each phase of the Resource Mobilization
about resource mobilization by using any graphic Cycle by the group. (Teacher will input information if
organizer (20 mins.) necessary…) (15 mins.)
See Appendix D13.3.2

The teacher asks the student, "In their opinion what are The teacher will ask the students, as a senior high
an essential resource to be mobilized in your school student, what contribution can you offer as
community?" part of the resource mobilization in your
(10 mins.) community? (10 mins.)

The teacher asks the students to briefly summarize Relate the Resource Mobilization Cycle in your
Resource mobilization and its importance (3 mins.) everyday living. (5 mins.)
Formative Test (See appendices) (5 mins.) Formative Test (see appendices) (10 mins.)
See Appendix D13.2.1 See Appendix D13.3.2
 www.studylectures.com>what- is-social-action-definition- types-elements-with-example

The teacher will be placing cut- outs of the

resource mobilization cycle on the board and
students will have to arrange it properly and
give a brief explanation about it. (3 mins.)
See Appendix D13.4.3
Teachers will ask questions for the class to
answer.
1. What is your idea about social action?
2. What are the things being considered in
doing the social action?
(5 mins.)

Teachers will be dividing the class into 6

groups and will be giving out one jumbled
word/s for each. Students will have to
arrange the letters to form a word
and will connect it to the definition paste on
the blackboard. (15

mins.)
See Appendix D13.4.3

Teacher asks:
1. Can you now read the word you made
and the opposite explanation of it?
2. Why do you think the word and
explanation go with each other?
(20 mins.)

Say/Ask:
1. Explain the meaning of social action.
2. Identify and describe the different
elements of social action.

Ask:
Outside the school, in what other simple
situations can you apply social action?
(5 mins.)

Ask: In your own understanding, how would

you define social action and the elements of
it?
(5 mins.)
A 5-item quiz will be given to check
understanding.
Modified True or False (5 mins.)
See Appendix D13.4.4
 Grade 12 DAILY LESSON School DepEd – Region IIII
PLAN
Teacher Senior High School Teachers – Class F

Teaching Week Week 14, Day 1 – 4

SESSIONS: DAY 1
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the integration of social science perspe
B. Performance Standards The learners shall be able to synthesize the integrative experience of implementing co
C. Learning Competencies/ Objectives Develop a community action plan using
participatory approaches HUMSS_CSC12-IVa-d-19

II. CONTENT Methodologies and approaches of community

actions and involvements across disciplines
Sub-topic: Evaluation

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide
Pages
2. Learner’s Material Pages

3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources  https://www.atsdr.cdc.gov/community engagement/pce_program_approach es.html https://

IV. PROCEDURES
on IIII Grade Level 12
COMMUNITY ENGAGEMENT, SOLIDARITY
chool Teachers – Class F Learning Area

1–4 Quarter Fourth

DAY 2 DAY 3

ing of the integration of social science perspective and community action initiatives
the integrative experience of implementing community action initiatives applying social sciences ideas and methods.
Apply systematic social research methods in Apply systematic social research methods in
conducting a community study conducting a community study
HUMSS_CSC12-IVa-d-18 HUMSS_CSC12-IVa-d-18

Preparing to Write a Community action Plan Writing a Community Action Plan

 https://www.training forchange.org/tools/village-game https://www.isixsigma.com/training/training-materials-aids/change-game- engagi

NITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP

DAY 4

nd methods.
Develop a community a community action plan
using participatory approaches
HUMSS_CSC12-IVa-d-19

Present of a develop community action plan

 https://www.youtube.com/watch?v= 5Z
Tm-iYUpm4
A. Reviewing the previous lesson or Present pictures related to different elements of
presenting the new lesson social action. Students will have to identify it.
See attached appendix D14.1.1

B. Establishing a purpose for the lesson Video Clip on “Why Youth Social Action Make
Sense”
1. What is the video all about?
2. Do you agree with what the video is showing or
saying? Why?
See attached appendix D14.1.1
C. Presenting examples/ instances of Students will be grouped into 4 and each group will
the new lesson have to answer the question “What are your basis or
consideration in doing social action in relation to
community involvement?” The teacher will have to
process it by making columns in the blackboard and
(taking note of the student's report) and use it as a
springboard for discussing the topic.
Each group will have a representative to discuss the
output.

D. Discussing new concepts and Ask:

practicing new skill #1 What made the group answer such? In one word,
how would you summarize the words or phrases I
wrote on the board in each column?
E. Discussing new concepts and
practicing new skill #2

F. Developing Mastery Say/Ask:

1. Describe the four types of social
action and the possible actual situation related to it.

G. Finding practical applications of Ask.

concepts & skills in daily living As a youth of today so active, vibrant and full of
ideas, in what ways can you assist your own
community to act
socially for the benefits of others?
H. Making generalizations & Ask: Can you now share the significant learning you
abstractions about the lesson have today?
The 4 types of social action are: Rational Purposeful
Action

Value Rational Action Affective Action Traditional

Action

I. Evaluating Learning Essay: Out of the 4 types of social action, which of it

will you give emphasis on in engaging yourself in
the community? Justify your answer.
Rubrics will be provided.
See Appendix D14.1.1

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require additional
activities for
remediation who scored below 80%

C. Did the remedial lesson

work? No. of learners who caught up
with the lesson
D. No. of learners who
continue to require remediation

E. Which of my teaching
strategies worked well? Why did these
work?
F. What difficulties did I encounter which
my principal or supervisor can
help me solve?

G. What innovation or localized

materials did I use/discover which I wish
to share with other
teachers?
The teacher will show or flash images showing the
different types of social action. The students will
identify the images and line up on the marker/station
indicating the different
kinds of social action.

Students will browse the draft proposals of the

community action plan of the other groups.

The teacher will ask the students to recall or revisit

the previous plans that they created for whatever
purpose and ask to share the top 3 things that they
did before implementing the plan.

#1 Define Program Evaluation

1. The learners will be asked to answer the following
questions regarding the activities that they planned
before:
a. What went well in their respective plans?
b. What went wrong in their respective plans?
2. The learners will be grouped and will be asked to
create a Semantic Web about the term “Evaluation”.
3. The teacher will introduce “Program

Evaluation” inductively.
4. The learners will be asked to identify
the things that are important to make the plan more
successful?
#2 Present the Evaluation Phases and Processes
1. The learners will be grouped with 5 members
each. The teacher will provide specific instructions to
each group for them to follow.
2. The teacher will introduce the Evaluation Phases
and Processes: Planning, Implementation,
Completion and Dissemination and Reporting.
3. The students will browse the draft proposals of
the other groups; the students will simply check if the
essential parts of action planning are in place.
See Appendix D14.2.2

1. What is Program Evaluation?

2. What are the Evaluation Phases and Processes?

The learners will be asked to state the ways where

the evaluation can be used.

The learners will be asked to state the importance of

evaluation in relation to proposals.

The learners will be asked to check if the Evaluation Each group will be tasked to do a
Phases and Processes is observed in the draft comprehensive program evaluation of the
proposal of the community action plan. propose community-action plan of the other
group that will be assigned to them, using the
evaluation forms for modification and elements
of community action
plan

Prepare for the presentation of the develop

community action plan
Presentation of a develop community action plan
See Appendix D14.4.3
Prepared by:
ELIZA T. ALTAR
Division of Bulacan
ROSELLA B. BALINGIT
Division of Pampanga
JONNALYN V. BOGNOT
Division of Bulacan
MAY N. CORDOVA
Division of Tarlac Province
KEVIN CEDDIE C. GARCIA
Division of Nueva Ecija
RICHARD R. MAROLLANO
City Schools Division of San Jose Del Monte
JOCELYN D. PUNDAVELA
City Schools Division of San Jose Del Monte
ASHER ISRAEL G. QUIMSON
City Schools Division of San Jose Del Monte
GLENDA LUISA M. TOMANENG
Division of Bulacan
MARIANNE M. TORRES
Division of Bataan
MARIA DECILIA P. MIRANDA
Division of Bulacan
 DL
in Community
Solidarity, an
Community Action Initi
Checked by:
RYAN R. PECSON
Division of Pampanga
NATHANIEL G. LULU
Division of Pampanga
BERNARD C. RAMOS
Division of Nueva Ecija
 DLPs
mmunity Engagemen
darity, and Citizenshi
unity Action Initiatives: Field Practicum
Noted:
ANN LIZA R. LEPASANA
Head Teacher III, Regional Facilitator
School Division of City of San Jose Del Monte, Bulacan
s
ngagement,
Citizenship
es: Field Practicum
 Grade 12 DAILY LESSON School DepEd – Region III
PLAN Teacher Senior High School Teachers – Class F

Teaching Week Week 15, Day 1 – 4

SESSIONS: DAY 1
I. OBJECTIVES
A. Content Standards The learners demonstrates an understanding of the integration of social science pers
B. Performance Standards The learners shall be able to synthesize the integrative experience of implementing c
C. Learning Competencies/ Objectives Implement community action
 Discuss the

II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources  Curriculum Guide (HUMSS) http://www.eric.ed.gov/?id=EJ4222 09 www.onlin
III Grade Level 12
ool Teachers – Class F Learning Area COMMUNITY ENGAGEMENT, SOLIDARITY AN

–4 Quarter Fourth
DAY 2 DAY 3

ding of the integration of social science perspective and community action initiatives.
he integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods.
Implement community action- initiatives. (HUMSS_CSC12-IV-e-h-20)
 Discuss the rationale on community action initiatives.

Community – action initiatives: Field practicum

 Partnership with local communities and organizations.
Y ENGAGEMENT, SOLIDARITY AND CITIZENSHIP

DAY 4

and methods.

cum
d organizations.
IV. PROCEDURES
A. Reviewing previous lesson or  DAILY ROUTINARY ACTIVITIES
presenting the new lesson  The teacher will cite the main objectives of the
lesson.
 The teacher will give guide questions to ponder/
reflect. And these are as follows:
1. Do you consider yourself as a part of the
community? Why?
 The teacher will collate ideas of the learners
then start the lesson by an introduction as stated:
Let us think, let us get involved and be found
prepared. Young people like you should
come together as a community to take
collective action and generate solutions to
common problems. Community well- being
(economic, social, environmental and
cultural) often evolves from this type of
collective action being taken at a grassroots
level. And it is our responsibility to get involved
as part of the solution. That’s why the lesson for
today talks about the rationale on
community action initiatives.

B. Establishing a purpose for the lesson  The teacher will present a video-clip entitled
“ULAT PANGMULAT: Kariton”, a video presentation
showing community action initiatives of Efren
Peñaflorida, NCC Hero of the year.
 After watching, the teacher will
process the video by asking the following questions:

1. What did you observe in that video?

2. What does the video want to portray?
3. What is the specific community initiative
seen in the video?

C. Presenting examples/ instances of the  After processing the video, the teacher will ask
new lesson the learners: HOW WILL YOU MAKE SURE
THAT THE ACTION IS SUSTAINABLE LONG
ENOUGH TO HAVE DESIRED IMPACT IN THE
COMMUNITY?
D. Discussing new concepts and The teacher will define and discuss the following:
practicing new skill #1 1. Community Action Initiatives
2. The Rationale/ Importance of conducting
community- action initiatives

E. Discussing new concepts and

practicing new skill #2
F. Developing Mastery The teacher will group the class into four. Each
group will brainstorm about the rationale of
community action initiatives. The outcome of the
group’s brainstorming session must be presented
using concept mapping (i.e. word web). See
attached rubrics for group work (Appendix E.15.1.1)
Guide Questions:
1. What are the words that you’ve encountered after
brainstorming?
2. Based on your group ideas, how can you define
the word rationale?
3. What is rationale of community

action initiatives?
G. Finding practical applications of The teacher will contextualize the topic by asking
concepts & skills in daily living situational question “LOOK AROUND THE ROOM
AND CONSIDER WHAT KIND S OF ACTIONS ARE
FEASIBLE WITH THOSE PRESENT- COULD THE
ACTION YOU ARE CONSIDERING INVOLVE
YOUTH? HEALTH? AND
EDUCATION SECTORS? HOW?

H. Making generalizations & abstractions To give the synopsis of the lesson, the learner will
about the lesson cite their learning about community initiatives and
the rationale of it through recitation.

I. Evaluating Learning In your journal, reflect about the given question: IF

YOU WERE TO INITIATE A PROGRAM, WHAT
KIND OF ACTION COMMUNITY INIATIVES
WILL YOU DO? WHY?

J. Additional activities for application or The teacher will task the group representative to
remediation finalize the transmittal letters for the community-
action
integration.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%

C. Did the remedial lesson

work? No. of learners who caught up with
the lesson
D. No. of learners who
continue to require remediation

E. Which of my teaching strategies

worked well?
Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can
help me solve?

G. What innovation or localized materials

did I use/discover which I wish to
share with other teachers?
Preliminary activities: Preliminary activities: Prayer
Prayer Attendance Grouping Attendance Grouping

The teacher will remind the students of: The teacher will remind the students of:
a. common courtesy a. common courtesy
b. safety measures b. safety measures
c. ensuring that the materials needed are complete c. ensuring that the materials needed are
(letters, receiving copies, and other necessary complete (letters, receiving copies, and other
documents) necessary documents)
(See Appendices E.15.2.2 - E.15.2.7) d. pointers taken from their

experiences the previous day

(See Appendices E.15.2.2 - E.15.2.7)

Distribution of Letters and other necessary Distribution of Letters and other necessary
documents documents
(See Appendices E.15.2.2 - E.15.2.7) (See Appendices E.15.2.2 - E.15.2.7)
Ask: Ask:
What are your positive and negative experiences What are your positive and negative
during letter distribution? Using these experiences, experiences during letter distribution?
what would you suggest to make the process better Were the suggestions from yesterday’s
for tomorrow’s activity? experience followed? Were they helpful in the
letter
distribution process?

(Reminders for tomorrow’s activities.) (Reminders for tomorrow’s activities.)

Preliminary activities:
Prayer Attendance
The teacher will ask from the students some
updates about the transmittal letters and other
related documents.

Discuss the rules and regulation in conducting

community integration activity.

The teacher will remind the group about their

assigned task.
Ask:
What are the rules and regulation in conducting
the community integration activity?

Remind the student about the things they need to

know on their integration.
Prepared by:
JOY EMMANUEL S. VALLAGAR
Division of Nueva Ecija
BENJIE R. NAVAL
Division of Bulacan
REAGAN V. RAGANIT
Division of Tarlac Province
JULIANNE G. VIVAS
Division of Bulacan
GERBY B. MALGAPO
Division of Nueva Ecija
ARVI S. FLORES
Division of Bulacan
NORVIN D. DE OCAMPO
Division of Zambales
JAJE ANGELIKA A. PODRIDO
Division of Tarlac Province
Checked by:
VINCENT S. VILLASIS
Division of Bulacan
BABY INES LEA N. CUNANAN
Division of Pampanga
RYAN R. PECSON
Division of Pampanga
Noted:
ANN LIZA R. LEPASANA
Head Teacher III, Regional Facilitator
School Division of City of San Jose Del Monte, Bulacan
 Grade 12 DAILY LESSON School DepEd – Region III
PLAN
Teacher Senior High School Teachers – Class F

Teaching Week Week 16, Day 1 – 4

SESSIONS: DAY 1
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the integration of social science pers
B. Performance Standards The learners shall be able to synthesize the integrative experience of implementing
C. Learning Competencies/ Objectives Implement com

II. CONTENT Community-action Initiatives: Field Practicum

(Data Gathering)

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources Practical Research I Esther L. Baraceros Pages 94-96, 101-115https://youtu.be/QeKtCwaMM

IV. PROCEDURES
A. Reviewing previous lesson or 3 minutes
presenting the new lesson The teacher will ask the learners to share their
knowledge about methodologies and approaches of
community actions and involvements across
disciplines.
1. Partnership building with local
 III Grade Level 12
COMMUNITY ENGAGEMENT, SOLIDARITY A
hool Teachers – Class F Learning Area

–4 Quarter Fourth
DAY 2 DAY 3

ing of the integration of social science perspective and community action initiatives.
he integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods.
Implement community action- initiatives. (HUMSS_CSC12-IV-e-h-20)

Community-action Initiatives: Field Practicum (Consolidation of Data

Gathered)

Practical Research I Esther L. Baraceros Pages 121-122https://youtu.be/RA47NcuKKaQ(The Bizarre Filipino Community that Lives in a Gr

3 minutes 5 minutes
The teacher will ask the learners to share their Student Reflection
experiences during the time of data gathering in the Teacher will ask the learners about the major
community. issues in community affecting poor and
Learners will share confidently what they marginalized
experienced during the time of people in the community.
TY ENGAGEMENT, SOLIDARITY AND CITIZENSHIP

DAY 4

nd methods.

Community-action Initiatives: Field Practicum

(Interpretation of Data Gathered)

Practical Research I Esther L. Baraceros Pages 127-129https://youtu.be/DPGInmMYYM (Iskwater)

3 minutes
Teacher will ask the learners what is the next
steps they need to do after consolidation of
data?
 group.
2. Community Profiling
3. Needs Assessment
4. Working with a core group of leaders / leadership
development
participatory action planning.
B. Establishing a purpose for the lesson Video Presentation (5 minutes)

Teacher will present a video clip about major issues

affecting poor and marginalized people in
community.
Teacher will ask the following questions to
the learners.

1. What are the major issues in the community

affecting poor and Marginalized people?
2. What are the possible reason why this things
happen?
3. How will you show your sympathy with them?

Teacher will connect the video presentation to their

lesson.
C. Presenting examples/ instances of the Group Activity (5 minutes)
new lesson Teacher will divide the class into five
(5) groups and each group will assign to discuss the
following data collection method.
1. Observation
2. Interview
3. Survey through questionnaires.
Teacher will give additional information on data
collection method.

(See Appendices E.16.1.1 - E.16.1.2)

D. Discussing new concepts 2 minutes
and practicing new skill #1 Teacher will ask the learners what will be the best
data collection method they can use to gather data
in community.
Learners will defend their answer I the class.

E. Discussing new concepts and practicing

new skill #2
F. Developing Mastery Class Activity (1 hour)
Teacher will allow the learners to check their survey
questionnaire before gathering data from the
community.
After checking the survey questionnaire the teacher
will divide the class into 5 groups for the division of
labor.
Group 1 - Communication letter to the School
Principal and Barangay Captain.
Group 2 - Data Collection Group 3 - Data Collection
Group 4 - Transportation Group 5 - Documentation

G. Finding practical applications of Class Activity (3 hours)

concepts & skills in daily living Teacher will allow the learners to start collecting data
using survey questionnaires modified by the
students.
(See attach Communication Letter to the School
Principal and Barangay Captain and Survey
Questionnaires)

H. Making generalizations & 15 minutes

abstractions about the lesson Based on your data collection experiences in the
community how will
you explain the importance of
1. knowing the demographic characteristics of
household;
2. Educational attainment;
3. Health and Nutrition;
4. Community Leadership; and
5. Family Income
(See Appendix E.16.1.3)

I. Evaluating Learning Reflective Journal (5 minutes)

Teacher will instruct the learners to write what they
observed in the community using SWOT Analysis.
1. Strength
2. Weakness
3. Opportunity
4. Threats
(See Appendix E.16.1.4)

J. Additional activities for application or

remediation
 This is half day activity
V. REMARKS Supported with proper communication letter

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require additional
activities for
remediation who scored below 80%

C. Did the remedial lesson

work? No. of learners who
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching strategies worked
well? Why
did these work?
F. What difficulties did I encounter which
my principal
or supervisor can help me solve?

G. What innovation or localized materials

did I use/discover which I wish to share
with
other teachers?
gathering data.

Video Presentation (5 minutes)

Teacher will present video clip showing students

helping one another in consolidating the data
gathered used in their research.

7 minutes 3 minutes
Group Activity Teacher will guide the students on how they
Teacher will divide the class into five consolidate the data properly
(5) groups and each group will describe the
community they visited in terms of:
1. Strength
2. Weakness
3. Opportunity
4. Threats

(See Rubrics on Appendix E.15.1.1)

5 minutes
Teacher will ask the students how they should
consolidate the data they have gathered.
35 minutes 35 minutes
Class Activity Class Activity
The teacher will instruct the learners to start Teachers will instruct the learners to start
consolidating the data they have using survey consolidating the data they have using survey
questionnaires answered by the respondents. questionnaires answered by the respondents.

10 minutes 10 minutes
Group Presentation Group Presentation
Based on the data collected, teacher will ask the Based on the data collected, teacher will ask the
learners what are the existing issues affecting poor learners what are the existing issues affecting
and marginalized people on the community. What poor and marginalized people on the community.
are the possible reasons why those things happen? what are the possible reasons why those things
(See Appendix E.15.1.1) happen?
(See Appendix E.15.1.1)

5 minutes 5 minutes
Group Activity Group Activity

Teachers will ask the learners what will be the role of Teachers will ask the learners what will be the
the youth on different issues in the community. role of the youth on different issues in the
(See Appendix E.15.1.1) community.
(See Appendix E.15.1.1)

5 minutes 5 minutes
Essay Essay
Teacher will ask the learners to give one example of Teacher will ask the learners to give one
major issues in community affecting poor and example of major issues in community affecting
marginalized people and think the possible way on poor and marginalized people and think the
how they can help them using the knowledge and possible way on how they can help them using
skills learned in Community Engagement, Solidarity, the knowledge and skills learned in Community
and Citizenship (CSC) lesson. Engagement, Solidarity, and Citizenship (CSC)
(See Appendix E.16.1.4) lesson.
(See Appendix E.16.1.4)
Two (2) days activity 1 hour activity
2 minutes

Picture Analysis
Teacher will present picture showing different
scenario in the community and students will
react on it.

Learners will identify major issues affecting poor

and marginalized people in community.

5 minutes
Teacher will ask the learners how they describe
their community in terms of
1. demographic
characteristics of household;
2. Educational background;
3. Health and Nutrition;
4. Community Leadership; and
5. Family monthly Income

Teacher will ask the learners how

they connect the demographic characteristics of
household, educational background, health and
nutrition, community leadership, and family
monthly income to the
present condition of the community.
20 minutes
Class Activity
Teacher will allow the learners to present the
result of data consolidation.
Teacher will instruct the learners to interpret the
data presented on the board.

20 minutes
Class Activity
Teacher will group the class into 5 groups and
instruct them to make a list of possible
community engagement activities appropriate on
that community.
(See Appendix E.15.1.1)

5 minutes
Group Activity

Teacher will instruct the learners to create

presentation showing the impact of the
demographic characteristics of household,
Educational background, Health and Nutrition,
Community Leadership, and Family monthly to
the present condition of the community.
(See Appendix E.15.1.1)

5 minutes
Reflective Journal
Based on the result of data analysis, what are
the things needed to consider to improve the
present condition of the community.

Planning for community engagement activities

Prepared by:
JOY EMMANUEL S. VALLAGAR
Division of Nueva Ecija
BENJIE R. NAVAL
Division of Bulacan
REAGAN V. RAGANIT
Division of Tarlac Province
JULIANNE G. VIVAS
Division of Bulacan
GERBY B. MALGAPO
Division of Nueva Ecija
ARVI S. FLORES
Division of Bulacan
NORVIN D. DE OCAMPO
Division of Zambales
JAJE ANGELIKA A. PODRIDO
Division of Tarlac Province
Checked by:
VINCENT S. VILLASIS
Division of Bulacan
BABY INES LEA N. CUNANAN
Division of Pampanga
RYAN R. PECSON
Division of Pampanga
Noted:
ANN LIZA R. LEPASANA
Head Teacher III, Regional Facilitator
School Division of City of San Jose Del Monte, Bulacan
 Grade 12 DAILY LESSON School DepEd – Region III
PLAN
Teacher Senior High School Teachers – Class F

Teaching Week Week 17, Day 1 – 4

SESSIONS: DAY 1
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the integration of social science pe
B. Performance Standards The learners shall be able to synthesize the integrative experience of implementin
C. Learning Competencies/ Objectives Implement c

II. CONTENT C
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources  http://www.fao.org/docrep/003/x5996 e/x5996e03.htm http://ctb.ku.edu/en/table-of-c

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson The teacher will facilitate a game called “Build a
Pyramid”.
(See Appendix E.17.1.1)
Processing Question:
1. What are the strategies that your group made to
build the pyramid?
2. What are the difficulties that your
group encounter while building the
 III Grade Level 12
COMMUNITY ENGAGEMENT, SOLIDARITY A
hool Teachers – Class F Learning Area

–4 Quarter Fourth
DAY 2 DAY 3

ng of the integration of social science perspective and community action initiatives.

he integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods.
Implement community action- initiatives. (HUMSS_CSC12-IV-e-h-20)

Community-action initiatives: Field Practicum

Preliminary activities: Prayer Preliminary activities: Prayer

Attendance Grouping Attendance Grouping
Y ENGAGEMENT, SOLIDARITY AND CITIZENSHIP

DAY 4

d methods.

The committee group in-charge for registration

will facilitate the listing and the attendance of
the participants.
The committee group in-charge will start the
program (i.e, singing of national anthem and
prayers, opening remarks )
 pyramid?

C. Presenting examples/ instances of the The teacher will ask the students:
new lesson 1. What do you think will happen if there is no
planning and tasking in doing your task?
2. Is planning and tasking are important in doing a
certain task? Why?

D. Discussing new concepts and practicing The students will be divided into 5 groups.
new skill #1 Each group will make a plan and tasking on how to
implement a community activity. After the activity
the students will present it to the class.

E. Discussing new concepts and practicing

new skill #2

F. Developing Mastery There will be a critiquing of the plan and tasking

made by each group.

G. Finding practical applications of concepts The teacher will ask the students:
& skills in daily living As a student, how can you be a big help the
community to achieve the goal of the community?
How can you use the planning and tasking as a help
to your community?

H. Making generalizations & abstractions Teacher will ask the learner why planning and
about the lesson staffing (proper tasking) are important in creating
community engagement activities.

I. Evaluating Learning The students will make a reflection

about the Planning and Tasking for community
engagement activities.

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%

C. Did the remedial lesson work?

No. of learners who caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching strategies worked
well? Why
did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me
solve?

G. What innovation or localized materials did

I use/discover which I wish to share with
other teachers?
The teacher will remind the student: The teacher will remind the student:
a. common courtesy a. common courtesy
b. safety measures b. safety measures
c. ensuring that the materials needed are complete c. ensuring that the materials needed are
(letters, receiving copies, and other necessary complete (letters, receiving copies, and other
documents) necessary documents)
d. pointers taken from their experiences the
previous day

Distribution of Letters and other necessary Distribution of Letters and other necessary
documents documents
(See Appendix E 17.2.2 - E.17.2.7) (See Appendix E 17.2.2 - E.17.2.7)

Ask: Ask:
What are your positive and negative experiences What are your positive and negative experiences
during letter distribution? during letter distribution?
Using these experiences, what would you suggest to Were the suggestions from yesterday’s
make the process better for tomorrow’s activity? experience followed? Were they helpful in the
letter
distribution process?
(Reminders for tomorrow’s activities.) (Reminders for tomorrow’s activities.)
Next, will be the welcome remarks given by the
Baranggay Captain followed by the
representatives of Purok, School Administrators
and Students.

The representative of the group will deliver

his/her message citing the objectives of the
activities, its vision and mission.

The Speaker will conduct the

seminars in line with the topics given.

The Speaker will facilitate group dynamics to

strengthen the knowledge and skills acquired in
the
discussion.

Representative from the group will be tasked to

express their words of gratitude by reiterating
the
importance of the recently conducted seminars.

One of the students will be given

the tasks to spearhead the review of the
seminars by highlighting the
different important views of the given topics.
Prepared by:
JOY EMMANUEL S. VALLAGAR
Division of Nueva Ecija
BENJIE R. NAVAL
Division of Bulacan
REAGAN V. RAGANIT
Division of Tarlac Province
JULIANNE G. VIVAS
Division of Bulacan
GERBY B. MALGAPO
Division of Nueva Ecija
ARVI S. FLORES
Division of Bulacan
NORVIN D. DE OCAMPO
Division of Zambales
JAJE ANGELIKA A. PODRIDO
Division of Tarlac Province
Checked by:
VINCENT S. VILLASIS
Division of Bulacan
BABY INES LEA N. CUNANAN
Division of Pampanga
RYAN R. PECSON
Division of Pampanga
Noted:
ANN LIZA R. LEPASANA
Head Teacher III, Regional Facilitator
School Division of City of San Jose Del Monte, Bulacan
 Grade 12 DAILY LESSON School DepEd – Region III
PLAN
Teacher Senior High School Teachers – Class F

Teaching Week Week 18, Day 1 – 4

SESSIONS: SESSION 1
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the integration of social science pers
B. Performance Standards The learners shall be able to synthesize the integrative experience of implementing
C. Learning Competencies/ Objectives Appreciate the value of applying social sciences in
community action initiatives (HUMSS_CSC12IVe-h-
21)
II. CONTENT Experiences
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources

IV. PROCEDURES
III Grade Level 12
COMMUNITY ENGAGEMENT, SOLIDARITY AN
ool Teachers – Class F Learning Area

–4 Quarter Fourth
SESSION 2 SESSION 3

ng of the integration of social science perspective and community action initiatives.

he integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods.

Synthesize the integrative experience of implementing community action initiatives (HUMSS_CSC12-IVe-h-22)

Experiences in community engagement, solidarity and citizenship

 Curriculum Guide (HUMSS) http;//www.rcampus.com/rubrics Reading

Y ENGAGEMENT, SOLIDARITY AND CITIZENSHIP

SESSION 4

nd methods.

UMSS_CSC12-IVe-h-22)
A. Reviewing previous lesson or
presenting the new lesson

B. Establishing a purpose for the lesson

C. Presenting examples/ instances of the

new lesson

D. Discussing new concepts and practicing

new skill #1

E. Discussing new concepts and practicing

new skill #2
F. Developing Mastery
G. Finding practical applications of
concepts & skills in daily living

H. Making generalizations &

abstractions about the
lesson

I. Evaluating Learning

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%

C. Did the remedial lesson

work? No. of learners who caught up with
the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching strategies worked
well? Why
did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?

G. What innovation or localized materials

did I use/discover which I wish to share
with
other teachers?
How is your experience in implementing the  DAILY ROUTINARY ACTIVITIES
community projects/program?  The teacher will cite the main objectives of
the lesson.
The teacher will give guide questions to ponder/
reflect.
1. Are you done in finalizing your Socio
Reconnaissance Report?
2. What are the difficulties that you’ve
encountered? And what are the remedies that
you’ve done to solve that difficulties?

Show the photos from the conducted community The teacher will ask each group if they are ready
integration? to present their Socio Reconnaissance Report.
Guide question
1. What do you feel before, during and after the
immersion?
2. What are the obstacle that you’ve encounter
before, during and after the immersion?
3. What are the solution that you do to overcome
these obstacles?

The teacher starts the lesson by discussing the The teacher will ask the students of the
structure of Socio Reconnaissance Report importance of their Socio Reconnaissance
Report in their community.

From the given data each group will plot the data The group of students will present their Socio
from the given structure. Reconnaissance report. Guide Questions:
1. What did you set out to do? How did you do
it? Who was involved?
2. What challenges and opportunities did you
run into along the way? How did you handle
them?
3. What changes did you see as a result of your
action or initiative?

Each group will present the output and the teacher How will you make sure that the action or
will process the presentation by asking initiative is sustainable long enough to have the
comprehensive desired impact?
question
Ask the students, what would you change to make Guide Questions:
the project/program better if you will implement it 1. Did some results of your group report confirm
again? anything you already knew about the
community?
2. Are there any clear gaps that should be
considered?

Ask: The teacher asks the students, what

How do you find applying social lessons did you learn?
science disciplines in community
projects/program?
Socio Reconnaissance Report output to be assess After analyzing your report of Socio
using Rubrics Reconnaissance, what do you plan to do next?
(See Appendix E. 18.2.1) Then why?

Student revised the corrected report

Teacher will ask the students how they
consolidated the data they gathered.

Teacher will ask all the leaders of each

group of the class to ready their
presentations.

Teacher will present the all the needed

output to be presented by the class.
Each group shall only be given 10 minutes
to present their presentation for
implemented project/program following
the prescribed format for the class.
(See Appendix E.15.1.1)

The teacher will ask the learners/ group of

the point that really need to emphasize based
on their presentation with the
corresponding rubrics to be followed

(See Appendix E.18.4.2)

The learner will start interpreting the data

gathered.
Learner will discuss what their different
experiences are as they conducted the
program/plan.

Teacher will allow the learners to

present the result of their program /
plan.

The learners are evaluated based on their

participation
(See Appendix E.18.4.3)
Prepared by:
JOY EMMANUEL S. VALLAGAR
Division of Nueva Ecija
BENJIE R. NAVAL
Division of Bulacan
REAGAN V. RAGANIT
Division of Tarlac Province
JULIANNE G. VIVAS
Division of Bulacan
GERBY B. MALGAPO
Division of Nueva Ecija
ARVI S. FLORES
Division of Bulacan
NORVIN D. DE OCAMPO
Division of Zambales
JAJE ANGELIKA A. PODRIDO
Division of Tarlac Province
Checked by:
VINCENT S. VILLASIS
Division of Bulacan
BABY INES LEA N. CUNANAN
Division of Pampanga
RYAN R. PECSON
Division of Pampanga
Noted:
ANN LIZA R. LEPASANA
Head Teacher III, Regional Facilitator
School Division of City of San Jose Del Monte, Bulacan