Senior High School

Department SY: 2024-2025;

First Semester

LEARNING PLAN IN COMMUNITY ENGAGEMENT

SOLIDARITY & CITIZENSHIP
Teacher: Date: No. of meeting/s: 4 sessions
Checked by: Signature: Date:

I. Learning Outcomes
By the end of the 180-minute period, the Grade 12 students shall have done the following
with 75% accuracy:

1. identified and described the different forms of community engagement

2. analyzed various opportunities for contributing to community development
3. proposed a mini-project that involves a form/s of community engagement

II. Subject Matter

Most Essential Learning Competency:
identified the different forms of community engagement
Code: HUMSS_CSC12-IIId-g-7
acknowledged opportunities to contribute to community development through solidarity
HUMSS_CSC12-IId-g-9

Topic:
Forms of Community Engagement

Reference/s:
Module 4 in Community Engagement, Solidarity & Citizenship, pp 5-10.

Materials:
 Digital Presentation
 Music Videos
 Video Compilation of Past Headlines
 Tag boards
 Chalk

Time Frame:
180 minutes
 III. TEACHING-LEARNING ACTIVITIES
Preliminaries (15 minutes)
 Routine
- Prayer
- Housekeeping
- Attendance Check
- Emotions check-in via “Padlet”
https://padlet.com/mariannechristieragay/emotions-check-in-w2quohy5uqe6bgj9

 Review the preceding lesson on "Dimensions of Citizenship" by projecting the images below
and have students identify them.

After the activity above the teacher will proceed to giving the “quotable quotes” wherein the
students will analyze and identify what dimension of citizenship is implied:

1. "A nation's culture resides in the hearts and in the soul of its people." - Mahatma Gandhi
IDENTITY
2. "A right delayed is a right denied." - Martin Luther King Jr.
LEGAL
3. "Ask not what your country can do for you; ask what you can do for your country." - John
F. Kennedy
POLITICAL
4. "I am a Filipino - inheritor of a glorious past, hostage to the uncertain future." - Carlos P.
Romulo
IDENTITY
5. "The ballot is stronger than the bullet." - Abraham Lincoln
POLITICAL
6. "The Filipino spirit is waterproof." - Mar Roxas
IDENTITY
7. "The strength of the Constitution lies entirely in the determination of each citizen to
defend it." - Albert Einstein
LEGAL

After the activity the teacher will provide feedback and will clarify misconceptions
EXPLORE (15 minutes)
1. VIDEO ANALYSIS

Link: https://www.youtube.com/watch?v=XNYnlp9EDA0
HOOK-IN QUESTION:

Have you ever wondered how surveillance technology impacts our communities?

As we venture into a new topic, we will first try to revisit the past by watching the video titled “2020
Year ender: Top 10 crime and CCTV stories for 2020”. Just an overview, the video provides a
rundown of the most significant and impactful crime stories captured on CCTV during the year. We
will try to analyze them using the questions below:

- What were the underlying themes presented in the video?

POSSIBLE ANSWERS: Violence, Injustice, Law Enforcement, Drugs, Courage, War,
Motherly Love
- While looking at those incidents, how did it make you feel?
POSSIBLE ANSWERS: Sad, Angry, Frustrated, Disappointed
- Reflecting on these stories, what actions do you think individuals can take to contribute
to making their communities safer and healthier to live in?
Answers may vary

2. INTRODUCTION OF THE TOPIC & PRESENTATION OF OBJECTIVES

"The best way to find yourself is to lose yourself in the service of others." - Mahatma Gandhi
With this quote as our reminder, today we will be exploring the Different Forms of Community
Engagement thus here are our objectives for the two sessions

FIRM-UP (30 minutes)

1. PRESENTATION OF THE ESSENTIAL QUESTION

"How can we effectively engage with our community to create positive change?"

2. STORY ANALYSIS

The students will be working as a group to analyze the story titled “ FROM CLASSROOM
TO COMMUNITY” They will be given process questions to facilitate the analysis.
Process Questions:

1. How did each student in the story engage with their community? Describe the activities
they focused on.
2. What were some of the positive outcomes or changes that resulted from each student's
actions?
3. How did participating in these activities contribute to the personal growth and
development of each student?
4. What are some ideas for future community engagement projects based on the
experiences shared in the story?

2. SHARING OF ANSWERS

During the sharing phase, the focus will be on synthesizing key insights and findings from group
discussions, and exploring the practical applications of ideas for community engagement. The
students will reflect on lessons learned and best practices shared, provide constructive
feedback, and collectively determine next steps and possible community action initiative plans

3. DISCUSSION

After participants share their insights from the group discussions, the teacher will lead a
discussion on various forms of community engagement based on Wagner and Owen's
categorization. This includes direct service, community research, advocacy and education,
capacity building, political involvement, socially responsible behavior, philanthropic giving, and
participation in associations. The discussion aims to broaden understanding of different ways
individuals can contribute to and strengthen communities, encouraging students to consider
these forms in future engagement initiatives.

4. CHECKING OF STUDENTS UNDERSTANDING

In this part, the teacher will initiate an activity involving a gamified quiz on Quizizz to assess
students' understanding of forms of community engagement based on Wagner and Owen's
categorization. The quiz aims to evaluate their comprehension of each form and their ability to
apply these concepts to real-world scenarios, promoting active learning and deeper insights into
civic responsibility and community development.

5. FEEDBACKING ON THE RESULT OF THE QUIZ

Following the quiz, students will receive feedback on their performance. The feedback session
will highlight strengths and areas for improvement based on quiz results. This interactive
discussion aims to reinforce learning outcomes, clarify misconceptions, and encourage reflection
on the significance of community engagement in fostering positive societal change.
 DEEPEN (30 minutes)

1. MUSIC VIDEO VIEWING

Hook-in Question: Imagine you have the power to change one thing in your community or the
world. What would it be, and how would you go about making that change?

https://www.youtube.com/watch?v=xlHGX55Dp2U

https://www.youtube.com/watch?v=xlHGX55Dp2U

To enrich understanding and inspire reflection, the teacher will show a music video of the song
titled "Heal the World" by Michael Jackson after the students share their answer on the “hook-in
question”. This video aims to evoke emotions and provoke thoughtful discussion about global
issues, empathy, and the role of individuals in making a difference in their communities and
beyond. Students will connect themes from the song to the forms of community engagement
discussed, emphasizing the importance of collective action and compassion in addressing societal
challenges.

PROCESS QUESTION:
How can the themes and messages conveyed in "Heal the World" by Michael Jackson inspire and
guide your approach to analyzing opportunities for contributing to community development,
particularly in relation to the forms of engagement we've discussed (direct service, advocacy,
capacity building, etc.)?
2. HANDPRINTS OF CHANGE

(PROJECTED END OF THE FIRST SESSION)

MEANINGFUL CLOSURE FOR THE FIRST SESSION - PADLET

The students will have to make a short line that encapsulates their greatest realization of the day.

TRANSFER (90 minutes)

DESIGNING A COMMUNITY ENGAGEMENT MINI PROJECT

In this activity, students will work in groups to design a community engagement mini-project. They
will select one or more from the eight forms of community engagement by Wagner and Owen,
identify a specific community need, and outline their project using a provided template. This
includes defining the project objective, planning activities, establishing a timeline, and detailing
necessary resources. Each group will then prepare and present their proposed design to the class,
followed by a feedback session and a reflection discussion on the importance of community
engagement and how these ideas can be applied in real-life situations. Their work will be evaluated
using the rubric indicated below
 MEANINGFUL CLOSURE
The students will have to accomplish the 3-2-1 activity thru the padlet link below:

https://padlet.com/mariannechristieragay/3-2-1-i85pzfo3oys43fb8

3 – THINGS YOU FOUND OUT

2 – INTERESTING THINGS
1 – QUESTION YOU STILL HAVE
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