School BUHAYNASAPA NATIONAL HIGH SCHOOL Track ACADEMIC TRACK

K to 12 Senior High School Department Grade Level 12 (HUMSS-1, ABM 1 & 2 and STEM 1 & 2)
DAILY LESSON LOG Teacher Mr. JHIMSON De Villa CABRAL Learning Area COMMUNITY ENGAGEMENT, SOLIDARITY,
Senior High School AND CITIZENSHIP (CSC)
Teaching Dates WEEK 3 (June 19 - 23, 2017) Quarter FIRST

I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

A. Content Standards The learners demonstrate an The learners demonstrate an The learners demonstrate an The learners demonstrate an
understanding of the integration of understanding of the integration of understanding of the integration of understanding of the integration of
social science perspective and social science perspective and social science perspective and social science perspective and
community action initiatives. community action initiatives. community action initiatives. community action initiatives.
B. Performance Standards The learners shall be to synthesize the The learners shall be to synthesize the The learners shall be to synthesize the The learners shall be to synthesize the
integrative experience of implementing integrative experience of implementing integrative experience of implementing integrative experience of implementing
community-action initiatives applying community-action initiatives applying community-action initiatives applying community-action initiatives applying
social sciences’ ideas and methods. social sciences’ ideas and methods. social sciences’ ideas and methods. social sciences’ ideas and methods.
C. Learning Competencies The learners analyze the functions of The learners analyze functions of The learners compare and contrast The learners compare and contrast
communities in terms structures, communities in terms structures, typologies of communities. typologies of communities.
dynamics, and processes. dynamics, and processes.
Code/s HUMSS_CSC12IIIa-c-5 HUMSS_CSC12IIIa-c-5 HUMSS_CSC12IIa-c-6 HUMSS_CSC12IIa-c-6
Specific Objectives At the end of the lesson, the learners At the end of the lesson, the learners At the end of the lesson, the learners At the end of the lesson, the learners
are expected to: are expected to: are expected to: are expected to:
1. Describe the existing structure and 1. Recognize the dynamics existing in 1. Enlist and describe the typologies 1. Determine the similarities and
processes within their community; their local community; of communities; differences of the typologies of
2. Explain the roles of these structures 2. Interpret the role of diversity and 2. Cite examples of each typology of community; and
in community processes; and inclusion in community dynamics; community; and 2. Use graphic organizers in
3. Appreciate the functions of these and 3. Categorize their community based differentiating these typologies.
structures in maintaining the 3. Justify the importance of the on the enlisted typologies.
community’s transparent presence diversity in the
processes. community.
II. CONTENT Community Structure and Processes Community Dynamics Typologies of Community Typologies of Community
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages NA NA NA NA
2. Learners’ Guide Pages NA NA NA NA
3. Textbook Pages McCloskey, Donna J. PhD, (2011). McCloskey, Donna J. PhD, (2011). McCloskey, Donna J. PhD, (2011). McCloskey, Donna J. PhD, (2011).
Principles of Community Principles of Community Principles of Community Principles of Community
Engagement: Second Edition. NIH Engagement: Second Edition. NIH Engagement: Second Edition. NIH Engagement: Second Edition. NIH
Publication. Publication. Publication. Publication.
4. Additional Materials NA NA NA NA
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 B. Other Learning Resources Chalk and Chalkboard, Laptop and TV Chalk and Chalkboard, Laptop and TV Chalk and Chalkboard, Laptop and TV Chalk and Chalkboard, Laptop and TV
IV. PROCEDURES
A. Review of the Previous Lesson or How can we maintain equilibrium How are these structures helpful in What is diversity and how does it What are the different criteria in
Presenting the New Lesson despite of the presence of diversities?
maintaining the community’s affects, positively or negatively, in classifying a community?
transparent processes? community processes.
B. Establishing a Purpose for the Picture Analysis. The Cagsawa Church The learners will be asked to share Picture Analysis. Quezon City and San The teacher will present several places
Lesson Before and After. something about their community. Juan, Batangas. and the learners will classify it according
to the typologies of community.
C. Presenting Examples/Instances of What can you say about the two How are your community different from What can you say about the two What are your considerations in
the New Lesson different pictures presented? What can your classmates? Is diversity present in different pictures presented? How are classifying the presented pictures?
you say about its structure? How would your community? they different/similar with each other?
you relate it to community?
D. Discussing New Concepts and Panel Discussion. The teacher will The class will be divided into 5 groups. Differentiated Instruction. The class will The Triple Venn Diagram. Each learner
Practicing New Skills discuss the following topics: Each group will create a graphic be divided into 6 groups. Each group will create a triple Venn diagram to
a. Structure organizer which illustrates the dynamics will be assigned with a specific type of show the similarities and differences of
b. Social Structure and Interaction in a community. It will be evaluated community and will present it through the typologies of community.
c. Social Groups based on the attached rubric. songs, poem, drawing, and etc.
E. Developing Mastery (Leads to Guide Questions: Guide Questions: Guide Questions: How are these typologies
Formative Assessment) 1. What is structure and how is it 1. How can we say that there is 1. What are the different types of similar/different with each other?
evident in our community? diversity in the community? community?
2. How significant is interaction in 2. How is it evident on your presented 2. How these communities are
maintaining social structure in the outputs? classified?
community? 3. What are the roles of diversity and 3. Cite examples of these
3. What are the social roles and inclusion in community dynamics? communities.
statuses present in your 4. What are the other classifications of
community? community?
F. Finding Practical Applications of How are these structures helpful in How important is diversity in your How can you classify the type of Is it possible for San Juan, Batangas to
Concepts in Daily Living maintaining the community’s community? community you are living with? become an urban community?
transparent processes?
G. Making Generalization and How are the social roles and statuses What is diversity and how does it What are the different criteria in Why is it important to study the different
Abstraction about the Lesson present within these structures affects, positively or negatively, in classifying a community? typologies of community?
contribute to different community community processes.
processes?
H. Evaluating Learning Identify the term being described in What is diversity? Cite at least 2 Identify the term being described in Describe your ideal community through
each statement. examples. each statement. a caricature.
1. It is the arrangement of and 1. Communities of people who share
relations between the parts or the same interest or passion.
elements of something complex. 2. Communities of people trying to
2. It refers to the framework of societal bring about change.
institutions and social practices that 3. Communities of people brought
make up a society and establish together by geographic
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 limits on behavior. boundaries.
3. It is the process by which people act 4. Communities of people in the
toward or respond to other people. same profession or undertake the
4. These are social position based on same activities.
attributes over which the individual 5. Communities of people brought
has little or no control, such as together by external events or
race/ethnicity, age, and gender. situations.
5. It consists of two or more people
who interact frequently and share a
common identity.
I. Additional Activities for Application What are the different typologies of Bring different art materials. What is community action?
or Remediation community?
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No of learners who require
additional activities for remediation
C. Did the remedial lessons work? No.
of learners who have 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
material did I use/discover which I
wish to share with other teachers?
Prepared by:

JHIMSON V. CABRAL JHIMSON V. CABRAL JHIMSON V. CABRAL JHIMSON V. CABRAL

Teacher II Teacher II Teacher II Teacher II
Noted by:

ANDREA H. MALAPITAN ANDREA H. MALAPITAN ANDREA H. MALAPITAN ANDREA H. MALAPITAN

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Principal III Principal III Principal III Principal III

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